This inquiry prompt lends itself to be being used in a number of different ways. The first time I used this prompt I used both images and the statement. The second time I just presented one image. The first kept the inquiry focused on area - the second left the inquiry far more open but eventually came … Continue reading Area Prompt
Questions and comments: I think 42 x 14 is the same as 84 x 7 because if you split 84 you get 42 and if you split 14 you get 7. Why does it say that 42 x 14 = 84 when the answer is really 588? I think the answer to 42 x 14 … Continue reading Division prompt
Digging in to addition of fractions using this prompt from inquirymaths.com. After a whole class discussion framed around questions and comments students worked with partners to explore their chosen question. I like the students' use of manipulative to explain the calculations.
I discovered these quirky and playful short films by the mathemusician, Vi Hart, via 'Becoming the Math Teacher You Wish You Had'. I've tried to instill in my students the idea of 'playing with maths' and also encourage them to see and make sense of the mathematical beauty in the world around them. After watching the … Continue reading Show Me The Maths!
Check out this amazing animation from datapointed.net that popped up my twitter feed via @RichardsonLiza. The infinite animation shows a sequence of dancing dots that form factorization diagrams. I covered the top left corner when showing the animation to students as it reveals too much about what is happening. Whilst the students watched the animation they … Continue reading Factorization
Task: sort the statements according to whether they are always, sometimes or never true. This was the first time for this routine with my class (I included an example for each statement to help my EAL students with the language). Here is how we tackled it: 1. We started with a quick sorting activity with groups … Continue reading Always – Sometimes – Never : addition & subtraction
I'm trying to move away from kicking off units with a pen and paper assessment. I do find these can give a quick snapshot of where the students are but, despite the progress we have made with developing a growth mindset, I also find that .... some students can't do anything and shut down before the … Continue reading Addition Pre-assessment
We've just started an addition and subtraction unit. The students are pretty comfortable with written and mental methods so I've made it a focus to develop the students' mathematical language - both their use and interpretation of it. A real bugbear of mine is 'word problems', even worse when the phrase is preceded by 'real-life'. I … Continue reading Numberless Word Problems
I've been lucky enough to have attended a couple of workshops run by Dr Cathy Marks Krpan. She is a dynamic presenter and passionate about the power of oral and written communication to develop student thinking, understanding and problem solving. In the book the author does discuss the theory and research behind the strategies but … Continue reading Book Review: Math Expressions