APD 2212 - E. Spatial Sense by Kelsey Lewis

Ontario Curriculum

kelseylewisca — 2024-01-25 02:02:18 UTC

3-2-1 Strategy

kelseylewisca — 2024-01-25 02:03:00 UTC

AND EXAMPLES!

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Spatial Sense

2024-01-25 15:30:16 UTC

shapes are important
definitions are embedded in the curriculum
sample tasks
Ways to differentiate the sample tasks
How to teach it in a meaningful way? How to integrate strands together?
We enjoyed how clear and easy it is to navigate through the document.

Resource “Which One Doesn’t Belong?”- Shapes

2024-01-25 15:31:30 UTC

Spatial Sense

2024-01-25 15:33:31 UTC

-there are a handful of teacher supports

- tangible examples

- easy to read and follow

-could the ministry provide more access to free resources?

-could the ministry provide more examples of HOW to actually teach it? (for example, in science curriculum there are lesson ideas)

Strand Overview

2024-01-25 15:34:03 UTC

We really like that the overview shows what all the grades cover so you know what foundational knowledge students may be coming into the class with and can support how we build on that knowledge.

Spatial Sense

2024-01-25 15:34:10 UTC

let's make shapes fun!

why is teaching congruency important/relevant?

where do we see these shapes in real life?

How do we teach movement?

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How can I best support movement and directions with ELL's or disabled children

Geometric Reasoning

2024-01-25 15:35:03 UTC

Here is an example of composing and decomposing 2D shapes, showing that the area of a shape remains constant regardless of how its parts are rearranged

Cardinal Directions

2024-01-25 15:35:38 UTC

Grade 4 Spatial Sense

2024-01-25 15:36:03 UTC

I think that having tactile manipulatives could help with learning about spatial sense!

2024-01-25 15:36:11 UTC

Spatial Sense

2024-01-25 15:36:52 UTC

-Great teacher supports

-Found it interesting that we have to teach learners 1/2 turns and 1/4 turns

How do we ACTUALLY teach this?

Examples

2024-01-25 15:36:57 UTC

We liked how their are visual examples to support teachers in facilitating expectations.

2024-01-25 15:37:10 UTC

2024-01-25 15:37:38 UTC

teaching cardinal directions in a practical way that makes sense (i.e. not north = up)

making a "grid" in the classroom/outside as a part of a treasure hunt could be a good way to engage with the math on a deeper and practical level. OR EVEN AN ESCAPE ROOM (WIH A FOCUS ON POSITIONAL LANGUAGE!!!!!!!! YEAHHHHHHHHH !!!!!!!!!

2024-01-25 15:38:38 UTC

Interactive Activity!

2024-01-25 15:38:58 UTC

Having students go around the school and map the school community is a great learning experience to better understand location and movement.

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connections to coding?

actual physical movement could maybe also allow for more engagement for ELLs as well

2024-01-25 15:40:15 UTC

Using a clock for turns

2024-01-25 15:40:30 UTC

e.g. A quarter-turn results in an object facing either 9 o’clock or 3 o’clock, (i.e., start at 12 o’clock, and go a quarter-turn clockwise, and end at 3 o’clock, or go a quarter-turn counterclockwise, and end at 9 o’clock).

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Location and Movement: Activity for students to describe relative positions (E1.5)

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2 Questions

2024-01-25 15:43:36 UTC

We wonder how we can support students learning to meet specific spatial reasoning expectations cross-curricularly.
We can keep authenticity for student learning through language, while being inclusive for all learning needs (ELL, spec. ed, etc).