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http://www.math3.nelson.com/parentcentre/pdf/NM3WA001.pdf

Math Video

Mission Possible.

Here is what I am going to do. I, a humble supply teacher, am going to make it my mission to spread the word about best practices in mathematics instruction for ALL learners. Who's problem is it? It's my problem. And yours.

First thing's first. Let's identify the students in the class that seem to be struggling with math or openly HATE math. There must be a reason for this. I will make it my job to record these instances. I will do my best to ensure that students have all of the tools they need for math that day. This will include a solid understanding of the task at hand as well as the physical resources, including math manipulatives. I will arrive early and make sure everything is ready. The math storage closet will be my new friend. I will preview and test the plan for math and create parallel tasks if necessary. A class list will help me keep track of any anecdotal records I have for the teacher.I will be patient and give students the time they need. I will take any help I can get from support staff. This will not mean busy work for the staff – this will mean actual support for students who really need it (extra time, scaffolding, enrichment, scribing, probing questions, etc.)

I will insist on perseverance and independence, but also be a caring facilitator.

When I am in a long term position, I plan to construct an effective learning environment for all of my students. I will start by collaborating regularly with my grade team colleagues. We will focus first on the neediest students, creating programming for the unit to include meaningful tasks that will allow success and independence for all of the learners in my class. This will include a focus on the students who we decide need it most. Strategies will be put in place right in the unit to differentiate and meet these specific needs. We will make sure that the big ideas in our unit trickle down into each 3-part lesson. As we implement the plan, we will be sure to use reflection – both ours and the students – as a thermometer for success in the classroom.  Meaningful anchor charts and student work will be the backdrop for our learning. Evaluation will be fair, and reflect the true abilities of my students. Students will leave my class with a love for math, and an answer to the age old question "what did you learn in school today?"

What's the difference?

When you walk through the average school you will generally find one of three things happening in the classrooms: silence, working volume, bedlam. Regardless of the difference, one kid will sit silently in the corner and one kid will be bouncing in his chair, another will be completely focused on his pencil shavings and lead collection, another will be sitting quietly “attending “ to the task in front of him but not printing a thing or just going through the motions. Which kid is learning disabled, which kid is gifted? Good question. Some of us may never find out if we don't take the time to care. This is a typical classroom anywhere in Ontario.

The learning disabled child is hard to identify. He appears off task or has attentional issues. So just be patient and he will finally figure things out, right? Or put him on the computer and let him play math games. He will get the concept , right? No, he will develop some skills to finally arrive at the correct answer, it is likely that he has arrived at the answer by trial and error. He has been on the program so long that he has figures it out or a buddy has helpfully pointed out the answer.

This child is a whiz at simple addition and subtraction and arrives at the answers as quickly as the gifted kids, ask him to tell you how he got there and he has difficulty communicating this. To solve word problems you highlight the part of the sentence you wish for him to copy to start to answer the question and the letters are flipped and turned. Now, are you beginning to see that this student is experiencing difficulty in math. As long as you were doing simple computation worksheets he did well. This is just one of the scenarios of the LD child in the classroom. Slipping under the teacher's radar. His parents say he is just immature and a “typical boy”. In the meantime, we just put a band-aid on the problem - frustrated with him.

Something must be done.

Diary of a Gifted Kid

“Finally – an open ended question! This reminds of last week when I went to the museum...”

“Why are we doing this question again? We did this yesterday, and last year for that matter.”

“Group work, bleh. Now I have to teach... no... give the answers to all of the other kids. Maybe Mr. Smith will just let me work alone.”

“My work is never good enough, no matter how hard I try.”

“Ahhh math class. Something I am actually good at.”

“Oh. I know the answer but I'd better not raise my hand again, or Billy is going to throw my bookbag in the river after school.”

“Why should I have to do this easy work?Forget it, I'm just going to read a book instead.”

“Geez my classmates are dumb. Why don't they just understand this drivel?”

“I am so bored. Oh, here we go again. Singled out because I look bored. Whoopee, free time on the computer.”

We are living in exponential times.

Math is like...

I gave this writing assignment to a group of third graders today. I had them do a quick write with the prompt “Math is like..because...” and a short explanation about similes (cross-curricular!) Then I set the timer for 4 minutes. Then we discussed and clarified the topics. Here is what they came up with:

Math is like Smelly Socks. They are terrible and you have them every day. They stink and nobody wants to go near them.

Math is like a car because sometimes it's hard and sometimes it's soft. Like dividing is hard and adding is soft. Everyone likes the soft parts (like the seats) but nobody really wants to sit on the hard parts (like the floor).

Math is like a piece of cake. It's really easy and I like it. And I like cake. Plus you can divide a cake.

Math is like exercise. You have to move your brain around to get the job done.

Math is like prison. No matter what you do you are stuck. There is no way out.

Math is like a speech. We all know what they are talking about, but there are so many words.

Math is like a board. It makes me bored.

And my personal favourite:

Math is like a train. It goes off in every direction and eventually comes back to where it started.

Joy of X

The day all the rulers disappeared

The day all the rulers disappeared - the notebook file

Judy and David

Oh, I am five spaghetti noodles
  From my toes up to my head
 Fifteen veggie hot dogs is the full length of my bed.
  It only took one worm to measure Uncle Harvey's beard
The day all the rulers disappeared!

Are we there yet?

A classic line blurted out of the mouths of hundreds of thousands of children each year. Are we there yet? Well, sometimes math class can feel that way too. This is why we need to begin with the end in mind. We would never dream of taking a vacation without knowing where we were going, how long it would take, and what pit-stops we plan to make along the way (especially with children in the car!) When we plan with the end in mind, our lessons take shape naturally, and our students can sense the greater purpose of the journey. They feed off of the confidence that their math teacher exudes, they are excited and engaged. They want to persevere because they know the purpose of the task at hand and they won't give up until they figure it out. Effective planning is not just an option, it is the only option.


~authored by: Sandra Cater~

Developing Math Games Based on Children’s Literature

A little math in the lesson (like hiding the vegetables in their dinner) - Sandra

Shelly looks on as her students try to figure out how to build a thermos that will keep a cup of hot chocolate warm. The students put the finishing touches on the thermos and most are ready to begin the experiment. First, they have to figure out how much liquid is going to fit in there without it spilling over. Some students try measuring a certain amount and then pour it in, trying to adjust the amount. Others fill the thermos and then pour it into the measuring cup and record the amount. They jot down the number of mL in their notebooks. A thermometer is placed in the ridiculous looking containers (one, I might add, actually encased in a football helmet). The temperature is jotted down on a t-chart and the lid is sealed. Every 10 minutes they must record the time and jot down the temperature. Eventually, students begin the task of graphing the results and they realize that the temperature tapers off to room temperature and stops dropping. "Cool!" they exclaim, which I find funny in a temperature sort of way. They don't even complain that they have to drink 'cool' hot chocolate, as Bob's group scoops up the helmet thermos and clomps off to French class.
~authored by: Sandra Cater~

What's the Big Idea Anyway?

Well, in math, there are 5 really big ideas:

Measurement.
Patterning and Algebra.

Geometry and Spatial Sense.

Number Sense and Numeration.

Data Management and Probability.

But we can't stop there.

Let's say I want to teach my class 'Number Sense and Numeration'. Well, that still a pretty big umbrella, so I have to ask myself, "where do I want to start?" Maybe I think up a really neat lesson for division (including fractions and fair sharing). I want kids to practice combining and partitioning methods. Now we can begin planning the lesson because we have clear guidelines for our plan - and any lesson that may be enticing us from cyber space because it has cute frogs on it - well. We need to look through the lens that we have created and be critical of what is out there.


~authored by: Sandra Cater~

Getting Started with Ten Frames

Problem Solving in Math

I've come across many classrooms in my 5 years in this job. There's a problem with math. Teachers have forgotten how to plan. Don't get me wrong - there are some really awesome teachers out there, and yes it is a very demanding job.


However. Teachers can't just give up! Teaching the same grade for a very long time is even more of a reason to get back to basics. Make a plan. Use the plan. Evaluate the plan. Repeat.


Some teachers need to develop better lesson plans that are clear, thoughtful and challenging. Teachers, ask yourselves "How can we  promote the development of independent thinking skills?" Well, to sum it up (pardon the pun) in two words: Problem Solving.


Problem solving should be part of every day in your classroom. Right from the moment they walk in the door and try to hang their coats on hooks that are clearly too close together, to the moment they  stack their chairs in piles of 5 and leave the room.


~authored by: Sandra Cater~