Hello and welcome to my 34th gems post. This is where I share five teaching ideas I've seen on Twitter. The summer holidays are finally here! Let's be honest though - although it's lovely to have the opportunity to rest and play, the majority of us do a fair amount of school work over summer - creating resources, organising and tidying, preparing for September, catching up on reading... Have you read all 34 of my gems posts? How Japanese Kids Learn To Multiply – Amazing, No Need to Learn Japanese Thank you to everyone who has shared this post! Before we discuss this great method of multiplying numbers, if you are after a great power point slide show to use in the classroom to improve times tables and multiplication skills then you will find this useful. If you enjoyed using the resource above then make sure to check out the games and tricks available to help develop, practice and learn times tables skills. I came across this method though a Japanese friend and it shows how Japanese pupils learn to multiply in maths lessons at a young age.
QR Codes and Bottle Cap Fun! Technology is awesome because not only does it keeps students engaged, it's also usually pretty environment-friendly! So, I've decided to combine two fun items I've been incorporating in my classroom - QR codes and labeling bottle caps - to help students practice ordering fractions, multi-digit multiplication, and long division - just a few skills we're going over in fourth grade right now. Let's start with ordering fractions: I made 8 bottle cap groups with six fractions in each group using Avery lables (1" circles 5410). And then, lo and behold, did you know you can make QR codes in Avery? On the left-hand tool bar, there is a button for making bar codes and QR codes. Math Survey – Students I am taking Justin Lanier’s call to action from his talk “Beyond Beauty” at the Global Math Department. I posted over the weekend about the results of my survey of teachers and staff at my school. Today, I gave it to my students. The survey looked like this: Here’s what my students said:
I enjoyed meeting many of you at La Salle Education's National Mathematics Teacher Conference yesterday. It was a fantastic opportunity for sharing ideas. But 500 maths teachers out of 350,000 is a drop in the ocean. It's such a shame that so many schools weren't represented. Although there are some pockets of collaboration throughout the UK, for example through regional TeachMeets, the fact is that the majority of UK maths teachers live in a bubble. 10 classroom routines that get kids talking (and writing) about math strategies Most kids find it challenging to explain how they solve math problems and to put what they know about math into words. These ten simple classroom routines can help make math talk a regular part of your day: 1) Start your math block with a strategizing session instead of a traditional warm-up problem. Rather than having students solve a math problem on their own, have them jot down notes about how they would solve the problem, then pair up with a neighbor to discuss and compare their strategies. When you’re ready to bring the whole class together for a discussion, have a few pairs of students share how they’d solve, and invite students to test out their strategies. 2) Occasionally ask students to discuss strategies without actually solving the problem.
1st Grade Math Games - Smart First Graders Number sense games give kids practice comparing and using numbers. These 1st grade math games will give kids a fun way to practice skills in estimation, odd and even, comparing numbers, counting, and more. Several of the games are quite versatile, and can be changed slightly to practice other math areas as well.
Mr. B's Blog: I Volunteer as Tribute: The Final HSCN The arena set, the districts formed, the Capitol ready. Sounds like the beginning of the Hunger Games, doesn't it? This was the staging for the final HSCN: The Math Hunger Games. To bring you up to speed if you are not familiar with my HSCN, I hosted evenings three times a month where I instructed parents on math and reading. Most of my readers probably already subscribe to Chris Smith's lovely maths newsletter. Full of teaching ideas, puzzles, jokes and mathematical trivia, it's a joy to receive every week. Chris has been producing the newsletter since 2007 when he was a wee NQT. Amongst other things, the newsletter is a fantastic mechanism for sharing good practice. Chris now has over 900 newsletter subscribers.
A Designer Speaks Abstract This paper describes some of the research-based principles that I use when designing learning experiences to foster conceptual understanding. These principles are illustrated through the discussion of one type of experience: that of sorting multiple representations. I refer to learning experiences rather than tasks, because tasks are only one component of the design. Close attention is also paid to the role of the teacher in creating an appropriate climate for learning to take place. Time Worksheets for Learning to Tell Time Time Worksheets for Learning to Tell Time Here is a graphic preview for all of the time worksheets. You can select different variables to customize these time worksheets for your needs.
How to Use Handwriting in Google Documents Earlier this week John Stevens tipped me off to using g(Math) to add handwritten responses to Google Forms. This morning John sent me a direct message on Twitter to tell me that you can now use handwriting in Google Documents through the g(Math) Add-on. John wrote out step-by-step directions with screenshots here. I made a short screencast of the process. Back in Gems 18 I featured five ideas from the first 100 issues of Chris Smith's newsletters. I promised I'd be back with more newsletter gems, so today's post features some highlights from issues 101 - 250. Chris's newsletters are very popular amongst maths teachers - he now has over 1,000 subscribers. Each week's newsletter is full of teaching ideas, puzzles, jokes and mathematical trivia - it's always a pleasure to read.
High School Math Teacher Profile - Dave Sladskey On Dave Sladkey's first day of teaching high school math, his school recommended him two things – don't smile, and don't let the kids out of their seats. Since then though, Sladkey has largely shunned that bit of advice. “I try to have them smile as much as possible and try to get them out of their seats as much as possible, so it's quite the change from then to now,” Sladkey said. As a high school math teacher at Naperville Central High School in Illinois, Sladkey's active style of teaching helps students remain engaged and eager to learn, but it took years of growth, preparation, and work for Sladkey to arrive where he is today. “I was in junior high and helping a grade school church program and got great feedback for how I was interacting with the younger kids,” Sladkey said. “That just kind of planted the seed.”