WIXLIB

First nations, Métis, and inuit PerspectivesFirst Nations, Métis, and Inuit students in Manitoba come from diverse geographic areaswith varied cultural and linguistic backgrounds. Students attend schools in a variety ofsettings including urban, rural, and isolated communities. Teachers need to recognizeand understand the diversity of cultures within schools and the diverse experiences ofstudents.First Nations, Métis, and Inuit students often have a whole-world view of theenvironment; as a result, many of these students live and learn best in a holistic way.This means that students look for connections in learning, and learn mathematics bestwhen it is contextualized and not taught as discrete content.Many First Nations, Métis, and Inuit students come from cultural environments wherelearning takes place through active participation. Traditionally, little emphasis wasplaced upon the written word. Oral communication along with practical applicationsand experiences are important to student learning and understanding.A variety of teaching and assessment strategies are required to build upon the diverseknowledge, cultures, communication styles, skills, attitudes, experiences, and learningstyles of students. The strategies used must go beyond the incidental inclusion of topicsand objects unique to a culture or region, and strive to achieve higher levels ofmulticultural education (Banks and Banks, 1993).Affective domainA positive attitude is an important aspect of the affective domain that has a profoundeffect on learning. Environments that create a sense of belonging, encourage risk taking,and provide opportunities for success help students develop and maintain positiveattitudes and self-confidence. Students with positive attitudes toward learningmathematics are likely to be motivated and prepared to learn, participate willingly inclassroom activities, persist in challenging situations, and engage in reflective practices.Teachers, students, and parents* need to recognize the relationship between the affectiveand cognitive domains, and attempt to nurture those aspects of the affective domain thatcontribute to positive attitudes. To experience success, students must be taught to setachievable goals and assess themselves as they work toward these goals.Striving toward success and becoming autonomous and responsible learners areongoing, reflective processes that involve revisiting the setting and assessment ofpersonal goals.* In this document, the term parents refers to both parents and guardians and is used with the recognition that in somecases only one parent may be involved in a child’s education.introduction3

Middle Years EducationMiddle Years education is defined as the education provided for young adolescents inGrades 5, 6, 7, and 8. Middle Years learners are in a period of rapid physical, emotional,social, moral, and cognitive development.Socialization is very important to Middle Years students, and collaborative learning,positive role models, approval of significant adults in their lives, and a sense ofcommunity and belonging greatly enhance adolescents’ engagement in learning andcommitment to school. It is important to provide students with an engaging and socialenvironment within which to explore mathematics and to construct meaning.Adolescence is a time of rapid brain development when concrete thinking progresses toabstract thinking. Although higher-order thinking and problem-solving abilities developduring the Middle Years, concrete, exploratory, and experiential learning is mostengaging to adolescents.Middle Years students seek to establish their independence and are most engaged whentheir learning experiences provide them with a voice and choice. Personal goal setting,co-construction of assessment criteria, and participation in assessment, evaluation, andreporting help adolescents take ownership of their learning. Clear, descriptive, andtimely feedback can provide important information to the mathematics student. Askingopen-ended questions, accepting multiple solutions, and having students developpersonal strategies will help students to develop their mathematical independence.Adolescents who see the connections between themselves and their learning, andbetween the learning inside the classroom and life outside the classroom, are moremotivated and engaged in their learning than those who do not observe theseconnections.Adolescents thrive on challenges in their learning, but their sensitivity at this age makesthem prone to discouragement if the challenges seem unattainable. Differentiatedinstruction allows teachers to tailor learning challenges to adolescents’ individual needs,strengths, and interests. It is important to focus instruction on where students are and tosee every contribution as valuable.4G r a d e 5 M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s

Mathematics Education Goals for studentsThe main goals of mathematics education are to prepare students tonnnnnncommunicate and reason mathematicallyuse mathematics confidently, accurately, and efficientlyto solve problemsappreciate and value mathematicsmake connections between mathematical knowledgeand skills, and their applicationMathematics educationmust prepare studentsto use mathematics tothink criticallly aboutthe world.commit themselves to lifelong learningbecome mathematically literate citizens, using mathematics to contribute to societyand to think critically about the worldStudents who have met these goals willngain understanding and appreciation of the contributions of mathematics as ascience, philosophy, and artnexhibit a positive attitude toward mathematicsnengage and persevere in mathematical tasks and projectsncontribute to mathematical discussionsntake risks in performing mathematical tasksnexhibit curiosityintroduction5

COnCeptual FramewOrk FOr kindergarten tO grade 9 mathematiCsThe chart below provides an overview of how mathematical processes and the nature ofmathematics influence learning ATICSPatterns and RelationsQ PatternsQ Variables and EquationsCHANGEShape and SpaceCONSTANCY,Q NUMBER SENSE,Q PATTERNS,RELATIONSHIPS,SPATIAL SENSE,UNCERTAINTYQ Measurement3-D Objects and 2-DShapesGENERAL LEARNING OUTCOMES,SPECIFIC LEARNING OUTCOMES,AND ACHIEVEMENT INDICATORSTransformationsStatistics and ProbabilityQ Data AnalysisQ Chance and UncertaintyMATHEMATICAL PROCESSES:COMMUNICATION, CONNECTIONS, MENTALMATHEMATICS AND ESTIMATION, PROBLEMSOLVING, REASONING, TECHNOLOGY,VISUALIZATIONMathematical ProcessesThere are critical components that students must encounter in mathematics in order toachieve the goals of mathematics education and encourage lifelong learning inmathematics.Students are expected tonnconnect mathematical ideas to other concepts in mathematics, to everydayexperiences, and to other disciplinesndemonstrate fluency with mental mathematics and estimationndevelop and apply new mathematical knowledge through problem solvingndevelop mathematical reasoningnselect and use technologies as tools for learning and solving problemsn6communicate in order to learn and express their understandingdevelop visualization skills to assist in processing information, making connections,and solving problemsG r a d e 5 M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s

The common curriculum framework incorporates these seven interrelated mathematicalprocesses that are intended to permeate teaching and learning.nnnnnnnCommunication [C]: Students communicate daily (orally, through diagrams andpictures, and by writing) about their mathematics learning. They need opportunitiesto read about, represent, view, write about, listen to, and discuss mathematical ideas.This enables them to reflect, to validate, and to clarify their thinking. Journals andlearning logs can be used as a record of student interpretations of mathematicalmeanings and ideas.Connections [CN]: Mathematics should be viewed as an integrated whole, ratherthan as the study of separate strands or units. Connections must also be madebetween and among the different representational modes—concrete, pictorial, andsymbolic (the symbolic mode consists of oral and written word symbols as well asmathematical symbols). The process of making connections, in turn, facilitateslearning. Concepts and skills should also be connected to everyday situations andother curricular areas.Mental Mathematics and Estimation [ME]: The skill of estimation requires a soundknowledge of mental mathematics. Both are necessary to many everydayexperiences and students should be provided with frequent opportunities to practisethese skills. Mental mathematics and estimation is a combination of cognitivestrategies that enhances flexible thinking and number sense.Problem Solving [PS]: Students are exposed to a wide variety of problems in allareas of mathematics. They explore a variety of methods for solving and verifyingproblems. In addition, they are challenged to find multiple solutions for problemsand to create their own problems.Reasoning [R]: Mathematics reasoning involves informal thinking, conjecturing, andvalidating—these help children understand that mathematics makes sense. Studentsare encouraged to justify, in a variety of ways, their solutions, thinking processes,and hypotheses. In fact, good reasoning is as important as finding correct answers.Technology [T]: The use of calculators is recommended to enhance problem solving,to encourage discovery of number patterns, and to reinforce conceptualdevelopment and numerical relationships. They do not, however, replace thedevelopment of number concepts and skills. Carefully chosen computer software canprovide interesting problem-solving situations and applications.Visualization [V]: Mental images help students to develop concepts and tounderstand procedures. Students clarify their understanding of mathematical ideasthrough images and explanations.These processes are outlined in detail in Kindergarten to Grade 8 Mathematics: ManitobaCurriculum Framework of Outcomes (2013).introduction7

strandsThe learning outcomes in the Manitoba curriculum framework are organized into fourstrands across Kindergarten to Grade 9. Some strands are further subdivided intosubstrands. There is one general learning outcome per substrand across Kindergarten toGrade 9.The strands and substrands, including the general learning outcome for each, follow.NumbernDevelop number sense.Patterns and RelationsnPatternsnnUse patterns to describe the world and solve problems.Variables and EquationsnRepresent algebraic expressions in multiple ways.Shape and SpacenMeasurementnn3-D Objects and 2-D ShapesnnUse direct and indirect measure to solve problems.Describe the characteristics of 3-D objects and 2-D shapes, and analyze therelationships among them.TransformationsnDescribe and analyze position and motion of objects and shapes.Statistics and ProbabilitynData AnalysisnnChance and Uncertaintyn8Collect, display, and analyze data to solve problems.Use experimental or theoretical probabilities to represent and solve problemsinvolving uncertainty.G r a d e 5 M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s

outcomes and Achievement indicatorsThe Manitoba curriculum framework is stated in terms of general learning outcomes,specific learning outcomes, and achievement indicators.nnnGeneral learning outcomes are overarching statements about what students areexpected to learn in each strand/substrand. The general learning outcome for eachstrand/substrand is the same throughout the grades from Kindergarten to Grade 9.Specific learning outcomes are statements that identify the specific skills,understanding, and knowledge students are required to attain by the end of a givengrade.Achievement indicators are samples of how students may demonstrate theirachievement of the goals of a specific learning outcome. The range of samplesprovided is meant to reflect the depth, breadth, and expectations of the specificlearning outcome. While they provide some examples of student achievement, theyare not meant to reflect the sole indicators of success.In this document, the word including indicates that any ensuing items must beaddressed to meet the learning outcome fully. The phrase such as indicates that theensuing items are provided for illustrative purposes or clarification, and are notrequirements that must be addressed to meet the learning outcome fully.summaryThe conceptual framework for Kindergarten to Grade 9 mathematics describes thenature of mathematics, mathematical processes, and the mathematical concepts to beaddressed in Kindergarten to Grade 9 mathematics. The components are not meant tostand alone. Learning activities that take place in the mathematics classroom shouldstem from a problem-solving approach, be based on mathematical processes, and leadstudents to an understanding of the nature of mathematics through specific knowledge,skills, and attitudes among and between strands. The Grade 5 Mathematics: SupportDocument for Teachers is meant to support teachers to create meaningful learningactivities that focus on formative assessment and student engagement.introduction9

assessmentAuthentic assessment and feedback are a driving force for the suggestions forassessment in this document. The purposes of the suggested assessment activities andstrategies are to parallel those found in Rethinking Classroom Assessment with Purpose inMind: Assessment for Learning, Assessment as Learning, Assessment of Learning (ManitobaEducation, Citizenship and Youth). These include the following:nassessing for, as, and of learningnenhancing student learningnassessing students effectively, efficiently, and fairlynproviding educators with a starting point for reflection, deliberation, discussion, andlearningAssessment for learning is designed to give teachers information to modify anddifferentiate teaching and learning activities. It acknowledges that individual studentslearn in idiosyncratic ways, but it also recognizes that there are predictable patterns andpathways that many students follow. It requires careful design on the part of teachers sothat they use the resulting information to determine not only what students know, butalso to gain insights into how, when, and whether students apply what they know.Teachers can also use this information to streamline and target instruction andresources, and to provide feedback to students to help them advance their learning.Assessment as learning is a process of developing and supporting metacognition forstudents. Assessment as learning focuses on the role of the student as the criticalconnector between assessment and learning. When students are active, engaged, andcritical assessors, they make sense of information, relate it to prior knowledge, and use itfor new learning. This is the regulatory process in metacognition. It occurs whenstudents monitor their own learning and use the feedback from this monitoring to makeadjustments, adaptations, and even major changes in what they understand. It requiresthat teachers help students develop, practise, and become comfortable with reflection,and with a critical analysis of their own learning.Assessment of learning is summative in nature and is used to confirm what studentsknow and can do, to demonstrate whether they have achieved the curriculum outcomes,and, occasionally, to show how they are placed in relation to others. Teachersconcentrate on ensuring that they have used assessment to provide accurate and soundstatements of students’ proficiency, so that the recipients of the information can use theinformation to make reasonable and defensible decisions.10G r a d e 5 M a t h e m a t i c s : s u p p o r t d o c u m e n t f o r te a c h e r s

Overview of Planning AssessmentAssessment for Learningwhy Assess?nAssess what?nwhatMethods?EnsuringQualitynnnnusing theinformationnnnto enable teachers todetermine next steps inadvancing studentlearningeach student's progressand learning needs inrelation to the curriculumoutcomesa range of methods indifferent modes that makea student’s skills andunderstanding visibleaccuracy and consistencyof observations andinterpretations of studentlearningAssessment as Learningnnnnnclear, detailed learningexpectationsaccurate, detailed notesfor descriptive feedback toeach studentprovide each student withaccurate descriptivefeedback to further his orher learningdifferentiate instruction bycontinually checkingwhere each student is inrelation to the curriculumoutcomesprovide parents orguardians with descriptivefeedback about studentlearning and ideas forsupportnnnnnnto guide and provideopportunities for each student tomonitor and critically reflect onhis or her learning and identifynext stepseach student's thinking about hisor her learning, what strategieshe or she uses to support orchallenge that learning, and themechanisms he or she uses toadjust and advance his or herlearninga range of methods in differentmodes that elicit the student’slearning and metacognitiveprocessesaccuracy and consistency of astudent's self-reflection, selfmonitoring, and self-adjustmentengagement of the student inconsidering and challenging his orher thinkingthe student records his or herown learningprovide each student withaccurate, descriptive feedbackthat will help him or her developindependent learning habitshave each student focus on thetask and his or her learning (noton getting the right answer)provide each student with ideasfor adjusting, rethinking, andarticulating his or her learningAssessment of Learningnnnnnnnnnto certify or informparents or others ofstudent’s proficiency inrelation to curriculumlearning outcomesthe extent to which eachstudent can apply thekey concepts,knowledge, skills, andattitudes related to thecurriculum outcomesa range of methods indifferent modes thatassess both product andprocessaccuracy, consistency,and fairness ofjudgments based onhigh-quality informationclear, detailed learningexpectationsfair and accuratesummative reportingindicate each student'slevel of learningprovide the foundationfor discussions onplacement or promotionreport fair, accurate, anddetailed information thatcan be used to decideth

Grade 5 mathematics [electronic resource] : support document for teachers Includes bibliographical references ISBN: 978--7711-5901-5 1. Mathematics—Study and teaching (Elementary). 2. Mathematics—Study and teaching (Elementary)—Manitoba. I. Manitoba. Manitoba Education and Advanced Learning. 372.7044