Archive for January, 2017

elementary math focus afternoon 2017

Posted on: January 17th, 2017 by jnovakowski No Comments

We hosted this year’s Elementary Math Focus Afternoon on January 16 at Byng Elementary. Over 250 educators attended, from 14 schools.

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There were a range of sessions to choose from and a huge thank you goes out to all the teacher facilitators who shared with their colleagues. A special thank you to our colleagues from Surrey and Delta who shared with us.

Elementary Math Focus Afternoon Jan 16 2017 program FINAL updated Jan 13

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Rebeca Rubio shared some of the many math resources and kits from the District Resource Centre.

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Tracy, from the Canadian Federation for Economic Education, shared resources to support the financial literacy component of the math curriculum, particularly around the Talk With Our Kids About Money initiative.

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The schools attending each contributed a display of materials, documentation or resources sharing an area of professional inquiry amongst their staffs.

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QR code Math Tags were available with links to IGNITE videos, websites and blogs.

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Math Tags 2017

 

General Handouts:

BC K-5 Mathematics Big Ideas (one pager per grade)

BC 6&7 Mathematics Big Ideas

K-5 Math Connections between Core and Curricular Competencies

6-9 Math Connections between Core and Curricular Competencies

The Sum What Dice Game Jan2013

Product GameBoard

BCFinancialLiteracyResourcesShared

 

Session Handouts:

Fred Harwood Grid Algebra 1

Fred Harwood Grid Algebra 2

Barker & Schwartz Picture Books Math & Literacy

Bebluk & Blaschuk Formative Assessment

High-Yield Routines September 2015

Linear Measurement final  from Marie Thom’s K-2 Measurement session

Primary Math Routines (Carrusca, Wozney, Ververgaert)

DST Formative Assessment for All

Jacob Martens Numeracy Competencies Presentation

Sentence Frames for Math ELL

ELL Tier 2 words poster

Carrie Bourne Mental Math Poster – Faire 10

Carrie Bourne mental math poster – valeur de position

(contact Carrie for more Mental Math Strategy posters en francais)

MIchelle Hikida Grades 1-4 Mathematical Inquiry

Michelle Hikida Symmetry

Sandra Ball’s Power of Ten Frames presentation and handout

 

A big thank you to the Byng staff for hosting and to all the facilitators for sharing their experiences and inspiring their colleagues in their sessions.

~Janice

primary teachers study group: third session

Posted on: January 17th, 2017 by jnovakowski No Comments

The Primary Teachers Study Group had their third session of the year at Woodward Elementary, hosted by Anne-Marie Fenn. Anne-Marie shared the school’s plan for an outdoor learning space and then we went outside to imagine how the current garden space will be transformed.

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Teachers were able to purchase pictures books that are intended to inspire students’ wondering about winter. Sizing Up Winter is a book that inspires mathematical inquiry around measurement, In The Snow: Who’s Been Here? has students consider ways to know whether an animal has visited different parts of the environment and Curious About Snow shares factual information and photographs of snow – sure to inspire lots of questions, particularly with the very wintery weather we have had this year.

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Teachers shared ways that had been engaging their students in inquiry about the outdoors and winter – freezing bubbles, looking for tracks, creating icy sun catchers, learning about animal behaviour in winter.

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Jenn Lin from Maple Lane shared how she had guest speakers in from the Institute for Urban Ecology atDouglas College to teach her class about the important role bees play in the environment and then the students made bee containers/nests.

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What are your students wondering about this winter? Where do the bees go? Where do the raccoons and birds find food? What do the snow geese eat when the ground is frozen and covered with snow? Do trees freeze? Are your students making connections between how the weather and seasons are affecting other living things around them?

~Janice

geometry tiles

Posted on: January 5th, 2017 by jnovakowski No Comments

Inspired by a post on Christopher Danielson’s (yes, the author of the book and teacher resource Which One Doesn’t Belong?) blog called Talking Math With Your Kids, I created a set of geometry tiles. Always up to a crafty challenge, I thought…hmmm, I could make those! Christopher has created a one-pager of instructions as part of his Math on a Stick project for the Minnesota State Fair.

I found some balsa slats at Michael’s (teachers get a discount with a teacher card, just ask) and cut them to a 2 to 1 ratio which fortunately, gave me a set of smaller tiles of the same proportions.

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I painted front and back sides and edges with diluted acrylic paint although they could also be left plain. I marked the midpoint of one long side with a sharpie and used regular adhesive tape to tape off from the midpoint to each corner.

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I used black acrylic paint to paint in the triangles creating by the taping.

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And when the tiles were dry, I played around with what I could create with them. So much composing and decomposing of shapes!

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I used these geometry tiles as part of our mathematical tablescape at our Provincial Numeracy Project meetings to oohs and aahs.

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I’m looking forward to seeing how some students investigate these tiles!

~Janice

 

 

 

looking for math outdoors

Posted on: January 4th, 2017 by jnovakowski No Comments

During my last visit of the year to the Kindergarten classes at General Currie Elementary, it was a snowy and icy day so we decided to venture outdoors with some iPads to capture images of things that inspired our mathematical thinking. We had a quick talk with the students about how to look for math outdoors – looking up, looking down, looking all around. We talked about what math might look like outdoors – the counting of items, the shape of things, patterns in the environment, as well as sources of inspiration for thinking about math.

One of the first mathematical ideas we played with was shadows – how does your position affect your shadow? what determines the height of your shadow? what do we need to think about if we wanted to put our shadows in height order?

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As with the case of all our school sites…there is a story that lives there. General Currie was one of the first one room school houses on what was originally called Lulu Island. We stopped briefly at the historic building that is still on the new school’s site and talked about the time elapsed – what school might have been like, what the neighbourhood might have looked like, etc.

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We ventured on to the field and took photos as we walking along noticing nests in trees, tracks in the snow, all sorts of ice and frozen leaves.

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The ice was a source of fascination and many questions for the students. They were also very interested in some footprints they found and wondered about the size of different footprints or tracks.

We came back into the classroom and the students used the app Skitch with one of the photographs they took. They labelled, circled or used arrows to show where they noticed math or what inspired a mathematical problem or question.

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Classroom teacher Kelly Shuto then showed some of the students “skitches” to the class to inspire further questions.

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The following week Kelly tweeted out about the class photo book they had created, based on the idea “What math lives here?”

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In this crisp wintery weather, what will your students notice outdoors? What math lives in the frozen puddles and tracks through the snow? How far do animals need to travel to find food? What might your students wonder about?

~Janice

extending counting collections

Posted on: January 3rd, 2017 by jnovakowski No Comments

Counting collections has become a regular mathematics routines in many of our classrooms in Richmond. One of the important aspects of a routine is that students have opportunities to revisit and extend their mathematical thinking experienced through the routine over time. Although counting collections are kept “fresh” for the students over the year by introducing new materials to count, teachers have been asking me for ideas for other ways to use the counting collections they have accumulated. Inspired by a tweet about a blog post by Tracy Johnston Zager and a personal passion around the importance of problem-posing, I want to encourage teachers to create opportunities for students to pose mathematical problems, inspired by counting collections.

img_9163 I visited the grades 1&2 class at Garden City Elementary again at the end of November. Since my last visit, the class had continued to engage with counting collections and I talked to Cheryl Burian, the classroom teacher, about extending counting collections with problem posing. I read the book Cookie Fiasco with the class (from a  great new series of Elephant and Piggie books) in which some animal friends find different ways to share some cookies. During the story, we paused and considered what new problem emerged and the students discussed different ways to solve the problem. I explained that this sharing context was one type of math problem that could be considered with a collection of some sort.

The students counted some collections and recorded their counts on a math graffiti board or chart. During our debrief, we spent some time analyzing the counts.

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The students then chose one of their collections to inspire a math problem to be solved by their classmates. The gold pirate coins were a common source of inspiration and many students also drew upon the sharing context from the story to inspire their problems.

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Another way to play with the idea of counting collections is to see the “units” counted in different ways. The grades 3&4 class at Grauer Elementary counted some new collections the day before the holidays (which was also pyjama day at the school – just to explain some of the photographs!). The class has been learning about multiplication and thinking about different ways to represent the concept of multiplication such as in grouping and arrays. Although the students used the term “skip counting”, I introduced the term multiples to them. The question I asked them to focus on as they engaged in counting collections was: “What is the connection between counting and multiplication?”

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One pair of students decided to practice their 7x tables (their words…) and so grouped their glitter balls in groups of 7 on paper plates. As they began to count, they  noticed since they had organized their plates in two rows that they could visually see a ten-frame and decomposed their total number of plates into a group of ten and then a four. The video below has them explaining their thinking.

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Counting by 7s

Some of the collections I brought to the class were specifically curated to inspire students to think about multiples. I had bought several strands of holiday beaded garland and cut them into groups of 2, 3, 4, 5 etc beads. I anticipated that the students would either count them by 1s (each strand) or by multiples (the number of beads in each strand).

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Here are two videos of students’ counting of the collections:

Counting by 5s

 Counting by 10s

Other pre-grouped collections that could be used are items like packages of crayons (I have seen them in 8s and 12s) or geometric shapes where the number of sides could be counted as multiples. In both cases, the item (or shape) can be counted as a singular unit or a multiple unit, creating different entry points for students as they engage in counting collections.

Richmond teachers (and others!) – if you give one of these ways to extend counting collections a try with your students, let me know and send some photos and insights along!

~Janice