Which Mistake Most Surprises You? « Math Mistakes. Fraction comparison for 4th Graders. They’ve been working a lot with representing fractions as circles and as rectangles. They’ve done some basic addition with fractions. Most aren’t generally able to find equivalent fractions. What mistakes do you expect to see in the class set? Make a prediction! In the comments, would you please answer this question: Which mistake most surprised you? Kid 1 Kid 2 Kid 3 Kid 4 Kid 5 Kid 6 Kid 7 Kid 8 Kid 9 Kid 10 Kid 11 Kid 12 Kid 13 Kid 14. Guinness World Record – The largest popsicle stick chain reaction. Guinness World Record – The largest popsicle stick chain reaction. Inside mathematics - a professional resource for educators /

Polya. George Polya was a Hungarian who immigrated to the United States in 1940. His major contribution is for his work in problem solving. Growing up he was very frustrated with the practice of having to regularly memorize information. He was an excellent problem solver. Early on his uncle tried to convince him to go into the mathematics field but he wanted to study law like his late father had. His first job was to tutor Gregor the young son of a baron. He was invited to teach in Zurich, Switzerland. He later did experiments that he called the random walk problem. In 1940 he and his wife moved to the United States because of their concern for Nazism in Germany (Long, 1996).

In 1945 he published the book How to Solve It which quickly became his most prized publication. Polyas First Principle: Understand the Problem Do you understand all the words used in stating the problem? Polyas Second Principle: Devise a plan Polya mentions (1957) that it are many reasonable ways to solve problems. Area Dice Game | Relief Teaching Ideas. A game for 2 or 3 players. Each player chooses a colour pencil or texta they will use in the game. Players take turns rolling the dice, using the numbers that they rolled to draw the perimeter of a rectangle or square & writing the area in the middle of the shape.

Game ends when players run out of room to draw. Winner is the player who has used the largest area/most squares. This game is an old favourite. I used to play it when I was at school! Like this: Like Loading... Second Grade Math Japanese Lesson Study. Lesson study in japan. Max Ray at NCTM Ignite. Browse Talks. Gesturing with hands is a powerful tool for children’s math learning. Children who use their hands to gesture during a math lesson gain a deep understanding of the problems they are taught, according to new research from the University of Chicago’s Department of Psychology. Previous research has found that gestures can help children learn. This study in particular was designed to answer whether abstract gesture can support generalization beyond a particular problem and whether abstract gesture is a more effective teaching tool than concrete action.

“We found that acting gave children a relatively shallow understanding of a novel math concept, whereas gesturing led to deeper and more flexible learning,” explained the study’s lead author, Miriam A. Novack, a PhD student in psychology. The study, “From action to abstraction: Using the hands to learn math,” is published online by Psychological Science. The researchers taught third-grade children a strategy for solving one type of mathematical equivalence problem, for example, 4 + 2 + 6 = ____ + 6. Tips For Teachers On Using Digital Technology | TVO Parents. Geometry Is Worth The Extra Time… | Math Minds. As I am sure many teachers can attest, there is a constant struggle each year between covering content and the precious amount of time we have to engage the students in learning.

Prior to the past two years in the classroom, this guilt always seemed to creep up most during our geometry units. I used to feel that once the students could find area, perimeter, and volume, we would move back into our fraction and decimal work because that always took SO much time to develop a deep, foundational understanding. While geometric representations such as an area model support the fraction and decimal work, it is still not the 2D or 3D unit work. Right or wrong, I felt I had to prioritize to make use of the little time I had for the best of my students. As all of these math connections were going through my head, I see this tweet from Malke (@mathinyourfeet)… ahhh, it felt like validation in some weird way.

This volume discoveries later let to this claim on our claim wall: -Kristin Like this: Alyssa and India.. Productive struggle and aha moment. TEDxTeen - Jacob Barnett: Forget What You Know. First grade equality sign misconception. Cube Nets. Coin Box. Math Conversations that Count: Grades 1 to 12 - LearnTeachLead.caLearnTeachLead.ca. Geometry Is Worth The Extra Time… | Math Minds. Deux problèmes du carrefour - Google Slides. Google Slides - create and edit presentations online, for free. Gratte-ciels - Presentaciones de Google. Conceptis logic puzzles - Have fun, get smart! Www.nelson.com/linearrelationships/From Patterns to Algebra Sampler 2012.pdf. From%20Patterns%20to%20Algebra%20Sampler%202012.pdf. Quick Draw - The problem-centered classroom - Problem centered math. All meaningful mathematics learning is imaged-based.

While there may be certain forms of mathematical reasoning that seem not to use imagery, most mathematical activity has a spatial component. If school mathematics is procedural, students may fail to develop their capacity to form mental images of mathematical patterns and relationships. It is well documented that students who reason from images tend to be powerful mathematics students. Further, we know that the ability to use images effectively in doing mathematics can be developed. When students are encouraged to develop mental images and use those images in mathematics, they show surprising growth.

All students can learn to use images effectively. Thus, developing spatial sense should be a priority in school mathematics. Quick Draw is an engaging mathematical activity that helps students develop their mental imagery. The discussion of what they saw is a crucial component of the activity. Quick Draw activities Watch the video. Inspiring Students to Math Success and a Growth Mindset. Cathy Bruce sur Twitter : "What fraction of this design is red? more challenging? If the blue triangle is worth 1. What is whole design worth? L'enquête collaborative. ETFO Pley. Moutons. CAMI. Coplanification-RR février2015. Falling+origami+papers.jpg (1334×1600) Chopsticks.jpg (JPEG Image, 1600 × 1600 pixels) - Scaled (62%)

Developingthequestion. From Pearson’s Common Core Algebra 2 text (and everyone else’s Algebra 2 text for that matter): Mark has 42 coins consisting of dimes and quarters. The total value of his coins is $6. How many of each type of coin does he have? Show all your work and explain what method you used to solve the problem. The only math students who like these problems are the ones who grow up to be math teachers. One fix here is to locate a context that is more relevant to students than this contrivance about coins, which is a flimsy hangar for the skill of “solving systems of equations” if I ever saw one. Here is that fix. Ask students to write down their best estimates of a) what kinds of coins there are, b) how many total coins there are, c) what the coins are worth. The work in the original problem is pitched at such a formal level you’ll have students raising their hands around the room asking you how to start. Now tell them the coins are worth $62.00.

Now tell them there are 1,400 coins. Featured Tweets. [Mathématiquement vôtre] Référentiel pour l'enseignement des angles... - jjcp20002000 - Gmail. Thinking Math | A Learning Community. Steve Leinwand | Blog. It’s been a great fall of 2014 – many states, many schools and many classrooms. It’s been full of hope and optimism as I see many positive aspects of the Common Core era, more and better use of the incredible array of new on-line resources (see: ), and powerful forays into effective collaboration and coaching. But then there was a discouraging return to reality. I’m in a majority minority suburban school district with more than 12,000 students working with middle and high school teachers about strengthening the teaching and learning of algebra, and it’s the typical one-day one-shot PD. I returned to the airport consumed by the question of HOW DO WE HAVE THE AUDACITY TO BLAME TEACHERS when: Click Here.

The Animated Multiplication Table | Steve Wyborney's Blog: I'm on a Learning Mission. Trent Mathematics Education Research Collaborative. Bruce_Yearley_OAMELeadershipNov2014.pdf - Google Drive. Number Balance. Full Screen Version This is a number balance. It is also called a 'balance bar' or an 'equaliser'. It has weights: These are hung below the numbers. It balances equal numbers, for example like this: Where would you need to hang the weight to make the one below balance?

What about this one? If you had to use two weights and make the one below balance, where could you put them? How many different ways can you make it balance with two weights? You may like to use the interactivity above to explore the problem. Visual Patterns - 1-20. OAME Leadership 2014 « Amy Lin. 1001 Math Problems. YouCubed - Join the Revolution.

Jo Boaler. Words I Want To Hear More In My Classroom. Today, I present to you: Words I Want To Hear More In My Classroom I decided if these words are that important to me, they need to be on display in my classroom as a reminder to myself and to my students. So, I decided to make a few posters of these words to hang in my classroom. Harry Wong emphasizes the importance of using please and thank you in your conversations with students in his book The First Days of School: How to Be an Effective Teacher .

I also want to hear my students saying these two words in their conversations with one another. What words do you want to hear in your classroom? If you want to download these word posters for your own classroom, the files are embedded below. Disclosure: This post contains Amazon Affiliate links. A Passion for Math: Elly Schofield at TEDxClaremontColleges. Celine RC sur Twitter : "Surface d'écriture verticale, non-permanente - minileçon avec vue sur la neige...

Touch Count - Faculty of Education. Tangible Mathematics for the iPad This project involves the development of applications for the iPad that are focused on early number sense. This site provides an overview of the current application, information for Field Testers and Task ideas for teachers and parents. Background Information Current mathematics education software has been developed for the desktop/laptop paradigm of technology use where the mouse and keyboard are essential interfaces.

Even software for interactive whiteboards (IWBs) does not take full advantage of touch-screen capacities because the mouse/keyboard interface is the default interaction mode. In addition, IWBs, while providing a social space for interaction, do not allow individual students, or small groups of students, to each interact directly with the software. Our research team has developed a set of applications focused on number sense learning in the early years (prek-3) that take advantage of the touch-screen, multi-user interface.

App Development. Wp-content/uploads/2014/09/Jo-Boaler-transcripts.pdf. Showbie - The paperless classroom made simple. Would You Rather? | Asking students to choose their own path and justify it. Showbie for ipad. Vertical Non-Permanent Surfaces and Visible Random Groupings. I presented these ideas at Twitter Math Camp 14 in the flex session on Saturday afternoon. Let me be clear, these great ideas belong to Peter Liljedahl and he deserves all the praise. I was fortunate to be asked to present at the Canadian Mathematics Education Forum about spiralling the curriculum with activity based teaching.

This is where Peter was a Keynote speaker. His idea of visible random groupings (VRG) and Vertical Non-Permanent Surfaces (VNPS) resonated with me. I felt it was an excellent teacher move to increase engagement in my classroom and to have learning be student centered. This post will probably be a little long as I would like to include some of his research as well. I am going to stick with what happened at TMC14 but you can read more at Peter's website.

I believe my session at TMC had 11 teachers attend. I only got nine :( sorry to the two I missed. I started the session with a card sorting activity. Here it is. I then introduced the idea of VRG and VNPS. Visibly random groups & Vertical non-permanent surfaces | Wheeler's thoughts on teaching. I have been trying to shift my Math classes toward activity- / problem-based learning. We still have individual practice days, but as much as possible I want them solving new, complicated problems in groups. Two ideas that I heard about at a meeting of the OCDSB Mathematics Department Heads have really changed how I do things in class lately: Visibly Random GroupsVertical Non-Permanent Surfaces Both ideas come from the work of Peter Liljedahl and have been gaining traction amongst OCDSB teachers lately, particularly in Mathematics classrooms. Visibly Random Groups (VRGs): Every day I make random groups so that my students work with different partners each day.

Students are learning from ALL of their classmates this way, getting a chance to hear different viewpoints, different strategies each day. When I first started using VRGs in my classes, I used the Team Maker website. So this year I have been using a deck of cards (low-tech & old school!). Vertical Non-Permanent Surfaces (VNPSs): #edcampottawa Session One: Alternatives to Paper and Pencil Testing &Session Two:Turning Points in Assessment. Bit of a ramble in this post as I wrote it live. Everything in this post is not thought out, everything in this post is not my thoughts, everything in this post is what I heard or said at #edcampottawa, everything is not linear (ideas are as they were heard), everything in this post is the collective of #edcampottawa. Have fun reading this.

My apologies to everyone that was there as I was doing this (typing slowly) instead of truly engaging. I did this so I could share my experience so more people would see the value in . My dear friend @BDMcLaurin picked me up at home and we immediately started talking about a lesson study we just did about a Ball Rolling Race. Went to the lobby and saw a bunch of people I know: @MaryBourassa, @hfxmark (from Virginia), @mmehmatte, @LiseGaluga, @Wheeler_Laura, @rswandel, @robintg all whom I have a great deal of respect for. Here is the edcamp board. Bruce and I are heading to lead a session about getting away from paper and pencil testing. Session #1. Lionel. Visibly random groups & Vertical non-permanent surfaces | Wheeler's thoughts on teaching. Conversations mathématiques. A Passion for Math: Elly Schofield at TEDxClaremontColleges.

Parent Influence & Social Modeling in Math. Mon disque - Google Disque. Réseau et Stratégie numératie - Google Présentations. Open Middle - Challenging math problems worth solving. Robert Kaplinsky - Glenrock Consulting. Webb's Depth of Knowledge Posters | Robert Kaplinsky - Glenrock Consulting. I have seen quite a few posters to describe Webb’s Depth of Knowledge but I recently came across a set that is now my favorite. In particular, I love the bullet point lists that explain each of the levels as I believe that focusing on the verbs can lead to confusion (for example, “explain” can be level 1 through 4 depending on how it is used).

Click the “Download Files” to download two PDFs: one has all four levels on a single sheetone has each level on its own sheet in a bigger size I got these posters via Alyda Mir who got them from Linda Evans. If you know who the posters were originally created by, please let me know so I can give proper attribution. Download Files. How Many Biscuits Can You Make? | Robert Kaplinsky - Glenrock Consulting. My 3-Acts and More | Questioning My Metacognition. Open Middle - Challenging math problems worth solving. Make a math video. Sylvie Levasseur (@SylvieLL) | Twitter... Conrad Wolfram: Teaching kids real math with computers.

Galerie des stratégies - Barres de Singapour - Google Slides. SlamDunkMath. Ressources internet et articles intéressants. Would You Rather? | Asking students to choose their own path and justify it. Home Page. Nrich.maths.org/content/id/4348/cuisenaire.swf. Estimation 180 - Home. Contexts for Learning Mathematics - DreamBox Learning. Cathy Fosnot - Doing Computations with Understanding. Cathy Fosnot - Doing Computations with Understanding. Cathy Fosnot - Why is Numeracy Important. WMC 2014 Conference Ignite Session - Cathy Fosnot. Cathy Fosnot - What is Numeracy? Finding Ways. La guerre des maths. Play KenKen Math Puzzles - Free Math Games & Logic Puzzles!

1001 Visual Puzzles. 1001 Math Problems. 10 classroom routines that get kids talking (and writing) about math strategies. 21st Century Fluencies: Make a Math Video. 21st Century Fluencies: Scale Models in Math.