This document discusses strategies for teaching mathematics concepts throughout the entire school year rather than in isolated units. It proposes grouping similar math outcomes into limited categories and incrementally progressing students in each outcome over the course of the year. Bi-weekly math tests would cover every concept, and students would graph their results to track individual progress and identify areas needing more focus. The approach aims to build students' mathematical stamina and encourage self-assessment and correction of errors.

1. MATHEMATICS
ALL YEAR LONG

2. MATHS
Plurality of mathematics
• Address Math Phobia
• Encourage “Can Do”
May be challenged by algebra
but very good at geometry
(still math).

3. ALL STRANDS ALL YEAR LONG
Progressive Depth
(Depth not Breadth)
Structured resiliency / stamina
“I don’t really like this way of
doing math because in grade 5,
if I didn’t like a unit we were
doing, it would eventually be
over. This way we have to do it
all year long.”
-Grade 6 student

4. STRUCTURE
• Similar outcomes are grouped into limited
categories to create condensed objectives.
• Incrementally progress each outcome over the year.
A Maths Tests every two weeks
Every test covers every concept.
For example:
question 1 is always on place value,
question 5 is always order of operations

5. Test results are graphed by students.
Correct answers are shaded in.
Half correct are shaded triangles.
• Columns show how a student did on a particular test.
• Rows show how students are doing on particular
concept over time. • Diagnostic
• Improvement
• Needs
• Strengths

7. “Wuts my mark?”
“What is my concluding
thought before I abandon
this assessment?”
TEST
CORRECTION
ASSIGNMENT
STUDY
NOTES

8. “Wuts my mark?”
“What is my concluding
thought before I abandon
this assessment?”
Encouraged and expected to correct
errors and analyse progress.
Students are encouraged to identify resources for areas of need.
Locates tutorial on internet ; section in classroom textbook by
using the index.

9. Specifics in Classrooms
6S
6L

10. CLASSROOM STRUCTURE FOR MATH
LESSONS IN 6S
1. Flipped Math Video (completed at home by students)
-Each two week instructional period = 6 lessons to be
completed Monday-Thursday of week one and
Mon-Tues of week two, with Mountain Math due on
Wednesday and test on Thursday
2. Whole class review of questions from video (answer
questions)
3. Two rounds of centers (app 23 minutes each, depending on
day)
www.tinyurl.com/kecxq6x

11. CENTERS
1. Always Mountain Math (students visit 4 times –
enough to complete in class)
2. Always a worksheet – half mental math, half often
from the JUMP program
3. Usually a website (often Prodigy)
4. Other activities related to the lessons for that test

13. https://www.youtube.com/watch?v=rldL
F2F8pO0

15. Maths in 6L

20. Bi-Weekly Maths Test

30. Weekly Maths Process Assignment
Estimation and Mental Math
Visualization
Reasoning
Communication
Technology
Connections
Problem Solving

31. This week
Previous week
Answer to
Estimate

33. SomearedoneinclassonSmartboard

39. Video Reminders and Tutorials
For absent student
and reminders