# data[].attributes.body
Problem Solving
*Central to Math all math concepts and learning
*Allows students to connect math concepts and ideas
*The basis of any effective math program.
Reasoning and Proving
*Supports a stronger understanding of math concepts as students work to make sense of their learning.
*Exploring, developing and justifying math ideas and answers.
*Create arguments and proof.
Reflecting
*Recognizing when the strategies they are using or effective or not.
*Figure out the different ways to try and answer the same question.
*Sharing answers with others and discussing.
Selecting Tool and Computational Skills
*Become confident in choosing the correct, most effective tools to tackle math problems (manipulatives, strategies, technology).
Connecting
*Connecting skills, ideas and concepts learned to their everyday lives and other areas of the Math curriculum.
*Discovering relationships between different areas of mathematics.
Representing
* Learning to confidently use various materials, pictures, diagrams, graphs, tables, numbers, words, and symbols to figure out different problems.
*Helps them to learn to better communicate, argue and understand their math thinking.
Communicating
*Learning a variety of different ways to communicate their math thinking and results to problems.
*Students learn to comfortably use pictures, words, diagrams, manipulatives, graphs, etc. to share their thoughts.
*Supports reflecting and understanding.
(The Ontario Math Curriculum, 2005).

# data[].attributes.body
Differentiation is needed to meet the needs of all the students our classroom. It can be difficult to meet the different needs of all your learners however. It can become more manageable if single questions can be created that allow for students to approach it by using different processes or strategies. Such questions can also also allow students at different levels of mathematical development to benefit. Math questions should always be framed in a way that a variety of responses/approaches are possible”

Example:
For Valentine's Day I had 26 cards to give to my friends. Some were Batman, some were Star Wars. How many cards could be Batman? How many cards could be Star Wars?

# data[].attributes.body
The Curriculum and its expectations can get overwhelming at times, especially in Math. We can get caught up trying to cover each area, of every strand. It's important to remember to focus on the Big Ideas and ensure the students are learning those. The Big Ideas is what will help lay the foundations they need for the next grade.
Grade 1 to 3
Number Sense:
-counting
- operational sense
- quantity
- relationships
- representation
Geometry and Spatial Sense:
-geometric properties of two-dimensional shapes and three-dimensional figures
- geometric relationships
-location and movement
Measurement:
-attributes, units, and measurement sense
-measurement relationships
Patterning and Algebra:
-patterns and relationships
-expressions and equality
Data Management and Probability:
-collection and organization of data
-data relationships
-probability

Grade 4 to 6
Number Sense:
-quantity
-operational sense
-relationships
-representation
- proportional reasoning
Geometry and Spatial Sense:
-properties of two-dimensional shapes and three-dimensional figures
-geometric relationships
-location and movement
Measurement:
-investigate measurement problems in real-life settings
- extend their knowledge of measurement units and their relationships
- investigate the relationships between, and develop formulas for, area and perimeter and surface area and volume
- extend their knowledge of time and temperature measurement.
Data Management and Probability:
- collect and organize primary and secondary data
- interpret and use charts and graphs, including continuous line graphs
-explain relationships between data sets and draw inferences from data
-determine the theoretical probability of an outcome in a probability experiment.
Patterning and Algebra
-investigate patterning and algebra problems in real-life settings, and learn to calculate any term in a pattern when given the term number
-extend their knowledge of generating patterns that involve addition, subtraction, multiplication, or division, as well as those involving reflections, translations, or rotations
-investigate problems involving missing numbers and develop an early sense of variable
-extend their understanding of equality of expressions using multiplication or division in equations with unknown quantities on both sides.

# data[].attributes.body
Manipulatves provide a hands-on experience for students to explore and learn math concepts. Manipulatives give students a chance to learn differently than other lesson frameworks. They allow for tactile learning and help build a deeper understanding of math concepts
Here is a list of some of the manipulates available to use, that can be found in our schools' Shared Resource Cupboard:
*Pattern Blocks
*Unifix Cubes
*Dice
*Playing Cards
*Two Colour Counters
*Number Lines
*Hundreds Charts
*Geometric Solids
*Place Value Blocks
*Dominoes
*Magnetic Numbers
*Bear Counters
*Mini Clocks
*Geoboards
*Cuisenaire Rods
*Balance Scales

# data[].attributes.body
Guides to Effective Instruction, Ontario:
http://oame.on.ca/eduproject/ontariomathedresources/files/Number%20Sense%20and%20Numeration%201-3%20Revised.pdf

http://oame.on.ca/eduproject/ontariomathedresources/files/Geometry%20and%20Spatial%20Sense%201-3%20Revised.pdf

http://oame.on.ca/eduproject/ontariomathedresources/files/Measurement%20K-3.pdf

http://oame.on.ca/eduproject/ontariomathedresources/files/Patterning%20and%20Algebra%20K-3.pdf

http://oame.on.ca/eduproject/ontariomathedresources/files/Number%20Sense%20and%20Numeration%20Vol%201%20Big%20Ideas%204-6.pdf

http://oame.on.ca/eduproject/ontariomathedresources/files/Guide%20Geometry%20Spatial%20Sense%204-6.pdf

http://oame.on.ca/eduproject/ontariomathedresources/files/Data%20Management%20Probability%204-6.pdf

http://oame.on.ca/eduproject/ontariomathedresources/files/Measurement%204-6.pdf

http://oame.on.ca/eduproject/ontariomathedresources/files/Patterning%20and%20Algebra%204-6.pdf

OTFFEO:

https://www.otffeo.on.ca/en/wp-content/uploads/sites/2/2014/06/2_Project-Overview.pdf

Small, M. (2009). Good questions: Great ways to differentiate mathematics instruction.

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# data[].attributes.body
1. youcubed.org
2. brainpop.com/math
3. thelearningexchange.ca
4. http://mathies.ca /
5. https://phet.colorado.edu/en/simulations/category/math
6. https://www.khanacademy.org
7. https://www.mathplayground.com/games.html
8.http://www.softschools.com/math/games/
9. https://mathsolutions.com/
10. http://www.dreambox.com/teachertools