Posts Tagged ‘math’

Questions about Planning Math for Grade 6

This year I really want to plan incorporating student choice and voice in my classroom. The only place I’m really stuck is Math.

In Math I really want to practice Problem Solving every day, do real world applications, and allow my students choice in how they learn and practice the math skills.

I thought about doing a task list of tasks the students can accomplish to show and practice their learning. Here is the idea below.

Screen Shot 2015-08-02 at 7.32.03 PM

Also I wanted to do more self assessment and more accountability in their learning. So I created this.

Screen Shot 2015-08-02 at 7.32.10 PM

This is a very rough idea but I would really appreciate your feedback.

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Focusing on the “Big” Stuff, Keynote by Marian Small

Today I had the honour of watching a keynote by Marian Small and also having a chat with her!

As a primary teacher, we should be focusing on subitizing, getting our students to look at dots (like dominoes) and be able to know right away how many there are without counting. Help them understand that went we group our dots or tallies that it helps is see the number quicker.

We need to stop looking on marking if our students have the right answer, we need to look at their thinking!

Number Lines:

When you place 2 numbers on a number line, the numbers are instantly scaled.

Such as:

Where does 10 belong?

——2———————————-12

———3———-5———————-

——3————————————-100

In some situations 5 and 10 will be close together or far apart

ex: 0——5——-10

0—5—10——————-100

USING A NUMBER LINE IS ALWAYS AN ESTIMATION!

Number Recognition/Decomposition:

Ask your students: How can you break up 24 to see it is even? a multiple of 8? between 2 tens and 3 tens?

Ask your students: Show 2/3 is less that 3/4, or that it is 2 1/3, or it can be a little or a lot.

**How can you make the ideas come out, not just say it!**

Measurement:

*Measurement is always a comparison!*

Measurement questions: Which apple is wider? Which apple is shinier? How funny is he? Which apple is more than 10 cm tall?

You can make any measurement sound really big or small by playing with the unit. eg: I once saw an ant that was 2000000 nanometres.

Perimeter:

A shape might have a whole lot of perimeter but not a lot of area. What might it look like?

Patterns:

There is NEVER only one way to continue a pattern that is started 2,4,6-options to continue are 6,4,2 or 8,10,12 or 2,4,6

Ask your students: think of 4 different ways to contnue this pattern: 7,10,15…

What is the BIG STUFF

It’s not definitions

It’s not calculations (only estimations)

It’s not formats and details (ex lining up equal signs)

IT IS A SENSE OF HOW AND WHY IT WORKS

IT IS AN ABILITY TO “ESTIMATE” AND “PREDICT”

IT’S A FOCUS ON COMPARISIONS AND RELATIONSHIPS AND NOT ISOLATED PIECES OF INFORMATION

IT’S A CONSCIOUS DECISION

IT’S ABOUT WHAT YOU THINK IS IMPORTANT AND WHY AND THEN FOCUSING ON THAT IS YOUR QUESTIONS.

How do we get there?

Focus on the thinking!

For her full presentation: go to —> http://www.onetwoinfinity.ca/presentations/COMAmini.pdf

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