Math

2016/17 - Term 2

We are currently working on (teacher created!) complex math problems in the the students'  math journals; the problems include completing missing measurements based on 'mathematical rules', volume of various shapes, area, and total surface area.  The students are also transferring their new knowledge/math skills into building and measuring 3D paper bags in a multi-subject based project.  Stay tuned for full 'visual' explanation! :)   


2015 - 2016 School Year

Landscape Garden Math Problem

Students Teaching and Testing Students in Ms. Kilian's Room (Thanks Ms. Kilian)!
Fractions Challenge!

For the last few months, we have been working at developing and reviewing the students basic math skills and have been doing some math journal work that looked into different mathematical systems; other than base 10.  In addition, students reviewed some online math games and math websites, and are presently working on practice questions for their government FSA tests, as well as learning how to solve fraction story problems; which I created.

2014-2015 School Year
For the last month, the students have been tackling some math story problems that I created.  I've been trying to emphasize that they should be solving the problems in multiple ways (grouping numbers, turning problems into equations and graphs), as well as proving that their answers are correct by working in reverse order.

With regards to our 'duotang math work lessons,' the students have just finished their unit on fractions, ratios, decimals, and percentages, and are about to start a unit on integers.  Meanwhile, during their math journal lessons, they've been tackling a story problem (in groups) which involves the buying and selling of walnuts at different rates, distances travelled by a car, the purchasing of the correct amount of gasoline for travelling, banking money and calculating interest earned, as well as a number of other mathematical questions. (A 'wee bit' complicated!) 

Here Are Some Examples of The Students 'Thinking'
(Note - the students had to solve the problem(s) in multiple ways, and prove that their answers were correct by 'going in reverse order.')

(**Work is Still in Progress**)
Basic Calculations

Organizing Answers into Sentences

Graphing Responses

Creating Another Math Story/Cartoon with the Answers

Reverse!

During the first few weeks of school, the students have been: reviewing their basic math skills, recording information using graphs, solving several one step math problems, and tackling a multiple step Halloween math story as well as a 'cannibal' one in their math journals (see below).

Teamwork - Working on Math Journal Story Problems
(How to Get Archaeologists Across a River Without Cannibals Eating Them!)

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2013-2014 School Year

The students are currently working on converting improper fractions to mixed numbers, adding and subtracting non-equivalent fractions, and will move on to multiplying and dividing them shortly.  After that, they will study/review how to convert fractions into decimals, percents and ratios.  The students are also doing some general math covering all math subjects as practise for the grade 7's external government math exams (FSA's).  They have also just finished solving the following math story (in groups) related to the fractions we are studying:  

Cinderella and the Naughty Blind Mice!

     One night, after the three ugly sisters and Cinderella had gone to bed, a blind mouse sniffed its way into the kitchen of Cinderella’s evil stepmother’s house and bumped into a bowl of Waugh Super Cookies.  “Wow!” “These smell amazing!” the blind mouse said to itself.  “I think I should eat one.”  Without thinking, the naughty blind mouse munched its way through 1/6 of the cookies and then waddled and bumped its way back to bed.

     Later that night, another blind mouse decided to go on a hunt for food.  It sniffed its way around the hallways of the house and eventually ended up in the warm and fragrant kitchen.  “Wow!” “What’s that smell?” the blind mouse questioned.  The blind mouse sniffed its way around until it too came across the bowl of Waugh Super Cookies.   “Wow!” “These smell amazing!” the blind mouse said to itself.   “I think I should eat one.”  Without thinking, the naughty blind mouse munched its way through 1/5 of the cookies and then waddled and bumped its way back to bed.

     After being woken by one of the naughty blind mice bumping into him, a third blind mouse; called Jaq, decided that he too was hungry and would venture out of his hole on the hunt for food.  After a narrow escape from the jaws of Lucifer the cat, Jaq eventually made it to the kitchen where he also came across the bowl of Waugh Super Cookies.  “Wow!” “These smell amazing!” Jaq said to himself.  “I think I should eat one.”  Without thinking, the naughty blind mouse munched his way through 1/4 of the cookies and then waddled and bumped his way back to bed.

     Even later, after a narrow escape from Touche the turtle, another blind mouse called Gus eventually made it to the kitchen and came across the bowl of Waugh Super Cookies.   “Wow!”  “These smell amazing!” Gus said to himself.   “I think I should eat one.”  Without thinking, the naughty blind mouse munched his way through 1/3 of the cookies and then waddled and bumped his way back to bed.

     Finally, Minnie; the mouse queen, made her way to the kitchen too, after her narrow escape from Rufus the dog, ate 1/2 of the cookies and fell asleep on top of the remaining 3 cookies.

Early the next morning:
     “Ah!”  “Ah!” “Ah!” screamed the three ugly sisters simultaneously as they clambered their way on top of the kitchen countertops (having seen a blind mouse waddling all over the kitchen table).

     “Ouch!”  “What now?” Cinderella thought to herself as she made her way into the kitchen searching for the source of all the racket.  “Ah!” “There are only 3 cookies left!” Cinderella cried, ignoring the mouse.

     Poor Cinderella, she’d have to bake the cookies all over again before her evil stepmother wakes up.  “Now, how many do I have to make?” Cinderella pondered.

           

How many cookies does Cinderella have to make to get back to the original number she had?  Fully explain your answer in multiple ways (words, numbers, pictures, graphs…) and prove that your answer is correct.

PS – Remember there are 3 cookies left and Waughmina, the fairy godmother, cannot help as it’s her day off!  J J     

Term One

We started off the term reviewing some basic math and then the students created a "Math Rocks" poster; which outlined all their favourite math (that they could remember!).  We then spent some time looking at multi-step math word problems/stories; paying particular attention to solving the problems in multiple ways and proving that their solutions were correct.  The students then created their own math stories; following a 'Halloween Theme' (see below), and have just finished studying patterns and 'pattern multi-step story problems,' as well as exponents.  

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2012-2013 School Year

Term 3
This term, we have covered: order of operations, divisibility rules, lowest common multiples, greatest common factor, equations, exponents, integers, coordinates, graphing, statistics (mean/mode/median/range), and percentages.  We are currently looking at 'real life' applications for percentages (purchasing goods, bank interest rates and taxes etc.) and have done a quick classroom survey where we calculated the percentages of data collected.  We are now about to input this data into a computer program to generate different types of graphs with the information gathered.

The Start..

January/February
The students have been working hard to master some tricky basic math for the majority of term two and are looking forward to starting some more hands on and deep thinking activities in the near future.
Concepts Covered This Term:
Patterns (numbers/attributes/repeating/predicting etc)
Pattern Rules
Rules for T-Tables
Word Problems and Patterns
Input/Output Patterns
Decimals
Rounding
Math Facts & Graphing
Fractions/Mixed Numbers
Improper Fractions
Equivalent Fractions
Simplifying Fractions
Adding and Subtracting Fractions
Problem Solving with Fractions
Changing Fractions to Decimals/Decimals to Fractions
Drawing Fractions
Fast Finisher Math Games (dice games which involve - square numbers, square roots, prime numbers, factorials, summations, positive and negative integers)
Fast Finisher Worksheets (multiplication, division, addition and subtraction game sheets, ordering decimals and fractions, order of operations, and patterns)
Friday Math Games (see below)


To reinforce mathematical thinking and basic math skills, students have continued to play class math games on Fridays throughout the term and year.  The games are categorized for 1/2/2+ players inside large envelopes and we currently have 31 different games that the students can play (continuously growing!).  At the beginning of the year, the students had to record (on a game record sheet that I made) what games they played and rotate through all the games (so they didn't play the same game repeatedly).  The students are now trained (!) to choose different games when they play, so the record sheet isn't as important as it is in the beginning of the year.  Here's a snap shot of some of the games:

December

The students have been continuing to reinforce their basic math skills by completing division worksheets and word problems, as well as by playing various math games such as math Yahtzee.  The students also completed several 'monthly' accounts/income and expenditure problems that initiated further discussions on: government taxes, renting versus mortgages, mortgage rates, inflation rates, USA 'housing crisis,' car leases, and salaries.  All the students decided that they needed "good jobs" when they're older after those discussions and lessons!     

                 

September / October

So far, the students have spent the majority of their math lessons reinforcing their basic math skills as well as looking at number properties.  They will continue this for a few more weeks and then move onto dissecting number patterns even further (fun!).  There has been a strong emphasis this term on ensuring that the students can relate their math lessons to 'real world' situations.  This can be seen in their "Properties of 40" projects below and in their 'personal budgets' in a few weeks time.  

Properties of 40!

Students were given a draft where they had to decipher how to form the number 40 using only certain numbers (they had to come up with 10 solutions).  The students with stronger math skills were encouraged to create longer equations to solve this problem.  After lots of examples, debates and suggestions the students then had to choose one of their equations and turn it into a math word problem/story, which they later illustrated too (their poster border also had to 'use' the number 40, but students were not restricted as to which numbers to use).

Assessment was based on a 4 point rubrics which included: problem solving strategies, communication and connections, mental mathematics, and presentation skills (for an art mark!).

All the students worked hard and on task on this project, and enjoyed sharing their ideas and math stories with each other.  I think they all did a terrific job on their posters and each student should be proud of his/her efforts as I am!  Well done! :) 

Here are a few examples of the finished posters.