To inform our parent body of how and what we do to teach the "language" of Mathematics.

1. February 17th, 2015
Presented by David Gerber and Jason Smith

2.  Why don’t our kids work on Math?
 Is GWA math’s programme as rigorous as other math
programmes?
 Is my child going to manage if I move them to another
school system?

3. Our goals for Math in the PYP is for student to understand that math is:
1. A vehicle to support inquiry
2. A global language through which we make sense of the world
3. A way of thinking, as opposed to seeing it as a series of facts and equations to be
memorized.
4. A tool for describing, analyzing and solving problems in our world

4.  Our curriculum is referred to as our Math Scope &
Sequence document.
 A variety of textbooks and resources help teachers to
plan, teach and assess against outcomes from the
Scope & Sequence document.
 The PYP emphasizes that teachers use a range and
balance of teaching strategies, resources and
assessment tools to create engaging, relevant and
meaningful learning experiences for students.
 MAP testing is our external validation

5.  Assessment
 Understanding a child’s math level
 Targeted Learning
 Reflection
 Assessment

7. Old
New

8.  PYP Scope and Sequence, Australian, British, New
Zealand and US math curricula
 Triangulated with supporting resources
 Growing with Maths
 Investigations
 Everyday Maths
 Abacus Maths
 Scott Foresman Maths

9.  Whole group conceptual focus (Example: What is the
difference?)
 Small group focused instruction (Example: Connected
to the conceptual understanding)
 Small group independent practice/consolidation (with
one group working with the teacher)
 Feedback throughout that enables students to make
adjustments to their learning
 Informal assessment – observations, notes, student
self-reflection at the end of lesson

11.  Student goals
 Interactive walls
 Portfolio additions

12.  How much have they learned
 Formal
 Informal
 Triangulating with External Assessments
 Measure of Academic Progress (MAP®)

15. How much
time is
spent on
Maths?

16. GRADE 1 COMMON
CORE-USA
Solve word problems
that call for addition of
three whole numbers
whose sum is less than
or equal to 20, e.g., by
using objects, drawings,
and equations with a
symbol for the unknown
number to represent the
problem.
Year 2 The
Australian
Curriculum
Solve simple
addition and
subtraction
problems using a
range of efficient
mental
and written
strategies
Grade 1 GWA Curriculum
N4.1b Model addition and
subtraction using
manipulatives up to 20
WITH AUTOMATICITY
N5.1a Completes single digit
addition and subtraction
calculations using a variety
of strategies (counting on,
number line, 100 chart)
N5.1b Recall and use
addition and number facts
to 10

17.  Measure of Academic Progress-MAP
 Assessment Data Pool
 Total International School Assessments-422,895
 248 schools located in 94 countries
 Mathematics-140,674 students tested

18.  MAP results

20. 2 3 4 5 6 7 8 9 10
Math (Int. Norm) 178.4 190.5 201 211.1 217.5 224.1 231.9 236.2 239.9
Math (GWA Norm) 182 192.7 199.2 212.8 221.4 228.4 232.9 238.4 242.3
170
180
190
200
210
220
230
240
250
RITScores
Fall 2014 GWA to Non-O/AS Inter. Norms
Comparison - Math Scores

21. 160
170
180
190
200
210
220
230
2 3 4 5 6
Math (Norm) 186 198 209 218 223
Math (GWA Norm) 193 199 204 218 223
Preliminary Winter 2015 GWA to ALL STUDENT
Norms Comparison - Math Scores

22.  Please post continued wonderings on sticky notes