Operation Sense: Session 3


This virtual session continues the learning we began in Operation Sense Session 1 and continued in Operation Sense Session 2 . You are welcome to revisit those sessions at any time.

In session 1 we looked at the difference between Operation Sense and Computations and talked about the ways that Operation Sense develops over time. We then looked specifically at Addition and Subtraction and discovered that helping students recognize "problem structures" has significant impact on improving learning.

In Session 2, we continued talking about problem structures and then turned our focus to Computation Strategies, including ways to build basic facts that build an important foundation for mental math strategies in addition and subtraction.

Now in Session 3 we turn our attention towards Multiplication and Division and in particular the meaning and use of these operations. The video below will give you more details.

As before, there are pre-recorded videos and facilitative supports posted to this site so that you can move through the material at your own pace and revisit or share the learning with others at any time. We will also use collaborative work spaces (aka Google docs) where you can share your thinking with others. All 'handouts' are made available at point of use; but to help with advance planning here is a list of those materials you might wish to print in advance. (Thanks BHNCDSB for this good suggestion!)

While it's certainly not a prerequisite for you to participate in a team, it's often more enjoyable when you have someone with whom to share the learning . So consider who you might invite as there are multiple opportunities for discussion.

We're glad you can join us and we hope you find this approach to professional development helpful.

Moses & Craig

WATCH: Welcome Back


  • When watching videos, there is an option the bottom right hand corner to make the video full screen.
  • To go back, press esc.
3.01_Welcome (#88).mp4

When this session was done live, a proposed timeline was suggested. If you wish, you can download this proposed timeline as a guideline for timing. Depending on the number of people in your group and the richness of the conversation, you may find that there is too much content for the time you have available. Not to worry. Go deeply into the areas that interest you most. And take the time you need for productive conversations. The goal is to strengthen learning and teaching, not to finish the module.

To facilitators, if you think time could be an issue, choose the areas you want to focus on most deeply. Either that, or look for a time when you can meet again for more math conversations!

Bottom line, we hope you enjoy the interactions with each other and with the mathematics. Thanks in advance for your participation and good thinking.

TASK: Reflecting on our In-Between Work

Consider what learning you've had the opportunity to apply since our last session.

Maybe you tried some of the addition and subtraction operation sense tasks from session 1, or one of the place value diagnostic tasks. Maybe you focused on the inverse relationship between addition and subtraction and collected some evidence of growth as described in the operation sense trajectory. Or perhaps you worked on strengthening students' basic addition and subtraction facts or their mental computation strategies and tried some of the tasks outlined in the Guide to Effective Instruction.

Regardless, take this time to reflect back your learning thus far.

Discuss and Share:

- What did you try?

- What did your learn?

- What are you still wondering about?

Record key points from your discussion in a digital handout. You can access this handout by clicking here.

To view the reflections of past participants, you can click here.