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Numbers, Numbers Everywhere

The essential fact is that all the pictures that science now draws of nature, and which alone seem capable of according with observational facts, are mathematical pictures.         ~Sir James Jeans~

Over the course of this school year our teachers have been digging deeper into their understanding of our mathematics curriculum; specifically looking at the ways that number sense and numeracy are evident across this curriculum. Our math content is divided up into 5 areas, or strands; Number Sense, Measurement, Geometry, Patterning & Algebra and Data Management. This is done more so for organizational purposes, and to ensure that students understand the many real world contexts in which math can be used. A big part of this process for us this year has been to lead each grade-based learning team through professional learning sessions where they have analyzed, discussed and organized our mathematics curriculum into a Year at a Glance planning framework.

math plan

The Year at a Glance Plan for Grade 3/4

The Year at a Glance plans have allowed our teachers to see these connections that exist between the strands, map a pathway of critical learning and big ideas from grade 1 to grade 8 and design tasks that reflect, and connect, these relationships between the strands. Of course in the real world, these strands are inter-connected and, thus are not designed to be learned as separate, discrete topics. For example, a simple task like measuring will require students to draw upon what they know about numbers, geometry, algebra and, in recording their results, ways to represent their measurements as data.

math1

A measurement task that connects multiple strands.

Understanding our number system with a degree of fluency is essential for students to engage in this type of thinking. Just as those students with a wide vocabulary are able to speak, write and read in a wide range of settings more effectively; students who understand our number system are better equipped to see the connections and relationships that exist when they are measuring and working with shapes, data or patterns. A deep and flexible understanding of numbers is developed when we use models and strategies to connect number with quantity, movement and space. It’s more than just writing the numbers down, it’s about understanding what the numbers mean, what the numbers can do and, why our number system works- everywhere.

The many ways we can 'show & know' numbers.

The many ways we can ‘show & know’ numbers.

The tasks we are designing for students, and the way we are teaching them reflect this shift in the understanding our teachers have about our curriculum and how mathematics is used in the real world.

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