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The Journey of Our Math Department

The Journey of Our Math Department. School Demographics. - Grade 9-12 - 500 Students ( 2014-15) - 33.6 FTE Teaching Positions (with Administration time included)

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The Journey of Our Math Department

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  1. The Journey of Our Math Department

  2. School Demographics • - Grade 9-12 • - 500 Students (2014-15) • - 33.6 FTE Teaching Positions (with Administration time included) • - 45.0 Staff Including Administrative Assistants, Educational Assistants, Family School Wellness Workers (FSW’s), Video Conference Coordinator and our Resource Officer

  3. New Hampshire: 8 staff for three days Visited three schools – guided by Joe DiMartino ELO’S Competency based learning Using PD to empower and EngageInvestigating Best Practise

  4. Curriculum Deconstruction

  5. Competency Statements for Wm. E. Hay Mathematics for grades 9 through 12: • Upon completion of grade 12 a student will have developed a combination of some/all of the following competencies depending upon the stream of math they should be able to… • Use proportion to solve real-life problems. • Use algebra to solve real-life problems. • Connect numbers to real-life experiences • Communicate ideas effectively using graphs. • Use shapes and objects to solve real-life problems. • Use tools and estimation to determine measurements. • Use trigonometry to solve real-life problems. • Use logic and critical thinking to solve real-life problems. • Use statistics to display information regarding real-life problems. • Develop an appreciation of mathematics in society.

  6. Math 9-3 • C3 - Connect numbers to real-life experiences 50% • Whole Numbers • Number Theory • Fractions • Algebra • Decimals • Ratio and Proportion • Percent • C4 - Communicate ideas effectively using graphs. 5% • Coordinate Graphing (supplement) • C6 - Use tools and estimation to determine measurements. 25% • Metric Measurement • Customary Measurement • Circle, Cylinders, and Time • C5 - Use shapes and objects to solve real-life problems. 15% • Draw and Classify Triangles (supp.) • Transformations (supp.) • Intro to Geometry • Scale drawing • C9 - Use statistics to display information regarding real-life problems. 5% • Graphs

  7. Competency breakdown by course… • Math 9: Semester Breakdown • Semester 1 – 3 credit course *100% • C3 - Connect numbers to real-life experiences 30% • Units of Study • Rational Numbers • Powers and Square Roots • Spreadsheets • If Time Permits Intro to Polynomials • *Weighting for semester one Math 9 course.

  8. Semester 2 – 5 credit course 70% • C2 - Use algebra to solve real-life problems. 20% • Linear Relations • Polynomials • Notes: Focus on Specific Outcome 3 under General Outcome: Represent algebraic expressions in multiple ways. • C6 - Use tools and estimation to determine measurements. 20%Measurement • Similar Polygons • Symmetry • C6 - Use tools and estimation to determine measurements. 10% • Circle Geometry • C9 - Use statistics to display information regardingreal-life problems.10% • Data Collection and Analysis • Probability • Spreadsheets • Provincial Achievement Test10%

  9. Math 20-1: • C2 - Use algebra to solve real-life problems. 65% • Sequence and Series • Quadratic Functions • Quadratic Equations • Radical Expressions and Equations • Rational Expressions and Equations • Absolute Value and Reciprocal Functions • Systems of Equations • Systems of Linear and Quadratic Inequalities • Focus - Factoring Review • C4 - Communicate ideas effectively using graphs. 20% • Quadratic Functions • Quadratic Equations • Absolute Value and Reciprocal Functions • Systems of Equations • Systems of Linear and Quadratic Inequalities • C7 - Use trigonometry to solve real-life problems.15% • Trigonometry

  10. PlanningPD timeGrade consistencyStream consistencyCommunication consistencyCurriculum Prototyping

  11. Lesson DeliveryVariable timetableTA timeMath EnhancementMath Restorative Combination CoursesWork At Your Own Pace CoursesAccelerated CoursesMath Demonstrations

  12. Formative and Summative Assessment All formative assessments must be completed before the summative assessment can be attempted.

  13. Assessment Typical Test Day

  14. Assessment SupportsZAPRe-do’sExam Room

  15. Assessment Reporting

  16. Investigating the merits of the Carnegie Unit was the CATALYST for change:Timetable ChangeProject WeekTeacher Advisory Action Research Variable Timetable Restorative Classes Courses Offered Outside of School Time Innovative Blended Programs Collaborative PD Time Extended Learning Opportunities (ELO’s)Student Resource Team (SRT)Portfolios Student Learning ConferencesAssessment Changes (Formative/Summative, Re-Do’s, No Zero’s, Competency Based Assessment)Exam Room ZAP Room Math Enhancement Course Math Tutorial Room Student Voice - Tell Them From Me Survey and Student Comment BoxFlipped classroomAccelerated programs

  17. Our Math Crew

  18. Starting/Continuing Your Own Math Journeyjklevgaard@clearview.ab.ca Celebrate your strengths and focus on your weaknesses. Maintain a common focus. “High School isn’t broken, it is just obsolete.” Joe DiMartino Start by standing back…. Ian Jukes Start anywhere and follow it everywhere. Margaret Wheatley

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