Teaching through the Mathematical Processes

Session 3: Connecting the Mathematical Processes to the Curriculum Expectations

Share Solutions …Individually:• Share your solutions to the Home Activity

problem on chart paper.• Post your solutions, grouping similar

strategies.• Do a gallery walk, noting the different

strategies.

Whole Group:• Discuss placement of the solutions.

Bansho Strategy

Multiple Solutions …

“How did solving your problem in more than one way encourage and promote the use of different Mathematical Processes?”

Math Processes and Curriculum• In groups of 2 or 3, select an

overall expectation in a strand of a course or grade.

• Read the overall expectation and identify the mathematical process in it.

• Read the Specific expectations and identify the primary Mathematical Process in each.

• Make conclusions that pertain to “teaching to the processes.”

REPORT

Reasoning and Proving

Thinking

Problem Solving

Knowledge and Understanding

Reflecting

Communication

Application

RepresentingCommunicating

Selecting Tools and Strategies Connecting

Conceptual Understanding Procedural Knowledge

Mathematical Processes

Connecting …Achievement Chart and Mathematical Processes

Continuum and Connections

Perimeter, Area and Volume

Developing ProficiencyFacts & Procedures, Conceptual Understanding, and Mathematical Processes

Developing Proficiency Grade 7 Name: Date:

Knowledge and Understanding (Facts and Procedures) Estimate and calculate the area of the given trapezoid.

Knowledge and Understanding (Conceptual Understanding, Facts and Procedures)

Calculate the area of the given trapezoid. Show your work.

Hint: ( )

A2

a b h

Problem Solving (Reasoning and Proving) The T-Square Tiling Company makes ceramic floor tiles. Note: The square tiles that are shown are the same size. SR and ZY have the same length. Justify how you know the shaded areas PSRQ and WZYX are the same size.

Problem Solving (Connecting) Andrea’s backyard is rectangular. Its dimensions are 15.0 m by 10.0 m. Andrea’s family is making 2 garden areas and leaving a grassy area from the patio doors to the corners at the back of the yard. The patio doors are 2.0 m wide. Determine the total area of the gardens. Show your work.

Expectation – Measurement, 7m38: Solve problems involving the estimation and calculation of the area of a trapezoid.

Problem Solving (Reasoning and Proving) The T-Square Tiling Company makes ceramic floor tiles. Note: The square tiles that are shown are the same size. SR and ZY have the same length. Justify how you know the shaded areas PSRQ and WZYX are the same size.

Developing ProficiencyFacts & Procedures, Conceptual Understanding, and Mathematical Processes

Continuum and Connections

• select a continuum and grade level• study the questions on developing

proficiency for the expectation from this continuum

• compose a new question related to this expectation but with a focus on a different mathematical process

In pairs:

Guess the Process …

• Share your created problem. • Don’t tell the process….• Group conjectures what process is being

focussed on, and explains their reasoning.

Home Activity

Reflection Journal:

“How does taking up a variety of solutions support differentiated instruction (DI)?”