Register for both dates ($200) or one date ($125).
Registration includes materials and lunch.
Puzzling and playing is children’s work. Understanding how to lead children from puzzles and play into learning how to think, reason, problem solve, learn and remember basics facts and concepts is teachers’ work.
This 2 part workshop, designed specifically for Grade One teachers, will focus on teaching the basic facts and concepts outlined in the Alberta Program of Studies through a series of tasks & problems that integrate grade appropriate Literacy skills into the learning of Mathematics.
(Key comprehension, word attack, spelling and speaking skills are referenced throughout the materials).
October 4:
We will focus specifically on Number Sense, Common Sense and how to move to Number Facts in a way that promotes and sustains lasting recall. Primary teachers need to understand how numbers and number operations are related and how to lead students through an age and ability appropriate sequence from automatic recognition of quantity, to counting, to remembering and applying Number Facts.
The materials package includes BERCS Cards matched to student practice sheets and student problems Assessment criteria listed in student friendly language accompany them.
Throughout the materials and the day, we will make references to the Student Competencies, the Literacy and Numeracy progressions and what it looks like when Grade One students have mastered the curriculum.
Please note in the Grade One curriculum focuses on Number to 20.
February 6:
Our focus moves to the critical role that measurement plays in learning, remembering, applying and understanding number, number operations and number facts. The materials package will include BERCS CARDS matched to student practice sheets and problems that include assessment criteria listed in student friendly language all focused on the importance of understanding how to reason and think in measurement contexts. (Shape and space are more important than you imagined.)
This day is intended to convince participants that leaving “measurement” to the end of the year might actually prevent students from truly understanding number and number operations.
Please note in both Grade One and Grade two measurement tasks involve space, shape, sorting, and patterning outcomes.