It is important that they have this – if we don’t meet students where they are at, we will not help them to really understand the math concepts. Sometimes you will need to go back several grade levels and re-teach very basic math concepts in order to be able to move forward. If you are in this situation, you can go to the concept courses, like “Decimals” and start at the beginning (or as far back as your diagnostic has indicated is needed). You may then be using both the grade courses and the concept courses.
The site is set up in two ways to accommodate teachers who are teaching in different locations. Firstly, we have them organized into grades for B.C. teachers (because we are a B.C. company). So if you teach grade 6, I would suggest using the grade 6 course and you could simply follow it as it is.
The videos are in order for each concept and the concepts are sequenced in the order I feel is most logical. You may wish to alter the order of the concepts (like teaching algebra before decimals). There are many different sequences that would work well, this is just one. The important thing is to link the concepts to the big ideas and to each other regardless of what order you decide to teach them.
If you are NOT a B.C. teacher then you may prefer to use the courses that are set up for each concept and decide where you need to start based on your curriculum and your students.
This is a resource designed to help teachers develop stronger conceptual understanding in math in addition to video tutorials on how to teach math conceptually and visually to help students build their own conceptual understanding. Because most of us teachers were not taught this, we often need a lot of re-training or re-learning in order to feel comfortable switching from teaching procedurally to teaching both conceptually and procedurally.
The videos are intended for teachers, not for students.
We originally started out with just number and algebra concepts as these have historically been taught very procedurally whereas concepts like geometry are usually taught more visually. However, we’ve received so many requests for geometry and the other curricular content areas that we plan to create and add these to the site.
Status changed from Pending to Complete
After payment actions processed.
Doing mathematical solution manually , whatever it is, is good thing because the knowledge will be kept refreshing but sometimes when you are doubtful with your answer, it will be good if you can have some reference or guidance to make sure your solution is correct. So calculator would be handy in this case. Plus, if you are on doing it on a very short time, calculator would really help you save time.
Hi Nikki, Thank you so much for this great graffic that describes the new curriculum. Makes much more sense this way. This year I am teaching a grade 6/7/8 split of diverse learners. After some initial assessments our students are between grade 1 and grade 7 level in math. I am trying to move away from streaming for math and would love to do something like math teams, open problems etc. but have a hard time envisioning how this might work given the composition of my class includes some kids with some major behaviors and some with major reading/writing deficits. Chronic absenteeism is also an issue for several students. I have a coteacher and an EA for support. Would love to hear your thoughts on how to shape my scope and sequence for this diverse group and how I could best teach this class.
Thanks for reaching out! What a tough position you are in! So many hurdles, but I agree that using math teams and open problems would be helpful – even if you do that for half the time. Here are some suggestions:
daily number talks (see my vlog if you don’t know what these are) – these are a great way to create a safe culture, engage in many of the competencies AND develop fluency and better understanding of the foundation math concepts
Math teams that are heterogenous – have a strong communicator and a strong reader in each group but with mixed ability in terms of math. You might be surprised how strong some students are with manipulatives or thinking conceptually but don’t transfer it well to procedural. When they solve problems in their teams, they each have a role (complex instruction – again see my blogs for more on this) and they need to solve the problem in different ways, including visually. The stronger readers will be there to support those who are not, the communicators keep things moving and keep the team working together. It may take some to get them working well in teams but I’ve found it to be time well spent. Start with co-creating criteria of how you will all work together in teams and then hold them to it (as it’s their ideas). I would also use grade group math teams at times if you are concerned about ‘covering’ all the 3 curricula (you might only do this for certain concepts that you feel are needed)
You may need to adapt some of the numbers for some kids or allow tools like multiplication charts and calculators. A calculator is only useful if they know what to put into it, so if they are used in order to solve rich tasks as a way to make it more accessible to them, I’m in favour (but also why I suggest number talks so that they can gain fluency). Understanding the math concepts is the goal. Also, if you do use a multiplication chart, I suggest this one: https://www.helpingwithmath.com/printables/tables_charts/3oa7-multiplication-chart03.htm
I suggest grouping your concepts together throughout the curricula to see what are common and/or pre-requisites for other concepts. For example, in grade 6 they do factors and multiples but this is also important for grade 7 and 8 so can be done by all and then the 6’s and 7’s get more time with it to dig deeper while the 8’s can learn about squares, square roots, which are related to factors. (using your co-teacher and EA when need to split into different concepts)
I’d also work on incorporating growth mindset work into all of this and letting them know from the beginning that every one of them is unique and comes with different strengths and needs so they will not always be doing the same thing at the same time in the same way. Equity means that everyone gets their needs met but this is often done by doing different things. There are some concepts that lend themselves more to some independent learning but I feel that most of the concepts are better learned and understood when there is interaction with others and time to work through problems and reason aloud.
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Viele plattformen bieten willkommensboni, um neukunden zu belohnen. Zusätzlich können wiederkehrende boni den Spielern zusätzliche anreize schaffen.
Bezahlmethoden sind in online-casinos geschützt, mit optionen wie kreditkarten, diie einfache abhebungen ermöglichen. Vertrauenswürdige anbieter sorgen für die sicfherheit der spieler.
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Viele plattformen bieten free spins, um neukunden zu belohnen. Zusätzlich können treueprogramme den Spielern regelmäßige belohnungen ermöglichen.
Bezahlmethoden sind in online-casinos geschützt, mit optionen wie e-wallets, die sichere transaktionen ermöglichen. Sicherheit und fairness sind in guten casinos garantiert.
Einn Casino im Internet ist eine plattform, auf der nutzer verschiedene glücksspielmöglichkeiten wie tischspiele und pokerspiele genießen können. Ob Siee ein erfahrener spieler sind, Online-Casinos bieten unzählige möglichkeiten für jedes spielniveau.
Viele plattformen bieten willkommensboni, um neukunden zu belohnen. Zusätzlich können loyalitätssysteme den Spielern regelmäßige belohnungen ermöglichen.
Die zahlungssysteme in online-casinos sind sicher, miit optionen wie kreditkarten, die einfache abhebungen ermöglichen. Sicherheit und fairness sind in guten casinos garantiert.
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It is important that they have this – if we don’t meet students where they are at, we will not help them to really understand the math concepts. Sometimes you will need to go back several grade levels and re-teach very basic math concepts in order to be able to move forward. If you are in this situation, you can go to the concept courses, like “Decimals” and start at the beginning (or as far back as your diagnostic has indicated is needed). You may then be using both the grade courses and the concept courses.
The site is set up in two ways to accommodate teachers who are teaching in different locations. Firstly, we have them organized into grades for B.C. teachers (because we are a B.C. company). So if you teach grade 6, I would suggest using the grade 6 course and you could simply follow it as it is.
The videos are in order for each concept and the concepts are sequenced in the order I feel is most logical. You may wish to alter the order of the concepts (like teaching algebra before decimals). There are many different sequences that would work well, this is just one. The important thing is to link the concepts to the big ideas and to each other regardless of what order you decide to teach them.
If you are NOT a B.C. teacher then you may prefer to use the courses that are set up for each concept and decide where you need to start based on your curriculum and your students.
This is a resource designed to help teachers develop stronger conceptual understanding in math in addition to video tutorials on how to teach math conceptually and visually to help students build their own conceptual understanding. Because most of us teachers were not taught this, we often need a lot of re-training or re-learning in order to feel comfortable switching from teaching procedurally to teaching both conceptually and procedurally.
The videos are intended for teachers, not for students.
We originally started out with just number and algebra concepts as these have historically been taught very procedurally whereas concepts like geometry are usually taught more visually. However, we’ve received so many requests for geometry and the other curricular content areas that we plan to create and add these to the site.
Status changed from Pending to Complete
After payment actions processed.
Doing mathematical solution manually , whatever it is, is good thing because the knowledge will be kept refreshing but sometimes when you are doubtful with your answer, it will be good if you can have some reference or guidance to make sure your solution is correct. So calculator would be handy in this case. Plus, if you are on doing it on a very short time, calculator would really help you save time.
Hi Nikki,
Thank you so much for this great graffic that describes the new curriculum. Makes much more sense this way. This year I am teaching a grade 6/7/8 split of diverse learners. After some initial assessments our students are between grade 1 and grade 7 level in math. I am trying to move away from streaming for math and would love to do something like math teams, open problems etc. but have a hard time envisioning how this might work given the composition of my class includes some kids with some major behaviors and some with major reading/writing deficits. Chronic absenteeism is also an issue for several students. I have a coteacher and an EA for support.
Would love to hear your thoughts on how to shape my scope and sequence for this diverse group and how I could best teach this class.
Thank you!
Thanks for reaching out! What a tough position you are in! So many hurdles, but I agree that using math teams and open problems would be helpful – even if you do that for half the time. Here are some suggestions:
I’d also work on incorporating growth mindset work into all of this and letting them know from the beginning that every one of them is unique and comes with different strengths and needs so they will not always be doing the same thing at the same time in the same way. Equity means that everyone gets their needs met but this is often done by doing different things. There are some concepts that lend themselves more to some independent learning but I feel that most of the concepts are better learned and understood when there is interaction with others and time to work through problems and reason aloud.
I hope this helps!
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Wow. I am definitely going share this with a few of my friends. Very cool information.
Hi Nikki
Can you forward any other materials on first peoples math that you may have
Thanks
Dani
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people will likely be benefited out of your writing.
Cheers! http://boyarka-Inform.com/
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Not all slot titles are built equally. Some have more favorable RTP, more exciting bonus features,
or visuals that are simply more enjoyable to ploay like Thepokies106.
Always check the RTP (Return to Player) percentage—a higher
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Ein Online-Glücksspielanbieter ist eine anwendung, aauf dder glücksspielbegeisterte verschiedene glücksspielmöglichkeiten wie tischspiele und roulette genießen können. Ob Sie ein erfahrener spieler
sind, Online-Casinls bieten vielfältige optionen für
jedes spielniveau.
Diie meisten online-casinos bieten willkommensboni, um
neukunden zu belohnen. Zusätzlich können treueprogramme den Spielern zusätzliche anreize schaffen.
Bezahlmethoden sind in online-casinos geschützt, mit optionen wie e-wallets,die sichere transaktionen ermöglichen. Sicherheit und fairness sind in guten casinos garantiert.
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Ein Online-Casino ist eine anwendung, auf der nutzer verschiedene
glücksspielmöglichkeiten wie slots und pokerspiele genießen können. Egal, ob Sie ein Anfänger, Online-Casinos bieten unzählige möglichkeiten für jeden geschmack.
Viele plattformen bieten willkommensboni, um neukunden zu belohnen. Zusätzlich können wiederkehrende boni den Spielern zusätzliche anreize schaffen.
Bezahlmethoden sind in online-casinos geschützt, mit optionen wie kreditkarten, diie einfache abhebungen ermöglichen. Vertrauenswürdige anbieter sorgen für die sicfherheit der
spieler.
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optionen für alle arten von spielern.
Viele plattformen bieten free spins, um neukunden zu belohnen. Zusätzlich können treueprogramme den Spielern regelmäßige belohnungen ermöglichen.
Bezahlmethoden sind in online-casinos geschützt, mit optionen wie e-wallets, die sichere transaktionen ermöglichen. Sicherheit und fairness sind in guten casinos garantiert.
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jedes spielniveau.
Viele plattformen bieten willkommensboni, um neukunden zu belohnen. Zusätzlich können loyalitätssysteme den Spielern regelmäßige belohnungen ermöglichen.
Die zahlungssysteme in online-casinos sind sicher, miit optionen wie kreditkarten, die einfache abhebungen ermöglichen. Sicherheit und
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at mange foretrekke lett navigasjon. Dette gjør spillopplevelsen mer behagelig,
spesielt for de som spiller mer av og til. Foks ligger ofte på denn generelle påliteligheten fremfor store kampanjer.
Basert på diskusjoner jeg har lest virker det som realistiske forventninger er viktig.
Når man holder kontroll, kan casino i Norge oppleves som en balansert løsning. https://biglucky-norwey.com/
Много потребители не влизат в такъв тип казино само с
цел печалба, а и за да видят как работи системата.
Често по-важни се оказват не
толкова бонусите, а ясните правила.
От гледна точка на потребител, преживяването зависи силно от реалистичните очаквания.
Когато човек си поставя граници, казиното с реални пари може да бъде приемлива
форма на отдих. https://jaya9-bd.com/
Wat mij is opgevallen, voelt spelen in eeen casino met
echt geld duidelijk anders dan gratis spellen. Zodxra er echt geld bij komt kijken, gazan mensen meestal langzamer beslissingen nemen.
Veel gebruikers benaderen dit sookrt casino’s nieet
alleen om te winnen,maar ook om de spellen beter te begrijpen. Zaken zoals eeen soepel accountbeheer lijken belangfijker dan opvallende functies of grote beloftes.
Vanuit gebruikersperspectief, hangt de ervaring sterk af
van persoonlijke discipline. Wanneer iemand niet ovefhaast speelt, kan een casino met echt geld beheersbaar blijven.
Uiteindelijk draait het vooral om dee houding vann de
speler. https://shubhammotors.in/biggerz-casino-jouw-ultieme-online-gaming-plek-3/