Introduction

• the seven mathematical processes outlined on pages 11–17 of The Ontario Curriculum,Grades 1–8: Mathematics, 2005: problem solving, reasoning and proving,reflecting, selecting tools and computational strategies, connecting, representing,communicating.In this chapter, three planning formats are considered:• the long-term plan – the record of a year-long plan for teaching the mathematicscurriculum. In a long-term plan, concepts are organized in a meaningful and logicalorder, so that mathematical growth is fostered and the needs of the particularclassroom are met;• the unit plan – a series of lessons that build towards a conceptual understanding ofthe big idea(s) and key concepts in a single strand or several strands of mathematics;• the daily lesson plan – a specific lesson that is part of the larger unit plan and thatbuilds towards understanding a key concept.All three formats are connected; they enhance one another and serve different roles.Taken altogether, they provide teachers with a sound and cohesive course of actionin the classroom. Such a course of action, however, should not be adhered to rigidly.Teachers need to be flexible in using their plans and should be prepared to revise andrefine them in light of students’ ongoing needs.Long-Term PlanningIn making a long-range plan for a balanced mathematics program, teachers need toconsider the following questions:• Where do I start?First, teachers should be familiar with the knowledge and skills that students areexpected to acquire at their current grade level, and the knowledge and skills thatthey were expected to aquire in the previous grade. Next, teachers need to beginto plan with their teaching partner(s) (i.e., other teachers in the school who areteaching at the same grade level). Often consultation with teachers of other gradesin the division is also helpful, particularly with the teacher from the previous grade,who can provide an overview of the prior learning and experiences of students.Then, teachers need to review the primary resource to be used in the classroom(e.g., a textbook and/or teacher’s manual), in order to become familiar with its flowand organization. Often the teacher’s manual will include a suggested calendar.Teachers need to be aware that the entire curriculum may not be addressed inthe primary resource or that the resource may include extraneous activities thatare not related to the Ontario curriculum. The primary resource should be designedto assist students in achieving the expectations outlined in the curriculum policy48 A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6 – Volume One