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Sumona Roy & Lisa Roppel HWDSB Math Facilitators

Linking Global Perspectives In Mathematics. Sumona Roy & Lisa Roppel HWDSB Math Facilitators. Try to guess what the following images are:. The Project. Why do we want to incorporate social justice and the environment in mathematics?. http://www.wordle.net.

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Sumona Roy & Lisa Roppel HWDSB Math Facilitators

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  1. Linking Global Perspectives In Mathematics Sumona Roy & Lisa Roppel HWDSB Math Facilitators

  2. Try to guess whatthe following images are:

  3. The Project Why do we want to incorporate social justice and the environment in mathematics? http://www.wordle.net

  4. The 6 Principles For Teaching Social Justice: Principle 1: Enable significant work within communities of learners Principle 2: Build on what students bring to school with them – knowledge and interests, cultural and linguistic resources Principle 3: Teach skills, bridge gaps Principle 4: Work with (not against) individuals, families, and communities Principle 5: Diversify forms of assessment Principle 6: Make inequity, power, and activism explicit parts of the curriculum

  5. Let’s Take a Look at a Lesson

  6. Lesson Plan-The Lorax • Grade: 2 Strand: Number Sense and Numeration • Big Idea: Quantity Relationships • Expectation (s): • Represent, compare, and order whole numbers to 100, including money amounts to 100¢, using a variety of tools • Estimate, count and represent the value of a collection of coins with a maximum value of one dollar • Materials Needed: • Chart paper • Markers • Coin manipulatives

  7. Getting Started • Read the story, “The Lorax” by Dr. Seuss. • The teacher will show students a handful of coins and ask them to estimate the total amount of coins. The teacher will have students record their estimates on a sticky note. The teacher will then have students in pairs count the coins and then have a few groups share how they counted their coins. (58¢)

  8. Working On It The Problem: • Choose one of these types of seeds. List as many ways as you can to pay for it using coins. Pine 75¢, Maple 45¢, Spruce 39¢ • The teacher will move around the room asking probing questions such as: • Can you make a model/picture to show that? • Explain to me what you have done. • Are there other possibilities? • What would happen if…?

  9. The Seed Problem Choose one of these types of seeds. List as many ways as you can to pay for it using coins. Pine 75¢ Maple 45¢ Spruce 39¢

  10. Reflect and Connect The teacher will choose 3-5 samples of student work to discuss. The teacher will using probing questioning to make connections about between the pieces of work. The probing questions could include: • Could you have used ____? • How many coins did you use? • How did you count the coins? • How did you figure out what coins to use? • Did you have to use pennies? • What is the most valuable coin you could use? • Which combination did you start with? Why? The teacher will chart student generalizations about counting and representing money amounts.

  11. Where is it? http://socjusmath.wikispaces.com/

  12. Access information: http://socjusmath.wikispaces.com/ “The highest education is that which does not merely give us information but makes our life in harmony with all existence.” ~Rabindranath Tagore “Unless someone like you cares a whole awful lot, nothing is going to get better, it’s not.” ~The Lorax by Dr. Seuss Contact Information: sumona.roy@hwdsb.on.ca lisa.roppel@hwdsb.on.ca * We would like to thank our dynamic HWDSB Math Facilitation Team for all of their support.

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