Peel - September 26, 2018.pdfMulticultural Settlement and Education Partnerships (MSEP) and services to schools. ... • September 2022 --63 grade 9s + 63 grade 1 Os + 63 grade 11

Peel District • School Board ~

AGENDA

Instructional Programs/Curriculum Committee

Wednesday, September 26, 2018 6:00p.m.

Brampton Room

PEEL DISTRICT SCHOOL BOARD

Instructional Programs/Curriculum Committee

Agenda September 26, 2018-6:00 p.m.

Open Session

1. Call to Order Approval of Agenda

2. Declaration of Conflict of Interest

3. Minutes

September 26, 2018

3.1 Minutes of the Instructional Programs/Cuniculum Committee Meeting held on 2018-05-16

4. Chair's Request for Written Questions from Committee Members

5. Notices of Motion and Petitions

6. Special Section for Receipt

6.1 Celebrating Faith and Culture Chart- October, 2018

7. Delegations

8. Old Business

9. New Business

10. Reports from Officials and Staff

1 0.1 Final Evaluations and Secondary Assessment Leadership Team

10.2 Regional Skilled Trades Program

10.3 Empowering Modern Learners Teacher Leaders

11. Communications - For Action or Receipt

11.1 Fundamentals of Math

12. Special Section for Receipt

13. Reports from Representatives on CouncilsiAnociatlons

14. Questions asked of and by Committee Members

15. Public Question Period

16. Further Business

17. Adjournment

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May 16, 2018 Instructional Programs/Curriculum Committee:lf 3.1

PEEL DISTRICT SCHOOL BOARD

Minutes of a meeting of the Instructional Programs I Cuniculum Committee of the Peel District School Board, held In the Brampton Room, the H. J. A. Brown Education Centre, 5650 Hurontario Street, Mississauga, Ontario on Wednesday, May 16, 2018 at 18:05 hours.

Members present:

Carrie Andrews, Chair Robert Crocker Sue Lawton Kathy McDonald Harkirat Singh

Member absent: (apologies received)

Rick Williams

Also present:

Shamim Ali, Peel Elementary Occasional Teachers' Local Bill Shaw, Ontario Secondary School Teachers' Federation

Administration:

Adrian Graham, Superintendent, Cuniculum and Instruction Support Services (Executive Member)

Anthony Edwards, Superintendent of Education, Alternative Programs Soni Gill, Acting Superintendent of Education Nina Jaiswal, Superintendent of Education Peter Joshua, Director of Education

Lorelei Fernandes, Board Reporter

1. Approval of Agenda

~. moved by Robert Crocker, that the agenda be approved.

.. ............ carried

2. Conflict of Interest

There were no declarations of conflict of interest.

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May 16,2018 Instructional Programs/Curriculum Committee:lf

3. Minutes of the Instructional Programs/ Curriculum Committee Meeting. March 28, 2018

IP-27, moved by Kathy McDonald, that the Minutes of the Instructional Programs I Curriculum Committee Meeting, held March 28, 2018, be approved .

.. ............ carried

4. Celebrating Faith and Culture Backgrounder- June, July, August and September 2018

Referring to the report for the month of June, a trustee reminded members that June 18-22, 2018 is National Aboriginal Week in Aboriginal Spirituality, and June 21 is National Aboriginal Day in Aboriginal Spirituality.

IP-28, moved by Sue Lawton, that the Celebrating Faith and Culture Backgrounder for June, July, August and September 2018, be received.

. ............. carried

5. Relmaglnlng Counting on You (COY)

A brief summary of the Counting On You program was circulated. Superintendent of Education, Alternative Programs, Anthony Edwards, described the COY program which is run outside school hours, and is designed for students in Grades 7-12 with a focus on students in Grades 7-10. The program offers assistance in literacy and numeracy to meet students' needs rather than needs of tests, such as EQAO. Superintendent Edwards advised that following the beliefs of the Empowering Modern Learners program, a new vision is being introduced which will empower students to find relevance and improve engagement as they develop literacy and numeracy skills. He provided information on COY conferences, workshops, and meetings between the COY Coordinator and Lead Teachers. Social media is used for sharing ideas and currently 30 secondary schools and 58 elementary schools run the program, which is funded by the Ministry of Education's Learning Outside of the School Day Initiative. A short video titled An Edwards Literacy and Numeracy Makeover through COY, showing old and new methods of teaching was viewed. The video included the COY class of Balmorat Drive Senior Public School participating in a film festival, using hydroponic labs, dance, etc.

Responding to a trustee's questions, Superintendent Edwards advised that the program duration is 1 0-weeks, designed to match teachers' interests and students' passions, and there is flexibility and understanding to decide on the needs, which are supported by the Learning Opportunities Grant. Chair Andrews spoke positively about the program and talents of the students which was evident at the awards dinner she attended.

!E:2i. moved by Harkirat Singh, that the report re Reimagining Counting on You (COY), be received.

. ............. carried

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&. We Welcome The World Centres (WWTWC)

Using a PowerPoint presentation, Louise Clayton, Coordinator, We Welcome the World Centres, spoke about the three centres located in Brampton, Malton, and Mississauga and possible relocations in the future. She provided information on: centre staff, services, and resources; flow of work which includes registration and assessments as well as orientation to education in OntariO; support for special needs students; community partnerships; Multicultural Settlement and Education Partnerships (MSEP) and services to schools. Louise Clayton described the work done by the MSEP Facilitator and school settlement workers to assist newcomer families into the school and community, and the supports available. She reviewed graphs presenting data on assessments done which showed an upward trend over the last nine years, the top 151anguages in Peel Board, and students by country of birth. Louise Clayton shared data on student immigration status in 2017 and explained that over the last few years there has been a 25% decrease in the number of landed immigrants. Ten percent of new students are refugee claimants entering illegally at border crossings from the United States, and people with work permits may not necessarily have a job, which creates a transient population.

Questions of clarification from trustees responded to included that: the 1 0 occasional teachers at the centres are not dedicated to the WWTWC and have ESL qualifications; appointments are required for assessments but not for school registration; accessibility to services is the same for immigrants and refugee claimants, however refugees are not eligible for some programs; cases of families staying for extended periods and requesting schooling are treated on a case by case basis; services to the public are communicated through resource packages distributed by community partners, posters on school doors, and school staff. It was noted that schools are chosen according to the student's residential location using the school locator and boundaries set, however, in some special circumstances accommodations may be made for special needs and regional programs and complex cases are handled by Leadership Development and School Support Services. Choice of school board for refugee students is determined at the phone inquiry stage when students are referred to appropriate programs or home schooled. Superintendent of Curriculum and Instruction Support Services, Adrian Graham, commented that 94% of students registered through WWTWC stay with Peel DSB. Expressing the importance and appreciation of the work, a trustee inquired about the possibility of holding a Trustee Information Session early next year at one of the WWTW Centres, so as to allow trustees to observe the work being done. In response to a question about permanent hires and fill rates, Carol Suhay, Coordinating Principal, explained that because of the need for a specific skill set, permission has been granted for supply teacher positions to be changed to L TO positions, and additional 1 0-month staff and occasional teachers are hired.

IP-30, moved by Robert Crocker, that the report re We Welcome the World Centres, be received.

. ........ ..... carried

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7. Report of the Regional Learning Choices Program Steering Committee

Superintendent Graham advised that West Credit Secondary School will begin offering a Regional Learning Choices Program for Skilled Trades beginning September 2019 and that the boundary changes for this program will be brought to the Physical Planning and Building Committee on June 4, 2018. He introduced Crissa Hill, Principal of West Credit Secondary School, and Superintendents of Education Nina Jaiswal and Michelle Stubbings to present the information.

Crissa Hill reviewed the report in detail, noting that the goal of the program is to focus on skilled trades and that no similar program exists in Peel DSB, the coterminous board, nor the school boards in Halton Region. She described the fully equipped facility at West Credit Secondary School and provided information on projected student enrolment, program details, pathways to apprenticeships and college programs, school team for supporting the program development and implementation, and partnerships with local agencies and colleges. Crissa Hill stated that additional funding for the program will be pursued through the Peel Learning Foundation. Trustees speaking expressed appreciation and support for the program and commented on minimal costs involved.

~. moved by Kathy McDonald, that the Instructional Programs/Curriculum Committee recommends to the Board:

That, West Credit Secondary School will begin to offer a Regional Learn1ng Choices Program for Skilled Trades, with the proposed catchment area", beginning September 2019. (APPENDIX I)

*Note: The boundary changes for the proposed Regional Learning Choices Program locations will be presented to the Physical Planning & Building Committee meeting on June 4, 2018

.......... .. .. carried

8. Instructional Programs/Curriculum Committee Meeting Dates 2018·2019

Superintendent Graham reviewed the schedule of meeting dates for 2018·2019 school year.

IP-32, moved by Sue Lawton, that the report re Instructional Programs/Curriculum Committee Meeting Oates 2018-2019, be received.

.. ......... ... carried

9. Question Period

Trystee McDonald Inquired whether children from Jamaica are placed in ESL classes in the Board. Superintendent Graham indicated that ESL placements are based on students' needs and not on the country they come from. Coordinating Principal, Carol Suhay, added that ESL placements may depend on gaps in education and is done on a case by case basis.

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May 16, 2018 Instructional Programs/Curriculum Committee: If

10. Public Question Period

There were no public questions.

11. Adjournment

IP-33, moved by Robert Crocker, that the meeting adjourn (19:15 hours) .

.............. carried

........... ··· · ·~ ...... .................... . .... .. . ... . .. ... .......... . .... . . Chair . ·~ ···~~ ... .... ... ........ ~. , 4 .... . ... , ........ . ... . . , •• ·~ ~. • •• Secretary

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PEEL DISTRICT SCHOOL BOARD Instructional Programa/Currlculum Committee

Report of the Regional Learning Choices Programs (RLCP) Steering Committee

Recommendation

APPENDIX I (8 pages)

May 18,2018

It Is recommended that the following Regional Learning Choices Program (RLCP) be approved:

• West Credit Secondary School will begin to offer a Regional Learning Choices Program for Skilled Trades, with the proposed catchment area •, beginning September 2019.

Note: The boundary changes for the proposed Regional Learning Choices Program locations will be presented to the Physical Planning & Building Committee meeting on June 4, 2018.

Prepared by:

Michelle Stubbings, Superintendent, RLCP Co-chair

Submitted by:

Adrian Graham, Superintendent of Curriculum and Instruction Support SetVices

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West Credit Secondary School Regional Learning Choices Program Proposal· Fall2019

PI'Henters: Jessica Beitz (Manufacturing Technology Teacher). Elizabeth Colaco (Guidance Secretary), Dale Ward (Department Head). Maryanne Basso (Department Head), Cynthia Souter (Department Head), Crissa Hill (Principal)

1. Projected Student Enrolment:

Student Spaces Created: • September2019 --42 grade 9s (2 cohorts of up to 21 students recognizing limited facility class

size limits) • September 2020 - 63 grade 9s + 42 grade 1 Os = 1 05 students • September 2021 -- 63 grade 9s + 63 grade 10s + 42 grade 11s = 168 students • September 2022 -- 63 grade 9s + 63 grade 1 Os + 63 grade 11 s + 63 grade 12s = 252 students Impact on enrolment: Ultimately a full program at 252 students (4 years x 63 kids) in addition to approximately 400 students in our regular programs (Vocational Levels I and 11, and ASO-R).

2. Program Details:

West Credit's goal is to offer an applied program focusing on Skilled Trades; more specifically Skilled Trades leading to Apprenticeship pathways and opportunities to meet labour force demands locally, regionally, and provincially. No similar program currently exists in the Peel District School Board, the Dufferin·Peel Separate School Board, or either board in Halton Region. We aim to honour those students who are experiential learners and provide meaningful learning opportunities which will support both student interests and labour market demands. Core subjects would be offered at the applied level supplemented with high level exposure to technology shops in a wide variety of red-seal trades areas. In order to facilitate the demand for high exposure to technological education subjects. French would be substituted in the grade 9 program.

West Credit currently offers a unique facility featuring 12 technological education shops including two automotive shops each with two bays, three hospitality kitchens, one manufacturing, three construction, one cosmetology lab, one greenhouse and one ministry-licensed child care centre; all with industry-standard equipment. We would be unique among Peel schools, offering an applied program with a full machine shop with welding and fabrication and also have the largest working Greenhouse of any Peel School (which operates yeaHound). In terms of expertise, 25% of the current staff have worked in industry and are Skilled Tradespeople and qualified teachers. These teachers also work in other areas of our school; including Guidance.

According to Bulldforce Canada: There Is a projected labour shortage in the trades (Skilled Trades Ontario). The Construction Industry is expected to lose approximately 250 000 skllled tradespeople over the next decade to retirement (Ontario College of Trades, June 2016, reporting on behalf of Buildforce Canada). Currently, colleges are reporting that there is a 1 00% employment rate among many of their Skilled Trade graduating classes. (Sandra Mateus and Lincoln Electric)

On January 31st of this year, West Credit hosted a highly successful inaugural Skilled Trades Showcase. The event was attended by local feeder school students, area high school students, Guidance Counsellors, Co-operative Education Teachers, parents, and local industry and postsecondary partners.

At this event we offered presentations, demonstrations, tours of West Credit and mfonnation from Colleges and industry partners. We were able to engage and exc1te future students about the options available to them in the Skilled Trades and wish to pursue this further with a formal regional program

Since September of 2011, West Credit has run an informal program for students in the applied stream who come from feeder schools in our catchment area. In each of the last six years. the school has operated at least one class or cohort in a skilled trades pathway Our current program demonstrates there is significant student interest. We also have the support of our community as endorsed by our School Council.

3. Pathways Chart:

Courses are geared at college and apprenticeship destinations because the goal of the program 1s to direct students toward red-seal trades and other apprenticeship pathways.

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As part of the proposed regional skHied trades program. we would be able to offer students viable pathways to apprenticeships and college programs in: • Construction, Plumbing. Electrician training, Masonry • Chef Training Baker training, and Hospitality Management • Landscaping, Horticulture and Green industries • Hairstyling, Aesthetics. and Make-up Artistry • Manufacturing, Welding, and Fabrication • Automotive Technician, and Auto-Body Repair

4. School Team who will support the program development and Implementation:

The commitment of our West Credit staff is evident by the support demonstrated throughout this process. Over half of the West Credit staff have joined the Skilled Trades Committee, as we try to inspire success, confidence and hope in our students! Members include: Administration (3). Department Heads (7), Technology Teachers (9), Academic Teachers (5), Guidance Counsellors and Secretary (4}. We have also secured the support of our School Council.

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S. Partnerehlps: We have developed strong connections with agencies/organizations such as:

Skills Ontario, Ontario Youth Apprenticeship Program, Landscape Ontario and WSIB • Provide information and services to students about post·secondary options • Attend the school to provide presentations to students on apprenticeship pathways • Majority attended the Skilled Trades Showcase Lincoln Electric Welding • Demonstrate tools, technology and equipment used in the industry for students • Attend the Skilled Trades Showcase LiUNA and UA Local 527 • Provide apprenticeship opportunities to graduates • Information for students on additional accreditations in the industry • Assist in pathway planning in specific trades areas • Skilled Trades Showcase The Following Colleges: Centennial, Conestoga, Humber, Mohawk, Niagara and Sheridan • Presentations to students • Field trip opportunities • Skilled Trades Showcase YMCA Employment Services • Assist students with resume·building, interview skills and job readiness • Provide information related to job search and employability skills • Connect students to job opportunities

6. Experiential Learning:

West Credit currently offers a wide variety of experiential learning and career exploration opportunities. With a regional program we would broaden the experiences offered. Currently all areas benefit from Co.ap Opportunities, the Peel Technological Skills Challenges, Skills Ontario, and Skills Canada (when local). Other regular field trips, guest speakers and demonstrations are listed below:

Hospitality and Tourism (Chef Training and Baking): • Field Trips- Bakery Showcase, Niagara College - hospitality program visit, Kensington Market,

St. Lawrence Market, Local Restaurant Kitchen Visits (Cobbs Bakery, Tim Hortons, and Tandoori Flame)

Transportation Technology (Auto Service and Auto Body): • Field Trips - Auto and Custom Car Shows

Green Industries (Horticulture and Landscape Design): • Field Trips· Chudleigh's Apple Farm, Riverdale Farm, Niagara College, Canada Blooms, Royal

Winter Fair, Lake Aqultalne and community walks, Peel Green waste/compost facility, Landscape Ontario, Terra Greenhouses, Hofland Flower Wholesalers, Royal Ontario Gardens, local organic farms

• Guest Speakers - Eco-source. Niagara College, Beekeeping

Construction Technology: • Field Trips - Future Builders, Ontario Skills Competition, • Field Trips for Hands on activities - UUNA and Local 527

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• Guest Speakers - Ontario Civil Construct1on Careers Institute - on site • machme operating simulation

Manufacturing Technologies: • Field Trips - Local Manufacturing facilities • Demonstrations: eg. Lincoln Welder

7. Certifications and Training •Method of Del1very is through an outs1de agency, unless otherwise noted

We currently offer a large number of certifications and training opportunities at West Credit. We would continue, but not limit ourselves to the following: Hospitality and Tourism: Peel Food Handler's, First Aid/CPR (trained teacher), SmartServe, Customer Service Training, WHMIS Construction Technolooy: First Aid/CPR (trained teacher), Working at Heights, WHMIS. Health and Safety, Forklin Safety, Confined Space Awareness, Lock-ouVTag-out, Construction Safety Certificate Program Manufacturing Technology: WHMIS Training (internet and/or trained teachers)

8. Capital needs and other Implications:

*Program runs now informally. See chart on last page for program enhancements staff have

requested

9. Application Criteria:

Information on how students will be selected for program can be seen in the application and scoring tool: including scoring mechanisms should the total eligible applicants exceed the allotted student spaces. At West Credit, an informal program for students with ambition to work in the trades has existed since September of 2012. Students in this program are drawn from our current feeder schools but a formal regional program, drawing interested students from across Peel can lead additional students to •pursue Their Passion."

Students apply each year with a deadline of early February. They complete an application which includes submitting report card information, and an artifact that helps us understand the student better and their desire to pursue a trades pathway. References from teachers are also provided The application and supplemental information are scored by a committee of teachers using a tool where a mark out of 31 is generated. This process is supported by a variety of groups of staff who sit on our Skilled Trades Committee. One sub-group of this committee worked to develop the appllcation itself, and another worked with a scoring tool to 1denbfy which students are the most suitable candidates. The successful candidates are notified and choose elective courses at West Credit in trade pathways.

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10. Promotion:

Below is a list of strategies that will be part of the local~level promotion plan for the program. These strategies include, and are not limited to: Parent Information Evening Try-A-Trade Skilled Trades Showcase Brochure Family of Schools visits Get Connected Flyer Feeder School Visits School Website

Social Media (IJ 't# & @)Videos @wcskllledtrades)

Videos Banner School Sign

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Regional Skilled Trades Budget Requests

Year One

Construction 21aptops $1476.00 Construction Estimating software 2 licenses $1600.00

Green Industries 1 desktop computer $658.10 Realtime Landscaping Plus software $90.40

Hairstyling/ Aesthetics Autoclave (for sterilization) $1000.00 Anti-fatigue mats $1200.00

All shops 18 Chromebooks $6192.00 3TechTubs $805.50

TOTAL $13 022.00

Year Two

Construction 21aptops $1476.00 Construction estimating software 21icenses $1600.00

Green Industries 1 desktop computer $658.10 Realtime Landscaping Plus software $90.40

TOTAL $3824.50

Year Three

H airstytingl Aesthetics Colour Consultation Dispensary $4000.00

All shops 18 Chromebooks $6192.00 3 Tech Tubs $805.50

TOTAL $10 997.50

Year Four

Hairstyling/ Aesthetics Airbrushing Machine $1500.00

TOTAL $1500.00

Capital Project Requests

Green Industries Underground water source system from school to gardens

Manufacturing Electrical drops for welders

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Items with Alternate Funding Sources

Shop Item Cost Funding Plan

Manufacturing Lathe with ORO $18 000.00 Set aside $4500 from the schoot budget over four years and purchase in year four Or: Seek donations or partner funding sources

Hairstyling/Aesthetics Hydraulic Barber $2500.00 Use shop generated funds to Chairs (x2) finance the purchase of the

chairs over four years

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PEEL DISTRICT SCHOOL BOARD 6.1 Instructional Programs/Curriculum Committee September 26, 2018

Celebrating Faith and Culture Backgrounder -October

Recommendation

It is recommended that this report be received.

Background

The Peel District School Board is a mosaic of many cultures and faiths from all over the world. Recognizing that faith is a part of the lives of many of our students, the Board committed to provide resources to help schools increase their connections to communities and better acknowledge faith and culture events of students and staff.

The Celebrating Faith and Culture Backgrounder, October 2018 continues the monthly publication highlighting faith and culture days to celebrate and remember.

Prepared by:

Ashley Bigda, Community Relations Officer

Submitted by:

Carla Pereira, Director of Communications and Community Relations Support Services

Adrian Graham, Superintendent of Cufriculum and Instruction Support Services

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Celebrating Faith and Culture Backgrounder October 2018

The Peel District School Board is a mosaic of many cultures and faiths from all over the world. To commemorate this diversity, the board recognizes special faith and culture days of our communities. October 2018 has several special faith and culture days to celebrate and remember:

October- Xlaaw and Fallins Leaves in Aborl1inal Spirituality

This is the season to preserve food for the approaching winter months. Ripe wild crab apples are preserved in Oolichan grease made from small silvery fish belonging to the smelt family by Nisga•a people of the Nass Valley In northwest British Columbia.

This is a time when the leaves change their colour on trees. The Mother Earth is resplendent with the beautiful fall colours and the Ojibwe call this the Falling leaves Moon.

Sunset of September 30 to October 1- Slmchat Torah in Judaism

The followers of Judaism celebrate the ninth day of Sukkot as the Simchat Torah. Simchat Torah celebrates the end of year•s Torah readings and recommences it from the beginning for the coming year.

October 7- World Communion Sunday In Christianity

World Communion Sunday is celebrated on the first Sunday in October. It originated in the Presbyterian Church in the United States and has been accepted as a global interdenominational event. It Is one of the "special Sundays/' as on this day followers of the faith celebrate their oneness with Christ for peace and justice.

October 8 - Thanks1ivlns Day In Canada

Thanksgiving is a North American tradition to celebrate the harvest and give thanks. The celebrations include coming together to have meals with family and friends.

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October 9 - Sharad Navratrl in Hinduism

Sharad Navratri begins from this day. This festival is observed twice a year, in the month of Aswayuja (beginning of winter) and then in Chaitra (beginning of summer). It lasts for nine days in honour of the nine manifestations of Goddess Ourga. During Navratri (the word literally means "nine nights"), Hindu devotees observe a fast and perform religious ceremonies. The eighth day, Ourgashtami, is important and dedicated to the Goddess Ourga. It will be observed on October 9th this year.

October 12 to 16 • Ghambar Ayathrem in Zorastrlanlsm

Ghambar Ayathrem celebrates the creation of plants, the sowing of the winter crop and the return of herds from pasture.

October 16- November 3 -The month of 'lim in Bahii'f

In the Baha'i calendar, there are 19 months of 19 days each. Each month represents an attribute of God. October 16 is the beginning of 'lim, the twelfth month of the Bah~'i calendar, signifying "knowledge."

The Bah''i day starts and ends at sunset. The first day of each month is known as a Feast Day.

October 16 - Dursaashtaml in Hinduism

The eighth day, Ourgashtami, of the Navratri festival is Important and dedicated to the Goddess Durga. Devotees of Hinduism observe a fast and perform religious ceremonies on this day.

October 18-- Vljaya Dashmi/Dassehra in Hinduism

Hindus around the world celebrate Dassehra, also known as Vljaya Dash mi. Dassehra is the last day of celebration after nine nights of prayers and devotion during Navratrl. This ten~day festival is devoted to the Mother Goddess, known as Durga, Kali, Bhavani, Amba, and Chandika. This festival is celebrated In different ways In different parts of India and by the Indian dlaspora across the world.

In western India, the celebration and worship takes the form of community prayers and dances. In Eastern India, the Durga Pooja (prayers) consists of grand public ceremonies. In Southern India, families pray in their homes, whereas In the North the day is

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celebrated by burning effigies of Ravana to symbolize the victory of good over evil as Lord Rama destroyed the demon king Ravana on this day.

October 20- Installation of Guru Granth as Guru In Sikhism

This date celebrates the passing on of the guruship to the Holy Scriptures known as the Guru Granth Sahib.

The Guru Granth Sahib is a unique work that collects the hymns of the Gurus (spiritual leaders), Bhaktas (devotees) and Sufi saints. This sacred text for Sikhism provides to the adherents a common central message of humanism and a belief in the universal kinship of all people. The scripture promotes social justice, equality of all people, empowerment of women and the underprivileged.

October 24 - Kathlna. Pavarana, Anapanasatl and Founders' Day in Buddhism

Kathina is a robe offering ceremony and Is celebrated by Buddhist adherents of the Theravada tradition. Devotees offer the monks robes annually on this day which occurs after their three-month retreat. This holyday Is celebrated on different days by local Buddhist temples.

Pavarana marks the end of the Rains Retreat with a ceremony called Kathina- robeoffering ceremony and is celebrated by adherents of the Theravada tradition. Devotees offer the monks robes annually on this day which occurs after their three-month retreat.

Adherents believe that the Buddha had spent the three months of the seventh rains period after his enlightenment in the Tavatlmsa heaven giving Instruction to his mother, and to the other assembled gods. They believe It was on Pavarana day that he descended from this heaven back to earth.

literally 'pavarana' means 'Inviting admonition' and at this time lay people frequently are challenged to begin special or disciplined meditations as well as release unprofitable habits.

On Anapanasati Day, Buddha instructed his followers on the mindfulness of breathing in their spiritual pursuit.

Founders' Day in Canada, celebrates the introduction of Buddhism into Canada in 1904.

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October 27 - Avalokltesvara Bodhlsattva•s Enllshtenment (Pravrajya) in Buddhism

Mahayana Buddhists offer prayers to Avalokltesvara Bodhisattva, who embodies the compassion of all Buddhas on this day. Adherents reflect on his Day of Enlightenment, and practice his taught path to achieving enlightenment (spiritual realization and attainment) by chanting mantras, reading sutras and meditating. This day commemorates Avalokitesvara•s ordination in the path of the Buddha and practice of the Bodhisattva. The day is also known as Buddhist Joy day.

October 27 - Karva Chauth in Hinduism

Karva Chauth Is a festival that married women observe, especially In the northern regions of India, by fasting for the prosperity and longevity of their spouses. It occurs on the fourth day after the full moon in the month of Kartik.

October 29- Arbaeen in Islam

Arbaeen means 40 in Arable; and it is used In a religious connotation to mark the 40th day since the martyrdom of Imam ai-Hussaln (the grandson of Prophet Muhammad) in the land of Kerbala, Iraq over 1350 years ago. The Arbaeen (40th) Is when Imam aiHussain•s sister (Zaynab) and family members returned back to Kerbala to pay tribute to Imam ai-Hussain after being taken as prisoners. As a sign of respect and reverence, Shl•a Muslims go to Kerbala on this date to pay tribute to him as well. Each year over 12 million people gather on this date In Iraq; and for those who cannot make It to Kerb ala, they gather In their respective mosques to honor and remember the tragedy that befell the family of the Prophet.

October 31 - Halloween in Canada

Halloween Is celebrated on the night of Oct. 311n most Western countries. The celebration Includes dressing up In costumes and visiting friends and neighbours for 11trick or treat .. - collecting candy, money or its alternative.

Sunset of October 31 to November 1- Samhaln In Wlcca

Samhaln (pronounced saw-an), commonly referred to as Halloween, is a religious holiday celebrated by the followers of the Wicca faith and celebrates the Celtic New Year. The festival traditionally is a feast for the gathering of the family In love and remembrance, Including ancestors.

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- Include a mention of these days in your school newsletter - Include Information on your school website - Display student artwork announcing these days or depleting their ideas about these days

- Invite a member of a local faith group to come in and discuss the significance of this day with students

-Have class discussions about these days - Ask some of your students who celebrate certain holidays to write a short essay on

how they celebrate this day at home. Have them read it to the class to share this celebration with the other students.

- Have parents offer a cultural session

Questions?

If you would like any more Information on how to celebrate these days, please call Ashley Sigda, Community Relations Officer at 905-890-1010, ext. 2573 or e-mail her [email protected]

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Celebrating Faith and Culture October 2018

DATE HOLY DAY(S)/HOLIDAY FAITH AND CULTURE

October Xlaaw and Falling leaves Aboriginal Spirituality

Sunset of Sept 30 Simchat Torah Judaism to October 1 October7 World Communion Sunday Christianity

October 8 Thanksgiving Canada

October 9 Sharad Navratri Hinduism

October 12 - 16 Ghambar Ayathrem Zoroastrla n ism

October 16- The month of 'lim Baha•r November 3 October 16 Durgaashtami Hinduism

October 18 Vijaya Dashmi/Dassehra Hinduism

October 20 Installation of the Guru Granth as Guru Sikhism

October 24 Kathina Ceremony/ Pavarana Day Buddhism

October 27 Avalokitesvara Bodh lsattva' s Buddhism Enlightenment (Pravrajya)

October 27 Karva Chauth Hinduism

October 29 Arbaeen Islam

October 31 Halloween Canada

Sunset of October Samhain Wicca 31 to November 1

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PEEL DISTRICT SCHOOL BOARD 10.1

Instructional Programs/Curriculum Committee September 26, 2018

Final Evaluations & Secondary Assessment Leadership Team

Recommendation


Background

Final Evaluations are a ministry required assessment component for courses In secondary schools.

uThirty per cent of the grade will be based on a final evaluation administered at or towards the end ofthe course." (Growing Success, 2010, p. 41).

This oral report provides an overview of the implementation plan to support secondary educators with the development of effective and equitable final evaluations. The Secondary Assessment Steering Committee (SASC) collectively determined the greatest area of need in secondary schools was for students to have access to equitable final evaluations. The goal for the implementation plan was as follows:

We will develop and implement effective final evaluation by June 2018 so that modern learners can demonstrate overall expectations through rich and engaging assessments.

As such. the following key steps were taken to support the development and refreshing of final evaluations: • Associate Director Scott Moreash and Superintendent of Curriculum & Instruction Poteen

Grewal announced the focus in a teleconference in spring 2017. • A final evaluation AssessPeel guide was agreed upon and distributed to all secondary

teachers and administrators in September 2017; • An implementation plan was co-constructed by a sub-group of the SASC and shared in

June 2017 and again in September 2017; • Twelve sample final evaluations were shared with the system; • Professional learning was provided to educators, ICs, and Administrators; and • A network of secondary assessment leadership team (SALT) was established to support

ongoing professional learning at schools.

Prepared by:

Kristen Clarke, Assessment Coordinator

Submitted by:

Adrian Graham, Superintendent of Curriculum and Instruction

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Regional Skilled Trades Program

Recommendation


Background

The Regional Skilled Trades program, approved by the Board during the 2017-2018 school year, is a new Regional Learning Choices Program (RLCP) which will be open to all students entering grade 9 in September 2019. The new, hands-on program will be offered at West Credit Secondary School and will focus on experiential learning to prepare students for apprenticeship and college pathways.

The program features 12 specialized technological education shops with industrystandard equipment and will allow students to specialize in one or more of the following sectors: • Construction Technology • Hospitality and Tourism (Chef Training and Baking) • Green Industries (Horticulture and Landscaping) • Hairstyling and Aesthetics • Manufacturing Technology • Transportation Technology (Auto Body and Auto Service)

West Credit's skilled trades program will prepare students for opportunities to meet labour force demands locally, regionally and provincially.

Prepared by:

Crissa Hill, Principal, West Credit Secondary School Navneet Sahota, School Communications Specialist Ryan Strang, Communications Officer

Submitted by:


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Empowering Modern Learners Teacher Leaders

Recommendation


Background

We live in a world of constant change. Technological innovations have created a world that is ever-connected and rapidly evolving, bringing new opportunities for employment, civic engagement and learning, locally and globally. As a Board, through our visionary document, Empowering Modem Learners, we remain committed to inspiring students to be successful today and in the future.

In order to move this vision into implementation, we have selected EML Teacher Leaders at each and every school in the system. Through collaboration with School Administration, this community of EML Teacher Leaders will:

• share their passion for the EML vision and a willingness to Innovate practice • explore the Empowering Modem Learners vision to develop a deeper

understanding of what this looks and feels like in a classroom I school • deprlvatize their own practice as part of a reflective process • co-create learning opportunities that are responsive to school community

needs • share their learning as well as support colleagues through professional

dialogue as they build collective capacity to move their practice forward

The oral presentation will provide an overview of vision and an outline of how through collaboration and co-learning we intend to share the messages of modern learning in each and every school so ALL students have access to the best, most equitable and most responsive learning environments.

Prepared by:

Claudine Scuccato, Coordinating Principal - Modem Learning

Submitted by:

Adrian Graham, Superintendent of Curriculum & Instruction

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Fundamentals of Math

Recommendation

It is recommended that this information be received.

Background

The Ministry of Education recently released the attached Focusing on the Fundamentals of Math: A Teacher's Guide and A Parent's Guide to the Fundamentals of Math: Grades t to 8.

Prepared by:


Submitted by:


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Focusing on the Fundamentals of Math A TEACHER'S GUIDE

This guide is intended to support teachers' ongoing efforts in building students'

knowledge and skills in mathematics. It focuses attention on the content of

expectations in The Ontario Curriculum, Grades 1-8: Mathematics, 2005 that deal

with fundamental mathematics concepts and skills (specifically, expectations

in the Number Sense and Numeration strand and expectations that relate to

number properties in the Patterning and Algebra strand). The guide outlines

steps to achieving the knowledge and skills described in these expectations

and suggests how to make more timely connections that will better support

student learning. A strong foundation in the concepts and skills emphasized

here will prepare students for success in high school, and ensure that they have

a set of essential skills for employment and responsible citizenship in the future.

Becoming highly skilled at arithmetic requires the development of number sense alongside procedural and factual knowledge as well as the mathematical principles that govern how the operations are related to one another.

(Bruce & Chang, 2013, p. 14, citing Baroody & Dowker, 2003)

t)c-. t:?ontario

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What are the fundamental math concepts and skills? Fundamental math skills, and the concepts that underpin them, may be categorized according to the following framework:

• Working with numbers: Understanding and using numbers (e.g., being able to read, represent, count, order, estimate, compare, compose, decompose, and recompose numbers).

• Recognizing and applying understanding of number properties: Understanding how numbers behave in operations and drawing on that understanding to master math facts and perform calculations.

• Mastering math facts: Understanding and recalling math facts, using a variety of strategies.

• Developing mental math skills: Doing calculations in the mind, with little or no use of paper and pencil or calculator.

• Developing proficiency with operations: Performing calculations with ease, precision, and consistency and with a general understanding of number and operations, number properties, and their appropriate application in problem solving.

Why is it important for students to master the fundamentals of math? Understanding how numbers work is foundational to all aspects of mathematics. As students progress through the grades, they learn about different types of numbers and how those numbers behave when operations are applied to them. Recognizing and understanding number properties is foundational to arithmetic and algebra.

Students need to be fluent with number facts in order to perform mathematical calculations efficiently and accurately, whether mentally or by applying algorithms on paper. The goal is for students to develop <tu tomatid ty, which is the ability to use skills or perform mathematical procedures with little or no mental effort. Automaticity with math facts also supports students in critical thinking and problem solving.

The more automatically a procedure can be executed, the less mental effort is required. Since each person has a limited amount of mental effort that he or she can expend at any one time, more complex tasks can be done well only when some of the sub tasks are automatic.

(National Research Council, 2001, p. 351 l

Most students learn math facts gradually, over a number of years, using tools such as manipulatives and calculators. Mastery comes with practice, and practice helps consolidate knowledge. Students will draw on their ability to apply math facts with automaticity throughout secondary school, as they manipulate algebraic expressions and equations.

Mental math skills involve the ability to perform mathematical calculations in the mind, without relying on pencil and paper. Mental math skills enable students to estimate

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answers to calculations, and so be able to work quickly on everyday problems and judge the reasonableness of answers calculated formally.

It is important for students to become proficient in using the operations of addition, subtraction, multiplication, and division in the elementary grades. Even in today's technological age, people use calculations every day - for example, to verify that they've received correct change or to estimate how many cans of paint they need to paint a room. In the early grades, students learn about operations with whole numbers, and this sets the stage for working with decimals, fractions, and integers later on.

Though individual students may progress at different rates, generally speaking, addition/ subtraction facts should be mastered by the end of Grade 3, and multiplication/division facts should be mastered by the end of Grade 5 (Chapin & Johnson, 2006)- but students should continue to practise and extend their proficiency throughout the grades and in the context of learning in all the strands of the mathematics curriculum.

How can educators help students master the fundamentals?

Strategies help students find an answer even if they forget what was memorized. Discussing math fact strategies focuses attention on number sense, operations, patterns, properties, and other critical number concepts.

(O'Connell & SanGiovanni, 2011, p. 5)

Fluency with basic math facts is fostered through instruction that lriglliights strategies for remembering facts, focuses on maki11g se11se, and integrates matltjact lcaming into other aspects of math learning, such as developing computational skills. Repeated practice, or "drill", by itself may improve speed, but it does not contribute to understanding and it is not sufficient to guarantee immediate recall. Strategies such as learning related math facts together- for instance, "x 5 is half of x 10" - enable students to understand the interconnectedness of math facts and also make it easier to remember them.

Children should learn their number facts. However, they would benefit from learning these facts by using an increasingly sophisticated series of strategies rather than by jumping directly to memorization.

(Lawson, 2016, p. 4)

Strategies that can help students commit basic facts to memory include:

• identifying the various ways in which math facts can be understood, such as "+ 1", "-1", "+ 2", "- 2", "+ 10", "-10", "doubles", "making 10", "x 2 or doubling", "x 10",

• learning about number properties as they notice patterns in addition and multiplication- for example, as students in the primary grades realize that two numbers added backward or forward give the same sum, they learn about the commutative property of addition;

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• looking for relationships between numbers- for example: 3 x 5 is the same as 5 + 5 + 5, or half of 30, or one more than 7 + 7, or halfway between 10 and 20;

• representing operations performed on numbers in different ways- for example, in concrete, pictorial, and symbolic ways;

• ana lysing results of operations - for example, "What happens when two odd numbers are added?";

• practising by playing games, such as Domino Drop, Roll-O, and Over-Easy Doubles;• and

• hav ing frequent opportunities to practise.

Educators' observations and their conversations w ith students provide them with rich insight into the strategies that students are using and how effectively they are applying them. Conversations reveal whether students understand how they are performing computations and whether their answers make sense to them. Research shows that, for many s tudents, timed testing may be less constructive, as it fosters math anxiety, which negatively impacts the students' efficiency and accuracy.

As educators plan s tudent learning experiences, it is important to focus on student understanding and sense making, the interconnectedness of the categories, and the application of skills in problem-solving contexts both in and outside the classroom. The goal should be to provide opportunities for students to come to recognize, informally, how numbers and operations work. Only then should formal methods, such as algorithms, be introduced, modelled, and supported.

How can educators use this guide to support students in learning the fundamental math concepts and skills? The following tables, for Grades 1 to 3, Grades 4 to 6, and Grades 7 and 8, outJine a "scope and sequence'', from Tile Ontario Curriculum, Grades 1-8: Matltewatics, 2005, for developing and mastering the fundamentals, based on the framework outlined on page 2 of the present document. As educators support students in meeting the curriculum expectations, they help them master the skills and knowledge indicated in the tables for each grade by the end of the school year, giving consideration to individual students' learning needs.

The fundamental concepts and skills outlined in the following tables can be developed in connection with learning in all strands of the math curriculum - Number Sense and Numeration, Geometry and Spatial Sense, Measurement, Data Management and Probability, and Patterning and Algebra.

In order to become fluent in calculation/ students must have efficient, accurate methods supported by number and operation sense. They must learn how algorithms work.

[Sutton & Krueger, 2002, p. 82)

1. See Ministry of Education, A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6. Volume 5: Teaching Basic Facts and Multidigit Computations, Appendix 1 0·2, n.d., p. 69.

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MATH FUNDAMENTALS IN GRADES 1, 2, AND 3

CATEGORY* GRADE 1

Working • Understand and use: with • whole numbers to 50 (i.e., 0, 1. 2. 3,

Numbers ... SO) • anchors of 5 and 10 • fractions, as follows: divide whole

objects into equal-sized parts and identify the parts as unit fractions,

I 1 1 . . d I e.g., 1• T• 4• usmg vanous mo e s, such as an area model, number line model, volume model, set model

Recognizing • Recognize the: and Applying • property of zero in addition, i.e.,

Understanding a +O= a

of Number • property of zero in subtraction, i.e.,

Properties a-O = a

• commutative property of addition, i.e., a+ b = b+ a

• Apply understanding of number properties in doing calculations

Mastering • Understand and recall math facts for: Math Facts • addition to 10, and related

subtraction

Developing • Describe and use strategies to: Mental • add and subtract whole numbers

Math Skills to 10 • estimate the number of objects

in a set, and check by counting, e.g., by grouping objects into Ss or lOs

Developing • Add and subtract whole numbers Proficiency to 20

with • Add and subtract money amounts

Operations to 20C:, using coin manipulatives and drawings

• Recognize the inverse relationship between addition and subtraction (e.g., since 4 + 5 = 9, then 9- 5 = 4) and apply this understanding in doing calculations

•see the discussion of the categories on page 2.

Notes:

GRADE 2 GRADE3

• Understand and use: • Understand and use: • whole numbers to 100 (i.e., 0, 1, 2, 3, • whole numbers to 1000 (i.e., 0, 1, 2,

... 100) 3, ... 1000) • fractions, as follows: compose and • fractions, as follows: divide whole

decompose wholes usin~ unit objects and sets of objects into fractions, e.g., show that 4 is the equal parts, and identify parts same as two wholes and one-fourth; using fractional names compare and order unit fractions using various models

• Apply understanding of number • Recognize the: properties in doing calculations • commutative property of

multiplication, i.e., ax b = b x a • property of zero in multiplication,

i.e.,axO=O • property of one in multiplication,

i.e., ax 1 =a • associative property of addition,

i.e .• (a + b) + c = a + (b + c) • Apply understanding of number

properties in doing calculations

• Understand and recall math facts for: • Understand and recall math facts for: • addition to 20, and related • multiplication from 0 x 0 to 7 x 7,

subtraction and related division

• Describe and use strategies to • Describe and use strategies to: • add and subtract whole numbers • add and subtract two-digit whole

to 20 numbers • multiply to 7 x 7 • divide to 49 + 7 • round two-digit whole numbers

to the nearest ten • estimate when solving problems in-

volving addition and subtraction

• Add and subtract whole numbers • Add and subtract whole numbers to 100 to 1000

• Add and subtract money amounts • Add and subtract money amounts to 100C: to make simulated purchases and

• Recognize the inverse relationship change for amounts up to $10 between addition and subtraction • Recognize the inverse relationship and apply this understanding in between addition and subtraction doing calculations and apply this understanding in

• Represent multiplication as the doing calculations combining of equal groups, that is, as • Recognize the inverse relationship repeated addition (e.g., use counters between multiplication and division to show that 3 groups of 2 is equal to (e.g., since 4 x 5 = 20, then 20 +- S = 4) 2+ 2 + 2 and to 3 x 2) and apply this understanding in

• Represent division as the sharing of a doing calculations quantity equally (e.g., "I can share 12 carrot sticks equally among 4 friends by giving each person 3 carrot sticks;")

• These tables are provided strictly as a resource for teachers, to assist in focusing in on the key foundational math concepts and skills em· bedded in the curriculum expectations in The Ontario Curriculum, Grades 1- 8: Mathematics, 2005. For purposes of instruction and evaluation, mandatory learning is as described in the curriculum expectations.

• Blue, boldface font indicates items practised constantly, from grade to grade.

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MATH FUNDAMENTALS IN GRADES 4, 5, AND 6

CATEGORY* GRADE 4 GRADES GRADE 6

Working • Understand and use: • Understand and use: • Understand and use: with • whole numbers to 10 000 • whole numbers to 100 000 • whole numbers to 1 000 000

Numbers (i.e., 0, l. 2, 3, ... 1 0 000) (i.e., 0, l, 2, 3, ... l 00 000) (i.e., 0, 1, 2, 3, ... 1 000 000) • decimal numbers to tenths • decimal numbers to hundredths • decimal numbers to thousandths • fractions, as follows: compare and • fractions, as follows: compare • fractions, as follows: compare

order fractions with like numerators and order fractions with like and order fractions with unlike by considering the size and the denominators, including proper denominators, including proper number of fractional parts or by and improperfractions and mixed and improper fractions and mixed using benchmarks of 0, + and 1; numbers; demonstrate and numbers demonstrate and explain'the explain the concept of equivalent • relationships among fractions, relationship between equivalent fractrons, using concrete materia Is decimals, and percents fractions, using concrete materials • relationships between fractions and • composite and prime numbers, and drawings their equivalent decimal forms and the relationship between them

• relationships between fractions and decimals to tenths

Recognizing • Recognize the: • Apply understanding of all • Apply understanding of all and Applying • associative property of multiplica- number properties of addition and number properties of addition and

Understanding tion, i.e., (ax b) x c =ax (b x c) multiplication in doing calculations multip lication in doing calculations

of Number • distributive property of multiplica-tron over addition, i.e., ax ( b + c)=

Properties (a x b) +(a x c) • Apply understanding of number

properties in doing calculations

Mastering • Understand and recall math facts for: • Continue to practise math facts • Continue to practise math facts Math Facts • multiplication from 0 x 0 to 10 x 10, and begin to apply knowledge and practise applying knowledge

and related division automatically in doing calculations automatically in doing calculations

Developing • Describe and use strategies to: • Describe and use strategies to: • Describe and use strategies to: Mental • add and subtract two-digit numbers • add, subtract, and multiply whole • add, subtract, multiply, and divide

Math Skills • multiply to 10 x 10 numbers whole numbers • divide to 100 + 10 • multiply whole numbers to 10, 100, • multi ply whole numbers by 0.1, 0.0 1, • multiply whole numbers by 10, 100, 1000, and 10 000, and divide and 0.001

and 1000, and divide by 10 and 100 decimal numbers by 10 and 100 • multiply and divide decimal • round four-digit numbers to the • round decimal numbers to the numbers by 10, 100, 1000, and

nearest ten, hundred, and thousand nearest tenth 10000 • estimate addition, subtraction, and • estimate addition, subtraction, • estimate addition and subtraction

multiplication of whole numbers multiplicati.on, and division of of whole numbers and decimals whole numbers

Developing • Add and subtract whole numbers • Add and subtract decimal numbers to • Add and subtract decimal numbers Proficiency to 10000 hundredths, including money amounts to thousandths

with • Add and subtract decimal numbers • Recognize the inverse relationship • Recognize the inverse relationship

Operations to tenths between addition and subtraction between addition and subtraction • Add and subtract money amounts and apply this understanding in and apply this understanding in

to make simulated purchases and doing calculations doing calculations change for amounts up to S 100 • Multiply two-digit whole numbers by • Multiply and divide decimal numbers

• Recognize the inverse relationship two-digit whole numbers to tenths by whole numbers between addition and subtraction • Divide three-digit whole numbers by • Multiply and divide whole numbers and apply this understanding in one-digit whole numbers (four-digit by two-digit) doing calculations • Describe multiplicative relationships • Demonstrate an understanding of

• Multiply two-digit whole numbers between quantities by using simple proportional reasoning using ratios by one-digit whole numbers fractions and decimals and unit rates

• Divide two-digit whole numbers by • Demonstrate an understanding of • Recognize the inverse relationship one-digit whole numbers proportional reasoning using simple between multiplication and division,

• Describe simple whole-number multiplicative relationships involving and apply this understanding in multiplicative relationships, including whole number rates doing calculations those involving unit rates • Recognize the inverse relationship • Explain the need for a standard order

• Recognize the inverse relationship between multiplication and division for performing operations, and use between multiplication and division and apply this understanding in the order for calculations with whole and apply this understanding in doing calculations numbers doing calculations

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MATH FUNDAMENTALS IN GRADES 7 AND 8 ,....--

CATEGORY* GRADE 7 GRADE 8

Working • Understand and use: • Understand and use: with • whole numbers (no ceiling) • rational numbers (whole numbers, including in

Numbers • decimal numbers (no ceiling) expanded form; integers; positive and negative fractions; • fractions (positive) and decimals to thousandths) • integers (no ceiling) • exponents • multiples and factors of whole numbers • common factors and common multiples • perfect squares and square roots • paired quantities that are directly proportional, including • rate as a comparison, or ratio, of two measurements ratios and rates, identified in real-life situations (e.g., the

with different units number of servings and the quantities in a recipe, mass • relationships among fractions, decimals, percents, and volume of a substance, circumference and diameter

and ratios of a circle) • translations between equivalent forms of a number, i.e.,

I fractions, decimals, and percents

' Recognizing • Apply understanding of all number properties of addition • Apply understanding of all number properties of addition and Applying and multiplication in doing calculations and multiplication in doing calculations

Understanding of Number Properties

Mastering • Continue to practise math facts and apply knowledge • Continue to practise math facts and apply knowledge Math Facts automatically in doing calculations automatically in doing calculations

Developing • Describe and use strategies to: • Describe and use strategies to: Mental • generate multiples and factors • estimate operations with whole numbers, decimals,

Math Skills • represent perfect squares (to 1 01) and square roots percents, integers, and fractions (to 100), using a variety of tools (e.g., geoboards, • estimate, and verify using a calculator, the positive connecting cubes, grid paper) square roots of whole numbers

• solve problems involving the addition and subtraction of fractions and decimals

• estimate operations with whole numbers, decimals, and percents

Developing • Multiply and divide decimal numbers to thousandths by • Multiply and divide decimal numbers by various powers Proficiency one-digit whole numbers often

with • Divide whole numbers by simple fractions and by decimal • Solve multi-step problems involving whole numbers

Operations numbers to hundredths and decimals • Evaluate expressions that involve whole numbers and • Represent the multiplication and division of fractions

decimals, including expressions that contain brackets, • Evaluate expressions that involve integers, including using order of operations expressions that contain brackets and exponents,

• Add and subtract fractions with simple like and using order of operations unlike denominators • Add, subtract, multiply, and divide simple fractions

• Demonstrate, using concrete materials, the relationship • Solve problems involving operations with integers between the repeated addition offractions and the • Express repeated multiplication using exponential multiplication of that fraction by a whole number notation

• Add and subtract integers • Solve problems involving percents expressed to one • Solve problems involving: decimal place and whole-number percents greater

• whole numbers than 100 • decimals • Solve problems involving proportions, rates, and ratios • fractions • integers • percents • unit rates

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References Baroody, A. J., & Dowker, A. (2003). The development of arithmetic concepts and skills: Constructing adaptive expertise. fn A. Schoenfeld (Series Ed.), Studic:> in matlrcmaticnl tl1inking and learning. Mahwah, NJ: Lawrence Erlbaum Associates.

Bruce, C. D., & Chang, D. (2013). Number sense and foundations to operations literature review. Toronto, ON: Ministry of Education.

Chapin, S. H., & johnson, A. (2006). Math matters: U11dersta11ding tlu! math you teach, Gmdes K- 8 (2nd ed.). Sausalito, CA: Math Solutions Publications.

Kling, G., & Bay-Williams, J. (2014). Assessing bas ic facts fluency. Teaching CltildreJI Matl1ematics, 20(8), 488-497.

Lawson, A. (2016, April). The mathematical territory between direct modelling and proficiency. What work:;? Research i11to Practice (64).

National Council of Teachers of Mathematics. (2000). Pri11ciples and standards for school mathematics. ReMon, VA: Author.

ational Mathematics Advisory Panel. (2008). Fotmdations for succes:;: Tlu· filial report of the National Mathematics Advisory Panel. Washington, DC: U.S. Department of Education.

National Research Council. (2001 ). Adding it up: Helping children Jeam matiJematics. Washington, DC: National Academies Press.

O'Connell, S., & SanGiovanni, J. (2011). Mastcri11g the basic facts in nwltiplicatio11 mut divisio11. Portsmouth, NH: Heinemann.

Ontario. Ministry of Education. (n.d.). A guide to effective i11stmctioll in mathematics: Kindergartw to Grade 6. Volume 5: Teaching basic facts and multidigit computntio11s.

Ontario. Ministry of Education. (2014). Payi11g atlelltioJr to fractions, K- 12.

Orpwood, G., & Brown, E. S. (2015). ClosiiiS tile 1111111emcy gap: An urgent assig1zmellf for 011tario.

Sutton, J., & Krueger, A. (Eds.). (2002). EDTizoughts: What we know about 11mthe111atics teaching mrd teaming. Aurora, CO: Mid-continent Research for Education and Learning.

$ Printed on recycled paper •IS811978·1·4868·2497·7 (Pnnll ·IS8N 978· 1-4868·2498·4 (PDF) OQueen·~ Printer for Ontario, 2011

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39

A Parent's Guide to the Fundamenta s of Math Grades 1 to 8

Making sure that students have a strong understanding of the fundamentals of math is one of the best ways to prepare them for success, now and in the future. What students learn today will help best position them to solve everyday problems and to increase their employability in tomorrow's economy.

As students progress through elementary school, they will develop their ability to think mathematically, learn about different concepts and relationships, and to apply their knowledge. Key concepts include addition, subtraction, division, and multiplication, which will help to set the stage for more advanced skills, including algebra, and working with integers and decimals, among others.

By developing a strong understanding of numbers, students will be able to perform mathematical calculations quickly and accurately - whether they do so mentally, on paper, or by using a calculator. The ultimate goal is for them to be able to perform mathematical procedures with ease. This skill will also support students as they develop their skills in critical thinking and problem solving.

Ontario's publicly funded schools are focusing on the fundamentals of math. This is an overview of what Ontario students in Grades 1-8 are learning in math, and how you can support your children's math learning at home.

$

Fundamental math skills from Grades 1 to 8 Most students learn math facts gradually over a number of years as they build their knowledge and confidence in their own ability to do math. The chart below provides examples of some fundamental math concepts and skills that students are expected to learn in elementary school by the end of primary grades (1-3), junior grades (4-6), and intermediate grades (7-8).

By the end of Grade 3, students will:

• Show understanding of and the use of whole numbers to 1000, i.e., 0, 1, 2, 3 ... 1000,

• Count forwards and backwards from 1000

• Use coins and bills to count and make change up to $10

• Add and subtract numbers to 1000

• Recall and use multiplication facts to 7 x 7, and related division facts, e.g., 49 + 7

• Understand the relationship between 1 whole and parts of 1 whole as fractions

By the end of Grade 6, students will:

• Show understanding of and the use of whole numbers to 1 000 000 and decimal numbers to thousandths (e.g., 0.001)

• Count by tenths, hundredths, and fractional amounts

• Read money up to $1000 and represent it using bills and coins

r~ v?ontario

.. ,

• Add and subtract whole numbers and decimal numbers to thousandths

• Use multiplication and division facts to multiply and divide: • 4-digit whole numbers by 2-digit whole numbers + decimal numbers to tenths by whole numbers

• Understand equivalent fractions (e.g., f -t -~)

• Understand the relationship between fractions, decimals and percents

• Use and apply ratios and unit rates (e.g., use a water to sugar ratio of 4:1 to make syrup)

By the end of Grade 8, students witl:

• Show understanding of and the use of any whole number and decimal number

• Work with money as an application of decimals, fractions, percents, and rates. For example, calculating the total cost of an item, including tax

• Add, subtract, multiply and divide combinations of whole numbers, decimal numbers, and integers, using the order of operations (e.g., (2- sr- 0.8 + 2 - 8.6)

• Add, subtract, multiply and divide fractions

• Use equivalent forms of a number (decimals, fractions, percents) (e.g., f"' 0.75 = 75%)

• Solve problems involving ratios, and rates, e.g., calculate the most economical way to purchase 125 songs, if 25 songs cost $Z99 and 50 songs cost $10.45

Why math skills are important We all use mathematical concepts in everyday activities, without even thinking about it. Every day, we are making correct change when shopping, estimating how many cans of paint are needed to paint a room, measuring ingredients when cooking, or calculating the tip on a restaurant bill. Fundamental math skills are also foundational to other aspects of the math curriculum, such as determining area, volume or rates. These are the skills we use when determining how much tile is needed for a new floor, or determining the more economical way to purchase music online - for instance, is it a better deal to buy 24 songs for $7.99, or 50 songs for $10.45?

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® Print~d on r~cy!led pap~r •ISBN 978.J.4868·25JO·I {Print) · ISBN 978 1·4868-l531·81PDFI ~ Qu~en·s Printer for Ontario, 2018

How can you help? Math is everywhere, and you can help your children make connections between what they are learning in school and everyday experiences at home and in the community, such as at the store, cooking at home, or managing money.

Here are some ideas about how math can be part of your regular day-to-day routine:

• Math games - Math puzzles and games can show that math is fun. They also require trial-and-error thinking, enhance numeracy and logical thinking, and promote discussion.

• Math on TV- Watch education<~ I television programs. Many offer websites with activities to do together, including free games, apps, math crafts, and songs.

• Math at the grocery store - You can talk to your child about how to weigh fruit on a scale or how to estimate the total cost of items as you fill your cart.

• Math with money - Help your child manage money by creating a budget together or saving to make a special purchase. Or you could go shopping together and help with estimating the amount of a purchase, calculating the tax and checking the change.

• Math in com pute r games - If your child enjoys the computer, introduce them to fun and educational web-based games and activities.

• Math in the kttchen - Bake, cook and prepare food with your child. There are many great math opporA tunities in the kitchen, such as measuring ingredients.

By making math a priority and finding ways to help your child with math at home and in day-to-day life, you are helping to inspire a love of learning, and a better understanding of math.

Ontario is committed to working with parents, teachers and students to focus on the fundamental skills and concepts of math to help improve students' performance in math.

For more information and resources on how to help your child with math at home, please visit: http:l/www.edu.gov.on.ca/eng/parents/min_math_ strategy.html

Additional resources include: • Doing Mathematics with Your Child

http://www.edu.gov,on.ca/eng/literacynumeracy/ parentGuideNumEn.pdf

Documents

Peel - September 26, 2018.pdfMulticultural Settlement and Education Partnerships (MSEP) and services to schools. ... • September 2022 --63 grade 9s + 63 grade 1 Os + 63 grade 11