Family_C

Family C is the Cooooool family.

Welcome!!
Sharon Bertolo-Pacheco, Suzanne Malvoni, Mary Perko, Frank Young
 * __Names of Group Members__**

__**Summary of Analysis**__ Students performed poorly on Measurement and Geometry questions in which unnecessary information was given. We presume that students did not understand the problem, and what was being asked of them -- they just used all of the given numbers and followed some procedure that they have used in the past.

How can we increase (i.e. 10%) the strategic competence of our students in Measurement using George Polya's four-step problem solving model? __**Target**__ Students know and are able to distinguish the various attributes in measurement (for example: length, volume, weight) for a variety of shapes and figures and use these attributes to solve problems.
 * __Our (old) Question__**

__**Strategies for Consideration**__

//The following strategies are copied directly from The Ontario Curriculum Grades 1-8, Mathematics (p. 12):// //The following strategies are suggested from Education for All, The Report of the Expert Panel on Literacy and Numeracy Instruction for Students with Special Education Needs, K-Gr 6://
 * Common **problem-solving strategies** include the following: making a model, picture, or diagram; looking for a pattern; guessing and checking; making an organized list; making a table or chart; making a simpler problem; working backwards; using logical reasoning.
 * The most commonly used problem-solving model is **George Polya's four-step model**: understand the problem; make a plan; carry out the plan; and look back to check the results. (These four steps are now reflected in the Thinking category of the achievement chart.) //[A table displaying the problem-solving model can be found on page 13 of the curriculum document:// [|//http://www.edu.gov.on.ca/eng/curriculum/elementary/math18curr.pdf//]//]//
 * **Universal Design for Learning** (p. 10-12)
 * **Differentiated Instruction** (p. 14)
 * **Various Assessments and Conferences** (p. 23, 26)
 * **In School/Out School Support Team** (p. 27)
 * **More Assistance at the Kindergarten Level** (p. 36)
 * **Developing a Professional Learning Community** (p. 54)
 * **Best Practices for Literacy & Numeracy Instruction** (p. 59)
 * **Scaffolding, Modelling...**(p. 62)
 * **PALS** (p. 68)
 * **"Big Ideas" in Math** (p. 73)
 * **Encouraging Connections with Everyday Life (Effective Math Learning Environment)** (p. 75)
 * **Promoting Communication and Reading Comprehension** (p. 86-90, 98-100)
 * **Decoding (ex. Seek the Part You Know)** (p. 105)
 * **Computer-Based Assistive Technology** (p. 129)

//The following strategies are suggested from the Think Literacy Cross-Curricular Approaches Grades 7-12.//
 * **Extending Vocabulary -** **Creating a Word Wall** (p. 12 - 14)
 * **Extending Vocabulary - Concept Circles** (p. 16 - 20)
 * **Extending Vocabulary - The Frayer Model** (p. 22 - 25)
 * **Organizing Ideas - Webbing, Mapping and More** (p. 30 - 33)
 * **Writing for a Purpose: Journal Writing** (p. 34 - 43)
 * **Revising: KWL Chart (I Know, I Wonder, I Learned)** (p. 52 - 54)
 * **Mathematical Literacy: Literacy Tool Kit** (p. 55)

//The following strategies are suggested from the Think Literacy: Mathematics Subject-Specific Examples Grades 7 - 9. This is very similar to the Think Literacy Cross-Curricular Approaches Grades 7-12; however, it has different examples that could be used.//
 * **Signal Words - Mathematics Prompts** (p. 18 - 19)
 * **Getting Ready to Read: Extending Vocabulary (Creating a Word Wall)** (p. 22-25)
 * **Getting Ready to Read: Extending Vocabulary - Verbal and Visual Word Associations** (p. 34 - 37)
 * **Getting Ready to Read: Extending Vocabulary - The Frayer Model** (p. 39 - 42)
 * **Reading a Problem - KMWC Tips** (p. 46 - 50)
 * **Engaging in Reading: Visualizing** (p. 52 - 56)
 * **Developing and Organizing Ideas: Webbing, Mapping and More (p. 76 - 80)**

//The following strategies are suggested from the Ontario Curriculum Website - Leading Math Success - Tips Section 1.// //The following strategies are suggested from the "Early Math Strategy". The Report of the Expert Panel on Early Math in Ontario 2003.// //The following activities for Geometry in the Middle Grades are given in the "Curriculum and Evaluation Standards for School Mathematics. Addenda Series Grades 5-8" from the National Council of Teachers of Mathematics.// //The following Strategy is outlined in "The Teaching Gap; Best Ideas from the World's Teachers for Improving Education in the Classroom"//
 * **Developing Mathematical Literacy (Theorectical Framework for Program Planning)** (p. 10 - 15)
 * **Van Hiele Model** (p. 42)
 * **Communication** (p. 28)
 * **Concrete Materials** (p. 29)
 * **The Teaching And Learning of Mathematics - Building on Children's Prior and Intuitive Knowledge** **of Mathematics** (p. 8 - 10)
 * **The Teaching And Learning of Mathematics - Learning by Doing and Talking** (p. 10 - 11)
 * **The Teaching And Learning of Mathematics - Characteristics of an Efffective Early Grades Mathematics Program - Teaching Through Problem Solving** (p. 16 - 17)
 * **The Teaching and Learning of Mathematics - Characteristics of an Effective Early Grades Mathematics Program - Using Resources That Aid Understanding** (p. 19 - 24)
 * **The Teaching and Learning of Mathematics - Characteristics of an Effective Early Grades Mathematics Program - Children's Literature** (p. 24 - 25)
 * **Cluster A Two-And Three-Dimensional Geometry Concepts -** (p. 10 - 19)
 * **Cluster A Two-And Three-Dimensional Geometry Concepts - Activity 1: Exploring Cubes** (p. 20 - 21)
 * **Cluster A Two-And Three-Dimensional Geometry Concepts - Activity 2: Constructing Pyramids, Prisms, and Other Solids** (p. 22-27)
 * **Cluster A Two-And Three-Dimensional Geometry Concepts - Activity 3: Constructing and Measuring Angles** (p. 28 - 30)
 * **Cluster A Two-And Three-Dimensional Geometry Concepts - Activity 4: Building Triangles and Quadrilaterals** (p. 31 - 33)
 * **Cluster A Two-And Three-Dimesional Geometry Concepts - Activity 5: Exploring Patterns** (p. 34 - 39)
 * **Cluster A Two-And Three-Dimensional Geometry Concepts - Activity 6: Tangrams and Visualization** (p. 40)
 * **Cluster A Two-And Three-Dimensional Geometry Concepts - Activity 7: Word Sort** (p. 41)
 * **Lesson Study**

__**Resources**__ __Sections__: · Differentiated Instruction, pp. 14-5 · Instructional Approaches, pp. 80-4 · Oral Communication, pp. 94-7
 * Barbknecht, Arnold and Kieffer, Connie W. (2001). //Peer Coaching: The Learning Team Approach.// Arlington Heights: Skylight Training and Publishing Inc.
 * "Curriculum and Evaluation Standards for School Mathematics. Addenda Series Grades 5 - 8" from the National Council of Teachers of Mathematics. pp. 10-41.
 * "Early Math Strategy," The Report of the Expert Panel on Early Math in Ontario, 2003, pp. 8-25.
 * Mighton, John. (2003). //The Myth of Ability: Nurturing Mathematical Talent in Every Child.// Toronto: House of Anansi Press (The Jump Method p. 46 - 47, 116, 157).
 * National Research Council. (2001). "Strategic Competence" and "Measurement and Geometry," //Adding it Up: Helping Children Learn Mathematics.// Kilpatrick, J., Swafford, J., and Findell, B. (Eds.). Mathematical Learning Study Committee, Center for Education, Division of Behavioural and Social Sciences and Education. Washington, DC: National Academy Press, pp. 124-9, 281-4.
 * Ontario Ministry of Education. (2004). "Conceptual Foundation," "Instructional Stragies," and "Assessment," //Leading Math Success: Mathematical Literacy Grades 7-12//, Queen's Printer for Ontario, pp. 30-3.
 * Ontario Ministry of Education. (2005). //Education For All//, //The Report of the Expert Panel on Literacy and Numeracy Instruction for Students with Special Education needs, Kindergarten to Grade 6,// Queen's Printer for Ontario.
 * Ontario Ministry of Education. (2003). "Leading Math Success": Tips: Section 1 - Developing Mathematical Literacy. Queen's Printer for Ontario, pp. 10-15, 42, 28, 29. (http://www.curriculum.org./lms/:Leading ,Math Success, Tips)
 * Ontario Ministry of Education. (2003). “Learning by Doing and Talking” and “Building a Community of Mathematics Learners,” //Early Math Strategy: The Report of the Expert Panel on Early Math in Ontario,// Queen’s Printer for Ontario, pp. 10, 15.
 * Ontario Ministry of Education. (2005). //The Ontario Curriculum Grades 1-8, Mathematics//, Queen's Printer for Ontario. [George Polya's four-step problem-solving model is found on pp. 12-3]
 * Ontario Ministry of Education. (2005). //The Ontario Curriculum Grades 9 and 10, Mathematics//, Queen's Printer for Ontario.
 * Ontario Ministry of Education Think Literacy: Cross-Curricular Approaches Grades 7-12, pp. 12-55.
 * Ontario Ministry of Education Think Literacy: Mathematics Subject-Specific Examples Grades 7-9, pp.18-80.
 * Smith, Mark K. (2002, 2008). “Howard Gardner and multiple intelligences”, retrieved July 16, 2008, from //the encyclopedia of informal education//, http://www.infed.org/thinkers/gardner.htm.
 * "The Teaching Gap; Best Ideas from the World's Teachers for Improving Education in the Classroom", pp 109-147.
 * Tomlinson, Carol Ann. (2001). //How to Differentiate Instruction in Mixed-Ability Classrooms//  (2nd ed.). Alexandria: Association for Supervision and Curriculum Development.