Recent Changes

Thursday, June 6

  1. page Web-based resources edited The following is a collection of websites that is relevant to an Intermediate math classroom: Numb…
    The following is a collection of websites that is relevant to an Intermediate math classroom:
    Numberphile (New to the collection -- great videos!)
    ...
    (NCTM) --New-- (There is a cost...$35.00 US for non-members.)
    Wired Math: Grade 8 -- Games and Exercises
    National Council of Teachers of Mathematics
    (view changes)
    3:31 pm

Tuesday, June 4

  1. page The Structure of Math Problems edited We've all been in the situation where the math in the curriculum seems too easy for a group of stud…
    We've all been in the situation where the math in the curriculum seems too easy for a group of students. For example, in Grade 2 Ontario's curriculum calls on students to "...solve problems involving the addition and subtraction of two-digit numbers, with and without regrouping". We have students explore the concept with and without manipulatives and using both student-generated and standard algorithms. We lead students to explore these skills in single-step problems and then introduce multi-step problem solving situations. And what then? When all of this seems to no longer be problematic to students, what do we do? Of course, we move them along to three-digit numbers! But...
    ...
    two-digit numbers.
    If Tom has collected 27 marbles and Sue has 34 marbles, how many marbles are there when they join their two marble collections?
    27 + 34 = ???
    ...
    unknown" problem?
    There are 61 marbles in the marble collection that Tom and Sue share. If Sue added 34 marbles to the collection, how many did Tom add?
    ??? + 34 = 61
    ...
    changed, the sort of mathematical reasoning
    When we move students along to larger numbers without having given them opportunities to make sense of the various problem structures, we miss an opportunity to have them really make sense of some important mathematical concepts. It's this sense-making and reasoning that will serve them well when they are required to use their math skills outside of math class and in society.
    To learn more about various problem structures, refer to the Types of Problems {Types of Problems.pdf} from Ontario's A Guide to Effective Instruction in Mathematics (Kindergarten to Grade 6) -- Volume 5: Teaching Basic Facts and Multi-Digit Computations
    (view changes)
    11:07 am

Tuesday, January 29

  1. page Math Games edited ... The Factor Game (NCTM) The Fraction Game (NCTM) Games that Encourage and Enhance Mathematic…
    ...
    The Factor Game (NCTM)
    The Fraction Game (NCTM)
    Games that Encourage and Enhance Mathematical Reasoning and Sense-Making
    (a recorded webinar presented by NCTM in the @edWebnet community)

    (view changes)
    9:57 am
  2. page Ministry Resources edited ... Curriculum: Mathematics, Grades 1-8, 2005 EduGains/MathGains and Literacy-Numeracy Secretaria…
    ...
    Curriculum: Mathematics, Grades 1-8, 2005
    EduGains/MathGains and Literacy-Numeracy Secretariat Support Resources
    Math CLIPS
    (view changes)
    7:39 am

Tuesday, January 22

  1. page Web-based resources edited The following is a collection of websites that is relevant to an Intermediate math classroom: Num…
    The following is a collection of websites that is relevant to an Intermediate math classroom:
    Numberphile (New to the collection -- great videos!)
    Real World Math (NCTM) --New--
    Wired Math: Grade 8 -- Games and Exercises
    (view changes)
    7:40 am

Tuesday, January 15

  1. page The Structure of Math Problems edited We've all been in the situation where the math in the curriculum seems too easy for a group of stud…
    We've all been in the situation where the math in the curriculum seems too easy for a group of students. For example, in Grade 2 Ontario's curriculum calls on students to "...solve problems involving the addition and subtraction of two-digit numbers, with and without regrouping". We have students explore the concept with and without manipulatives and using both student-generated and standard algorithms. We lead students to explore these skills in single-step problems and then introduce multi-step problem solving situations. And what then? When all of this seems to no longer be problematic to students, what do we do? Of course, we move them along to three-digit numbers! But...
    ...
    two-digit numbers. (If
    If
    Tom has
    ...
    two marble collections?) Arecollections?
    27 + 34 = ???
    Are
    students as
    ...
    unknown" problem? (There
    There
    are 61
    ...
    did Tom add?) Whileadd?
    ??? + 34 = 61
    While
    neither the
    When we move students along to larger numbers without having given them opportunities to make sense of the various problem structures, we miss an opportunity to have them really make sense of some important mathematical concepts. It's this sense-making and reasoning that will serve them well when they are required to use their math skills outside of math class and in society.
    To learn more about various problem structures, refer to the Types of Problems {Types of Problems.pdf} from Ontario's A Guide to Effective Instruction in Mathematics (Kindergarten to Grade 6) -- Volume 5: Teaching Basic Facts and Multi-Digit Computations
    (view changes)
    7:57 am
  2. page The Problems edited ... Patterning & Algebra Data Management & Probability When creating your own problems …
    ...
    Patterning & Algebra
    Data Management & Probability
    When creating your own problems for use in your classroom, consider the structure of the problems.
    (view changes)
    7:52 am
  3. page The 3-Part Lesson edited ... Support to help plan the Consolidation {Consolidation - 2 pager.pdf} phase of the lesson Th…
    ...
    Support to help plan the Consolidation {Consolidation - 2 pager.pdf} phase of the lesson
    The Structure of Math Problems
    We've all been in the situation where the math in the curriculum seems too easy for a group of students. For example, in Grade 2 Ontario's curriculum calls on students to "...solve problems involving the addition and subtraction of two-digit numbers, with and without regrouping". We have students explore the concept with and without manipulatives and using both student-generated and standard algorithms. We lead students to explore these skills in single-step problems and then introduce multi-step problem solving situations. And what then? When all of this seems to no longer be problematic to students, what do we do? Of course, we move them along to three-digit numbers! But...
    My hunch is that the students have become very comfortable with and skilled at solving "result unknown" problems that involve the addition and subtraction of two-digit numbers. (If Tom has collected 27 marbles and Sue has 34 marbles, how many marbles are there when they join their two marble collections?) Are students as comfortable when the structure of the problem is changed to be a "start unknown" problem? (There are 61 marbles in the marble collection that Tom and Sue share. If Sue added 34 marbles to the collection, how many did Tom add?) While neither the numbers nor the context of the problem changed, the sort of mathematical reasoning that must happen to solve the second problem is quite different than that needed to solve the first.
    When we move students along to larger numbers without having given them opportunities to make sense of the various problem structures, we miss an opportunity to have them really make sense of some important mathematical concepts. It's this sense-making and reasoning that will serve them well when they are required to use their math skills outside of math class and in society.
    To learn more about various problem structures, refer to the Types of Problems {Types of Problems.pdf} from Ontario's A Guide to Effective Instruction in Mathematics (Kindergarten to Grade 6) -- Volume 5: Teaching Basic Facts and Multi-Digit Computations

    (view changes)
    7:50 am
  4. page The Structure of Math Problems edited The Structure We've all been in the situation where the math in the curriculum seems too easy for…
    The StructureWe've all been in the situation where the math in the curriculum seems too easy for a group of students. For example, in Grade 2 Ontario's curriculum calls on students to "...solve problems involving the addition and subtraction of two-digit numbers, with and without regrouping". We have students explore the concept with and without manipulatives and using both student-generated and standard algorithms. We lead students to explore these skills in single-step problems and then introduce multi-step problem solving situations. And what then? When all of this seems to no longer be problematic to students, what do we do? Of course, we move them along to three-digit numbers! But...
    My hunch is that the students have become very comfortable with and skilled at solving "result unknown" problems that involve the addition and subtraction of two-digit numbers. (If Tom has collected 27 marbles and Sue has 34 marbles, how many marbles are there when they join their two marble collections?) Are students as comfortable when the structure of the problem is changed to be a "start unknown" problem? (There are 61 marbles in the marble collection that Tom and Sue share. If Sue added 34 marbles to the collection, how many did Tom add?) While neither the numbers nor the context of the problem changed, the sort of mathematical reasoning that must happen to solve the second problem is quite different than that needed to solve the first.
    When we move students along to larger numbers without having given them opportunities to make sense of the various problem structures, we miss an opportunity to have them really make sense of some important mathematical concepts. It's this sense-making and reasoning that will serve them well when they are required to use their math skills outside of math class and in society.
    To learn more about various problem structures, refer to the Types
    of Math Problems {Types of Problems.pdf} from Ontario's A Guide to Effective Instruction in Mathematics (Kindergarten to Grade 6) -- Volume 5: Teaching Basic Facts and Multi-Digit Computations
    (view changes)
    7:48 am
  5. page The Structure of Math Problems edited The Structure of Math Problems
    The Structure of Math Problems
    (view changes)
    7:47 am

More