Math Problems Are Everywhere!
May 26, 2020
The student created estimation mysteries were very successful and I found that they were quite engaged with the remote learning project. Once they handed in their projects I took out the answer to each mystery and posted them for the students to view. They were given an assignment to estimate/guess three of their peers mysteries and provide constructive, positive feedback. If their final estimate was incorrect, I asked the students to go back and try to revise their final estimate.
I really liked the opportunity for students to assess their peers learning however, in the remote learning environment I didn't consider the fact that I cannot give the feedback back to the student so they can read the feedback and learn how to improve upon their work.
I really liked the opportunity for students to assess their peers learning however, in the remote learning environment I didn't consider the fact that I cannot give the feedback back to the student so they can read the feedback and learn how to improve upon their work.
I enjoyed this math activity on many different levels as it was interactive and engaging for students in a remote learning environment, it allowed for student differentiation, it is much easier to have a math centered conversation remotely and was much easier then the traditional worksheet approach.
May 12, 2020
We didn't get to use the iPads for long... when our world changed after spring break we went online for school and are now using Microsoft Teams for remote learning. The first few weeks were challenging and I have found math has been a more difficult subject to teach online.
I decided we needed to continue with the work we were doing before the break with the SET-BC project. Even though the students did not have the iPads, they all had a device to create Math Estimation Mystery projects. We had practiced several Steve Wyborney's Estimation Mystery problems in class before the break so the students had a good idea of how they worked. I started the first few weeks by posting a clue each day in the general discussion area. By noon Friday I asked them to send me an email with their answer and then I would post the answer in the afternoon. I think some of the students did the activity but never emailed me and only a a few emailed me an answer.
I decided we needed to continue with the work we were doing before the break with the SET-BC project. Even though the students did not have the iPads, they all had a device to create Math Estimation Mystery projects. We had practiced several Steve Wyborney's Estimation Mystery problems in class before the break so the students had a good idea of how they worked. I started the first few weeks by posting a clue each day in the general discussion area. By noon Friday I asked them to send me an email with their answer and then I would post the answer in the afternoon. I think some of the students did the activity but never emailed me and only a a few emailed me an answer.
After a few weeks of practice I taught an online lesson on how students could create their own Estimation Mystery PowerPoints. We looked at an example together, discussed the math language that is involved when creating them. This was a great review of the terms! Then we used the language and an interactive 100's board to create a 5 clue problem together. I used Steve Wyborney's PowerPoint to create the skeleton of our own. He has all the action/movements in the slides and it just made it easier for students to use instead of creating their own.
In their online assignment I provided an outline PowerPoint for a 3 clue or 5 clue mystery (differentiated for students), definition sheet of the math language, interactive 100's chart link and the sample we created together. All this was in place in order for the students to be successful in their learning independently at home.
In their online assignment I provided an outline PowerPoint for a 3 clue or 5 clue mystery (differentiated for students), definition sheet of the math language, interactive 100's chart link and the sample we created together. All this was in place in order for the students to be successful in their learning independently at home.
Example of Class Created PowerPoint
gum_example.pptx | |
File Size: | 1603 kb |
File Type: | pptx |
Student Example
My plan once these are done is to have students share in small groups. We will work through the problems together and see if they worked out to the correct answer.
March 3, 2020 |
We received our iPads at the beginning of the week! In Math, we have been learning about the connection between fractions, decimals and percents and how to convert between the three. The students were given trail mix and they had to figure out the calculations of each ingredient (decimal, percent and fraction).
We had previously created a 3-Act-Math problem as a class. I now wanted to have students create their own problem but within a structured format to support their learning. They were to work in a partner group and all use the same materials (trail mix) to figure out how to create a 3-Act-Math problem and connect it to the math concepts we had been working on.
I created a 3-Act-Math guideline sheet based on our previous discussions and included some of the content from the 3-Act-Math website. I also created a story board sheet to help guide them through their first project. We looked at a few more problems online and discussed what made them a good problem or how it could have been improved. We decided for our problems, we would need have a guiding question so the audience would know what to do. Was it a percentage question? Fraction? If we did not include this, we felt the audience would think it was only an addition problem. They also required a title page including their names and each video must state which act it was (Act 1, Act 2, Act3).
We had previously created a 3-Act-Math problem as a class. I now wanted to have students create their own problem but within a structured format to support their learning. They were to work in a partner group and all use the same materials (trail mix) to figure out how to create a 3-Act-Math problem and connect it to the math concepts we had been working on.
I created a 3-Act-Math guideline sheet based on our previous discussions and included some of the content from the 3-Act-Math website. I also created a story board sheet to help guide them through their first project. We looked at a few more problems online and discussed what made them a good problem or how it could have been improved. We decided for our problems, we would need have a guiding question so the audience would know what to do. Was it a percentage question? Fraction? If we did not include this, we felt the audience would think it was only an addition problem. They also required a title page including their names and each video must state which act it was (Act 1, Act 2, Act3).
Trail mix sheet and 3-Act-Math storyboard:
The students were very engaged throughout the whole process and excited to create their own videos. We discussed which apps may work for this activity (iMovie, Explain Everything and Book Creator). They all gravitated to taking the videos and then using iMovie. Of the 20 students, 18 were able to work on this project as it was differentiated enough for all to feel successful. Those who were still working on the concepts of fractions created a problem and others extended to using decimals and percents. I had one student who did not want to work in a partner ship or work on the trail mix. She created a fraction splat using iMovie. My other student, with support was able to create a counting video with the trail mix.
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Here are a few videos the students created. This following week they will complete self and peer assessments on their projects to see if they met the criteria of the project. Many students videos did make sense and included the criteria, there were a few that did not include titles, others put really distracting music and another groups math did not make sense to the viewer. We will discuss each and peer assess to see how we can improve our work. The next step will be to have students create their own video, still use the math concepts of fractions, decimals and percents but they will decide what materials to include.
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February 20, 2020
While we wait for the iPads to arrive we have been working on various problem solving activities on the topic of Fractions. I really like Steve Wyborney's website as he has both the Tiled Area questions and the Fraction Splats! These engage students in problem-solving and learning about fractions in a variety of ways. They also include differentiated lessons to meet the varying levels in my classroom. We start with one or two entry point examples and participate in whole group math talks in order to model what we are learning. Once they have a good understanding of the activity, I will give problems to small groups of students that vary depending on where they are in their learning. Below are a few examples of beginning concepts up to challenging that the students worked on along with an example of how the tiles are used. This is a great way to develop a better understanding of mixed and improper fractions!
Another great activity are the Number Splats! or Fraction Splats! by Steve Wyborney. This continues to tie in really well with learning about fractions. Again, with most new activities I introduce the topic to all students and model the activity as a large group. We work through the problem, ask questions, attempt in small groups and come back to solve to solve the problem. I also created a sheet for those who require support organizing their ideas.
Once I see that most students understand the concept I again provide different levels of activities to support those that need to be challenged and work with those students on more basic concepts who are still encountering difficulties. I find the students really get involved and are interested in learning these activities. I am hoping this will be one activity that students will be able to create on their own, once we start using technology. I would like them to explore a few different apps to see which one they would like to use to create their own problems.
Once I see that most students understand the concept I again provide different levels of activities to support those that need to be challenged and work with those students on more basic concepts who are still encountering difficulties. I find the students really get involved and are interested in learning these activities. I am hoping this will be one activity that students will be able to create on their own, once we start using technology. I would like them to explore a few different apps to see which one they would like to use to create their own problems.
I have one student in my class who is just developing her number sense. Counting on and adding to 5 is still where she is at in her learning. My hope is that she will be able to participate using manipulatives and splats made from felt and a variety of objects, to help develop her skills. As you can see below we have created an activity for her to try and as she progresses, hopefully she will use the iPads to take pictures of her work and share with other student buddies in the younger grades.
What is the total under the splat?
February 10, 2020
Digital Citizenship
Currently in Social Studies the students are learning about “Fake News” and how to recognize quality websites that are accurate and reliable. They also spent time on how to effectively use a search engine and using key words related to their topic.
In our Health research project, we are using the concepts taught in Social Studies, the students chose one specific website for their research and worked through the “Identifying High Quality Website” by Common Sense Media, to determine if the source they are using is of high quality and reliable.
They are also learning about fair use and how to reference content, images and music that they intend to use in their projects.
For the iPad project, we will discuss:
· fair use and referencing content, images and music
· the purpose of the iPads is being for academic use and not for personal use
· treating the property with respect to ensure they are not damaged
· asking for permission if any person is included in photos or videos created
I have found Common Sense Media to be a wonderful source for ideas around digital citizenship for all ages. I have also used the book Digital Citizenship in Schools by Mike Ribble and Gerald Bailey to create Digital Citizenship technology-based projects on topics using the 9 Digital Elements.
Digital Citizenship Picture Books
January 17, 2020
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Over the past few months, we have been working through math problems using the 3-Act Math , Would you Rather concepts, and Mystery Estimation problem-solving activities. The problems are contextual, visual and promote inquiry and engagement among the students. We decided as a class to try making our own 3-Act- Math problem. Since it has been snowing record levels here in Revelstoke, we decided this would be a good problem to start with! How much water can you get from melting snow? We discussed what needed to be in each of the three videos then planned what needed to be in each of our videos to ensure the viewer understood the problem. The whole process was a lot of fun, students were engaged, there were problems along the way producing the video, we had to problem solve and persevere as each video was not perfect the first or second time which was a great learning lesson for future work. After the videos were completed, we reflected on the process and realized the importance of having to communicate clearly what the problem was in the video and what we wanted the audience to solve. This was not as easy as it looks based on the the videos online. The students were heavily immersed in this activity and at one point they were arguing whether we were working on math or science! I overheard one student state " This is a really fun math class! I am really liking this!"
In our next lesson, I would like to dig deeper into what should be included in the three acts by getting students to ask more questions along the lines of what do you notice, wonder and how do we ensure we clearly communicate what we want the audience to do in the videos?
Over the past few months, we have been working through math problems using the 3-Act Math , Would you Rather concepts, and Mystery Estimation problem-solving activities. The problems are contextual, visual and promote inquiry and engagement among the students. We decided as a class to try making our own 3-Act- Math problem. Since it has been snowing record levels here in Revelstoke, we decided this would be a good problem to start with! How much water can you get from melting snow? We discussed what needed to be in each of the three videos then planned what needed to be in each of our videos to ensure the viewer understood the problem. The whole process was a lot of fun, students were engaged, there were problems along the way producing the video, we had to problem solve and persevere as each video was not perfect the first or second time which was a great learning lesson for future work. After the videos were completed, we reflected on the process and realized the importance of having to communicate clearly what the problem was in the video and what we wanted the audience to solve. This was not as easy as it looks based on the the videos online. The students were heavily immersed in this activity and at one point they were arguing whether we were working on math or science! I overheard one student state " This is a really fun math class! I am really liking this!"
In our next lesson, I would like to dig deeper into what should be included in the three acts by getting students to ask more questions along the lines of what do you notice, wonder and how do we ensure we clearly communicate what we want the audience to do in the videos?
Below are the videos for our first attempt at a 3-Act-Math Video
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January10, 2020
At the beginning of the year we spent a lot of time talking about Growth Mindset and developing a positive mindset towards math. Jo Boaler's You Cubed website provides many resources and videos to get students thinking about Math and how we are all able to learn math and be good at it!
We started the new year discussing the students attitude towards math and how some students have anxiety when it comes to this subject (more so than any other subject). We watched the Ted-Ed Video titled "Why do people get so anxious about math?" and I gave them some time to think about their feelings toward math using the attached thinking sheet. We then had a class discussion about how their anxieties toward the subject and how to overcome them. https://ed.ted.com/lessons/why-do-people-get-so-anxious-about-math-orly-rubinsten
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