This sample targets the following changes to the curriculum:
- The general outcome focus has not changed. Both curricula have the umbrella goal: "describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them." However, at each grade level in the 1997 document the general outcome varied. For Grade 2 the general outcome stated: "Name, describe and construct a variety of 3-D objects and 2-D shapes". The change was made to ensure that students are not just rote learning to name and describe 3-D objects. The students should now focus on a study of the attributes of each class of 3-D objects. This knowledge will provide a basis for students to compare and contrast the different groups of 3-D objects.
- The specific outcomes have changed significantly. In the previous curriculum, Grade 2 specific outcomes focused on 3-D objects. The current curriculum has maintained the study of those objects, but with a shift to comparing from naming and identifying. Both curricula expected students to construct a 3-D object or its skeleton and describe cubes, spheres, cones, cylinders and pyramids in Grade 2. The previous curriculum specified that Grade 2 students should explore faces, edges and vertices of 3-D shapes. This is still necessary to meet the specific outcome that requires describing, comparing and constructing 3-D objects. This is to prepare students for the Grade 3 expectation that students will describe 3-D objects according to the shape of their faces and the number of edges and vertices. Grade 1 students now sort 3-D objects according to one attribute instead of two, and replicate composite 3-D objects instead of building a given 3-D object. The 2007 curriculum is designed around systematic incremental development that is grounded in students constructing concepts to provide a firm foundation for problem solving and more sophisticated learning in successive strands.
3-D Objects addresses the following outcomes from the Program of Studies:
What is a Planning Guide?
Planning Guides are a tool for teachers to use in designing instruction and assessment that focuses on developing and deepening students' understanding of mathematical concepts. This tool is based on the process outlined in Understanding by Design, by Grant Wiggins and Jay McTighe.
The following steps will help you through the Planning Guide:
See Bibliography for reference information.