Math Links
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Math Overview
Textbooks:
Math Makes Sense, Jump Math 4.1 & 4.2 The program of studies is arranged into four strands. These strands are not intended to be discrete units of instruction. The integration of outcomes across strands makes mathematical experiences meaningful. Students should make the connection between concepts both within and across strands. Consider the following when planning for instruction: • Integration of the mathematical processes within each strand is expected. • By decreasing emphasis on rote calculation, drill and practice, and the size of numbers used in paper and pencil calculations, more time is available for concept development. • Problem solving, reasoning and connections are vital to increasing mathematical fluency and must be integrated throughout the program. • There is to be a balance among mental mathematics and estimation, paper and pencil exercises, and the use of technology, including calculators and computers. Concepts should be introduced using manipulative and be developed concretely, pictorially and symbolically. • Students bring a diversity of learning styles and cultural backgrounds to the classroom. They will be at varying developmental stages. Topics of Study · Number · Patterns and Relations – Variables and Equations · Shape and Space (Measurement) · Shape and Space (3D Objects and 2D shapes) · Shape and Space (Transformations) · Statistics and Probability (Data Analysis) · Statistics and Probability (Chance and Uncertainty) |