Step #3

Planning Guide Facilitate, assess and respond in a co-learning environment

for Effective Mathematics Learning, Teaching, and
Assessment over a 5-day cycle Honours student voice Develops conceptual
understanding
Culturally relevant
Step #1 Multiple entry points for equitable Connection of learning across
participation strands and subjects
Know your learners, and
Linked to real-world
Multiple opportunities and ways to learn
Know the learning and demonstrate learning Cognitively
experiences and applications
challenging Evokes mathematical thinking and
View the new learning from the eyes of the learner. tasks and learning
Errors and failed attempts are seen as application of conceptual and
opportunities procedural knowledge set out in
 What prior knowledge, understanding, and skills do your students bring to the learning opportunities
the curriculum
new learning? (curriculum from previous grades) Community of
Encourages risk-taking Math Learners
What do you bring to the learning? Before beginning teaching and learning of Encourages students to pose new
problems and discuss solutions
math, reflect on your own knowledge and experience with the particular math Student-centred
Provides explicit instruction and
concept, both as a student and a teacher. How does this translate to the vision for support for learning how to learn
Instruction and
Assessment Responsive to learning needs
the learner?
Timely, descriptive feedback Activates and builds on learners’
existing knowledge and skills

Step #2 Transparency about what success-

ful learning looks like through co-
Promotes models, tools, and
representations to explore
construction of success criteria Rooted in the Ontario
concepts, make connections and
Plan for responsive and differentiated Mathematics curriculum and
communicate thinking
Growing Success
assessment and instruction Values multiple ways of Embeds mathematical processes
Unpack what students will need to know and be able to do thinking as essential aspects of learning
(grade-specific curriculum). This will prepare you to and teaching
co-develop success criteria and offer descriptive feedback.
 What is important to understand?
Step #4
 What are the skills being developed? Reflect on impact of assessment and instruction
 What strategies help you to be proficient with these skills? to determine next steps
 How can the learning be applied to practical, authentic situations?  Who needs more time and support with these ideas?
 What does it look and sound like in action?  Where does this learning fit with upcoming lesson sequences?
 How do you know when you are successful with this learning?  What is the next step in the learning related to this lesson sequence?
 How do you use this learning?  Where can I make connections to this learning?
Think about how you can build opportunities into the lesson sequence to monitor
the learning.
 What will help you to know that your students are “getting it”?
 What experiences can be woven throughout the week to help students to
develop automaticity? (e.g., using ordinal numbers to describe different
students’ positions in line.)
 Reflection: What should my students currently understand and do? What do my students need to learn? Where are the students headed with this learning?

Step 1. What is the previous learning that my students have had related to What mathematical knowledge and skills will be addressed in this se- How does this learning connect to what my students will learn next
this concept? quence? year?

What should my students be able to do now? Is this learning connected to other concepts learning this year?
Know the
learner.

What do I want my students to know and be able to do after this LEARNING GOALS SUCCESS CRITERIA
sequence of lessons?

Know the How will I know that my students have learned?

learning.

Building understanding of Working towards proficiency with Creating engagement in the Providing opportunities for reflecting on, Fostering positive dispositions
math concepts facts, skills, procedures mathematical processes monitoring and working towards goals towards mathematics

What do I want my students to What proficiencies should my students How will I engage my students in doing What strategies will support students in What prior learning can I activate ?
understand through this learning? be developing related to this learning? the math? monitoring their own learning?

Step 2. What mathematical models/tools can What authentic connections can I make?
How can they show me that they How will I know my students are How will I have students make their
Plan for support this learning?
understand? becoming proficient? own goals related to this learning? What will build math confidence?
Instruction What computational strategies are
and
What opportunities can I weave in to our being developed? How can I help students to appreciate
Assessment overall learning this week to develop What mathematical language/ mathematics with this learning?
automaticity with these skills? conventions are important?
How will students learn about and
monitor their thought processes related
to this learning?
Step 3. Problem Solving Direct Instruction Guided Investigation Independent Practice
Instructional What scenarios will engage students in the math? Is there something about this concept that I must How can I help students to discover the curriculum? What will be meaningful practice?
Strategies help students to name? e.g., properties
for co- Are there connections that I need to draw attention
learning to?