“Set it, Build it, Grow it” How we said goodbye to traditional units in

MPM1D & MPM2D

Patricia Clark PatriciaM.Clark@ocdsb.caDianne Dreef Dianne.Dreef@ocdsb.caFiona Smith Fiona.Smith@ocdsb.ca

Earl of March Secondary SchoolOttawa Carleton District School Board

Mindset shiftTeachersFrom units to linking big ideas

From “Bob didn’t get that unit” to “Bob doesn’t get it…yet”

From “what strand comes next?” to “what are we building towards?”

Students

From tossing their notes after the test to “when are we going back to that”

From “I didn’t get it” to “I don’t get it….yet”

From “what chapter in the textbook?” to “do we need our textbooks today?”

Big IdeasWhat do you consider to be the big ideas in

MPM1D and MPM2D?

Write them on post-it notes

Use your post-it notes and the whiteboards to make connections between big ideas

Big IdeasWhat big ideas were easy for you to connect?

What big ideas were more challenging to connect?

Did any of the connections surprise you?

What was scary?The plan

Time

Assessment and Evaluation

Our Approach MPM1D

MPM1D: Compare the two linear relations shown below.

Words that would be used

Cycle 1 – first differences, constant, starting point, pattern rule, vertical and horizontal axis, scale, dashed line and solid line, arrow

Cycle 2 – the rate of change, initial value, equation, independent and dependent variable, continuous, discrete, intersect

Cycle 3 – slope, y-intercept, equation, x and y axis, continuous, discrete, parallel

Cycle 1: What could the dimensions of a rectangle be that have the following areas?

Cycle 2: What would the dimensions of a cube be if its volume is 8x3

Cycle 2: A square based prism has a volume of 96x3. If the area of its base is 16x2, determine the height of the prism.

Cycle 1•Investigate the pattern between the perimeter and the side length of a square, if the side length increases by 1 for each new square•Investigate the pattern between the area and the side length of a square, if the side length increases by 1 for each new square

Cycle 2•Investigate the relationship between the volume of a cylinder and its radius if its radius is continually increased by 1 unit but the height remains constant at 10 units for each new cylinder.•Investigate the relationship between the volume of a cylinder and its height if its height is continually increased by 1 unit but the radius remains constant at 5 units for each new cylinder.

MPM1D: A rectangle has a length that is three more than its width. Determine the perimeter and the area of the rectangle.

Our Approach MPM2D

Quadratic example Cycle 1: Properties and

solving graphically

Cycle 2: Modeling equations and solving based on equation

Cycle 3: Manipulating forms of equations to solve

Cycle: Rinse and repeat (e.g. introduce quadratic formula, more practice with factoring and completing the square)

x

y

Example MPM2D

Leap Frog

Next StepsWork at incorporating this approach in senior

academic courses.

Designing assessment tools that are more connected.

Evidence Record for a student half way through the semester•There are marks in several overall expectations for each test. •T1 is the first test, T4 is the most recent test.

For this student you can see improvement: