Introduction

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3.Planning theMathematicsProgramChapter ContentsLong-Term Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Unit or Short-Term Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Daily Lesson Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51AppendicesAppendix 3-1: Long-Range Planning Template A for Mathematics . . . . . 59Appendix 3-2: Long-Range Planning Template B for Mathematics . . . . . 60Appendix 3-3: Unit Planning Template for Mathematics . . . . . . . . . . . 61Appendix 3-4: Daily Lesson Planning Template for Mathematics . . . . . . . 62
Page 9 and 10: Belief 4: The teacher is the key to
Page 11 and 12: Chapter 10 is devoted to the subjec
Page 13: 1.Achievingand SustainingImprovemen
Page 16 and 17: Educators striving to achieve the c
Page 18 and 19: In schools that successfully bring
Page 20 and 21: • Intervention and special assist
Page 22 and 23: Boards and schools have improvement
Page 24 and 25: • assisting with team and individ
Page 26 and 27: • incorporating current knowledge
Page 28 and 29: • ascertaining the needs of staff
Page 30 and 31: and reflect on their observations o
Page 32 and 33: • hosting a family math event, em
Page 35 and 36: Principles Underlying EffectiveMath
Page 37 and 38: ideas through problem solving, comm
Page 39 and 40: • working with concrete materials
Page 41 and 42: In general, students first need to
Page 43 and 44: Respect How Each Student LearnsTeac
Page 45 and 46: Recognize the Importanceof Metacogn
Page 47 and 48: DIVERSITY, EQUITY, AND STUDENT ACHI
Page 49 and 50: A CHECKLIST FOR INCLUSIVE MATHEMATI
Page 51 and 52: 12. When I teach graphing, I ensure
Page 53 and 54: Appendix 2-1: Accommodations and Mo
Page 55: • Provide access to computers.•
Page 60 and 61: • the seven mathematical processe
Page 62 and 63: achieved by the end of the unit. Th
Page 64 and 65: • What are the concepts and proce
Page 66 and 67: The chart below provides guidance o
Page 68 and 69: Working on itInstructional Grouping
Page 70 and 71: • finding the number of slices th
Page 72 and 73: Appendix 3-2: Long-Range Planning T
Page 74 and 75: Appendix 3-4: Daily Lesson Planning
Page 77 and 78: Instructional ApproachesThree instr
Page 79 and 80: Teachers use the shared-mathematics
Page 81 and 82: Guided MathematicsGuided mathematic
Page 83 and 84: Independent MathematicsIndependent
Page 85 and 86: Appendix 4-1: Sample Guided Mathema
Page 87 and 88: Appendix 4-2: Sample Guided Mathema
Page 89 and 90: Professional ResourcesNumerous prof
Page 91 and 92: Carpenter, T.P., Fennema, E., Loef
Page 93 and 94: Sheffield, L.J., Cavanagh, M., Dace
Page 95 and 96: Thiessen, D., Matthias, M., & Smith
Page 97: Special NeedsExpert Panel on Litera
Page 100 and 101: assessment. The ongoing, systematic
Page 102 and 103: composition of numbers. The putting
Page 104 and 105: discrete quantities. Individual, co
Page 106 and 107:
graphic organizer. A visual framewo
Page 108 and 109:
math word wall. See word wall.menta
Page 110 and 111:
elationships is fundamental to unde
Page 112 and 113:
ich mathematical learning environme
Page 114 and 115:
two-dimensional shape. (Also called
Page 116 and 117:
Clements, D.H., Sarama, J., & DiBia
Page 118 and 119:
Linchevski, L., & Kutscher, B. (199
Page 120:
Toronto Catholic District School Bo
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Introduction

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