Introduction

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Appendix 3-2: Long-Range Planning Template B for MathematicsYear: ____________________ Name: ________________________________________________________________ Grade: ___________________Big Ideas ofNumber Senseand NumerationBig Ideas ofMeasurementBig Ideas ofGeometry andSpatial SenseBig Ideas ofPatterning and AlgebraBig Ideas ofData Managementand Probability❏ Term 1❏ Term 2❏ Term 360 A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6 – Volume One
Appendix 3-3: Unit Planning Template for MathematicsStrand(s):Key Concepts and Skills (based on curriculum expectations)Evidence of Student LearningLessons Instructional Task(s) Assessment/Evaluation Resources123456Planning the Mathematics Program 61
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 59 and 60: Planning the MathematicsProgramPlan
Page 61 and 62: document for mathematics and should
Page 63 and 64: • How will I know when students h
Page 65 and 66: • How will I know when students h
Page 67 and 68: The following charts provide exampl
Page 69 and 70: Example: Daily Lesson in Mathematic
Page 71: Appendix 3-1: Long-Range Planning T
Page 75: 4.InstructionalApproachesChapter Co
Page 78 and 79: these terms are not the same in rea
Page 80 and 81: • asking questions that help stud
Page 82 and 83: • explaining their own mathematic
Page 84 and 85: The students’ activities during i
Page 86 and 87: Say: “Put 4 red counters in the f
Page 88 and 89: • You must use all the rods to ma
Page 90 and 91: Kilpatrick, J., & Swafford, J. (Eds
Page 92 and 93: Gavin, M.K., Belkin, L.P., Spinelli
Page 94 and 95: Tank, B., & Zolli, L. (2001). Teach
Page 96 and 97: Leadership ResourcesBurns, M. (Ed.)
Page 99 and 100: GlossaryNote: Words and phrases pri
Page 101 and 102: (a benchmark) and judging that a la
Page 103 and 104: cooperative learning structure. A p
Page 105 and 106: Step 2 - Adjust the estimate to ref
Page 107 and 108: materials. Learning activities that
Page 109 and 110: number sense. The ability to interp
Page 111 and 112: Research indicates that procedural
Page 113 and 114: subtrahend. In a subtraction questi
Page 115 and 116: ReferencesAdams, L., Waters, J., Ch
Page 117 and 118: Ginsberg, H.P., Inoue, N., & Seo, K
Page 119 and 120: Payne, J.N. (Ed.). (1990). Mathemat
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Introduction

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