Our Math Motto:
Math is not just about the answer.
Math is also about HOW the problem/question was solved.
We use P, N, W (pictures, numbers, words) to explain our math thinking.
Finding mass using non-standard units
The Grade 2's (pictured below) are using non-standard units (i.e., paper clips and linking cubes) to find the mass of several classroom objects (e.x., paintbrush, eraser, small plastic tub, pencil, pen, fork, etc.) (June 4, 2013)
Understanding measurement: mass
The Grade 2/3's and Grade 3's are using a website (pictured below) called BrainPOP to see what we remember and what we know about measuring mass and using any new knowledge to apply this type of measurement to real life. (June 4, 2013)
Grade 3 math lesson
Understanding what is capacity. (June 3, 2013)
Real life math - measurement: capacity
Here is part of our collection of containers to better understand what is more than, less than, or about 1 litre. (June 3, 3014)
Using technology to better understand probability
We used the Smart board to predict the probability of which colour marble would drop out of the container. (May 24, 2013)
Grade 2's - Probability
The Grade 2's predicted and conducted probability experiments with number cubes. The pairs of Grade 2's predicted the number of rolls it would take until they rolled a double. The students kept track of the number of tries and results on their recording sheet. They explained how likely it was that they would roll doubles in just 3 tries with probability words - impossible, unlikely, likely, and certain. (May 24, 2013)
Grade 3's - Probability
The Grade 3's made predictions and conducted experiments with spinners. The Grade 3's predicted the number of times a chosen number would be spun after a certain number of spins (ex. Predict the number of times you will spin a number less than 4 in 20 spins.). The students kept track of the number of spins by using a tally chart, as well used as probability word, such as impossible, unlikely, likely, or certain to spin a particular result. (May 24, 2013)
Probability
We predicted and conducted a probability experiment of whether a certain event will happen. We used mathematical language (ex. certain, likely, unlikely, impossible) to guess whether we would flip heads or tails of a coin more often (we tossed the coin 50 times). (May 23, 2013)
We showed the class that the area of a rectangle can have more than one possibility
The top left photo (below) shows how two pairs of students drew rectangles with an area of 12 square units.
The top right photo (below) shows a new group of students trying to figure out a new way to show new rectangles with the same area, 12 square units again.
In the bottom two photos (below) the students wrote their thinking on the Smart board to prove that their rectangle also shows an area of 12 square units. (May 22, 2013)
The top right photo (below) shows a new group of students trying to figure out a new way to show new rectangles with the same area, 12 square units again.
In the bottom two photos (below) the students wrote their thinking on the Smart board to prove that their rectangle also shows an area of 12 square units. (May 22, 2013)
Estimating and finding the actual area of a shape
The students in the left photo worked with a partner to write their estimate of the area of a shape on the Smart board.
The photo on the right shows pairs of students calculating the actual area of a shape. Different students used different strategies to determine the area (ex. counting each square by ones. adding rows together, multiplying lengths with widths). (May 22, 2013)
The photo on the right shows pairs of students calculating the actual area of a shape. Different students used different strategies to determine the area (ex. counting each square by ones. adding rows together, multiplying lengths with widths). (May 22, 2013)
We can use multiplication thinking to figure out the area of a shape
The area of a shape can be figured out using different strategies. One strategy is to use multiplication. Here are 2 students showing the class that multiplication is the addition of equal groups. (May 22, 2013)
Technology and math (measurement: area)
We are using the Smart board to show our understanding of area. We can write and draw on the Smart board so that the whole class can see what we are thinking. (May 22, 2013)
Grade 2 math - Measurement: area
The Grade 2's traced their footprint and handprint with a partner. The students then estimated which print had the greater area. (May 22, 2012)
Determining area using non-standard units (Gr. 2)
The Grade 2 measurement expectation for area states that students will estimate, measure, and record area, through investigation using a variety of non-standard units (e.g., determine the number of yellow pattern blocks it takes to cover an outlined shape). The Grade 2 students had a variety of choices (top left photo) from which to choose from to determine whether their handprint was greater or their footprint was greater. After making their choices (coloured chips, red/white bean counters, link cubes, different shaped pattern blocks, square coloured tiles), the students figured out the area of their prints. (May 22, 2013)
Lots of math thinking!
The Grade 2's used these questions (blue marker, bottom half of chart) to really show how much they know about area! (May 22, 2013)
The Grade 2's are working in pairs to find the area of an open newspaper with two different sized newsprint papers. (May 21, 2013)
Grade 3's are working independently to find the area of a rectangle with two different sized tiles (May 21, 2013)
More practise with rotations (turns)
Explaining and describing rotations seemed to be challenging for most of the class, so we spent some more time describing rotations. Here are a couple of samples of the students working in pairs to show a variety of rotations (turns). The choices included one quarter turn, one half turn, and three quarters turn. The students also showed if the rotations (turns) were CW (clock-wise) or CCW (counter-clockwise). (May 13, 2013)
Rotations (turns) with partners
The students worked with a partner to show 6 different rotations (turns). Not only are the students showing their math thinking, they also practised working cooperatively! Working with a partner also meant that they are able to check and correct each other's work. (May 13, 2013)
Checking out some rotations (turns) that other students drew (May 13, 2013)
Showing translations, reflections, and rotations
The students used the first letter of their first name to show translations, reflections, and rotations. The students labelled their starting and finishing position (coloured letters). (May 8, 2013)
The Grade 2's used the math words slides, flips, and turns.
The Grade 2's used the math words slides, flips, and turns.
A close up picture
Here is a closer view of the above student's work. The students drew and described each transformation. (May 8, 2013)
Math vocabulary includes:
- translating (sliding) up, down, left, right
- reflecting (flipping) to the right, left, up, down
- rotating (turning) one quarter turn, one half turn, three quarters turn, clockwise (CW), counterclockwise (CCW)
Math vocabulary includes:
- translating (sliding) up, down, left, right
- reflecting (flipping) to the right, left, up, down
- rotating (turning) one quarter turn, one half turn, three quarters turn, clockwise (CW), counterclockwise (CCW)
Some more examples of students' work showing transformations
Math Chart - Motion in Geometry
Here is our math chart with our motion in geometry vocabulary. (May 2, 2013)
This chart is used during lessons and the students are frequently reminded to use the chart during work time.
We are using the words translation, reflection, and rotation to talk about slides, flips and turns.
This chart is used during lessons and the students are frequently reminded to use the chart during work time.
We are using the words translation, reflection, and rotation to talk about slides, flips and turns.
Date Posted: April 24, 2013
We were working on.....fractions.
We are using fractions WORDS to describe fractions - according to the Ontario Curriculum, the Grade 2's and Grade 3's are not using numbers to describe fractions.
Grade 2 Mathematics Specific Expectations:
- compare fractions using concrete materials, without using standard fractional notation (e.g., use fraction pieces to show that three fourths are bigger than one half, but smaller than one whole)
Grade 3 Mathematics Specific Expectations:
- divide whole objects and sets of objects into equal parts, and identify the parts using fractional names (e.g., one half;
three thirds; two fourths or two quarters), without using numbers in standard fractional notation
Math charts - fractions
Our latest math vocabulary. (April 25, 2013)
A closer view of one of the math charts
A closer view of the chart on the right - definitions (above photo).
Some examples of fractions - diagrams and fraction names
Here is a closer view of the other chart - fraction words.
Fractions - equal parts of a group or a whole
We used fraction words to describe parts of a group. (April 23, 2013)
Finding fractions in the town
Fractions in real life - as a whole group, the Grade 2's found fractions in parts of a whole and parts of a group. (April 23, 2013)
Fractions as part of a group
Two thirds of the people riding the bicycle are wearing red helmets, one third of the people are wearing blue helmets.
Finding fractions in the dining room
Fractions in real life - the Grade 3's worked with a partner to find as many fractions as possible in the picture, using fraction words. (April 23, 2013)
Writing fractions with a partner
Here is a closer view of the above two students' work.
After the partners wrote their math thinking, the Grade 3's had a Gallery Walk of their work. On each piece of paper was a yellow sticky note (see above photo). The fractions work was placed on desks. Writing on the sticky notes, the Grade 3's walked to each piece of paper and wrote either a star statement ("I liked how you...Good job on...), or a wish statement (I wish you had...I wish that I saw...).
After the partners wrote their math thinking, the Grade 3's had a Gallery Walk of their work. On each piece of paper was a yellow sticky note (see above photo). The fractions work was placed on desks. Writing on the sticky notes, the Grade 3's walked to each piece of paper and wrote either a star statement ("I liked how you...Good job on...), or a wish statement (I wish you had...I wish that I saw...).
Date Posted: April 12, 2013
We were working on...
3D geometry
3D Geometry books
The Grade 3's made math booklets. (April 16, 2013)
What shape can it be?
The students wrote clues about a 3D shape.
Check to see if the guess is correct
After reading the clues and guessing the shape, the flap can be lifted to reveal a picture and name of the shape.
Math manipulatives - 3D geometric blocks
We are comparing pyramids and prisms with these 3D geometric blocks. What are the similarities and differences between pyramids and prisms? We describe these 3D shapes using math vocabulary: faces, edges, vertices, base shape, congruent. (April 15, 2013)
We also talked about cones, cylinders and spheres.
We also talked about cones, cylinders and spheres.
Guess the mystery 3D shape
A student chooses a shape and puts it in the bag without the class seeing which shape. The class asks the student clues to try to guess the shape. We ask clues that include math vocabulary: pyramid, prism, faces, edges, vertices, base shape, opposite, and congruent. (April 15, 2013)
Focusing on faces of pyramids and prisms
The Grade 2's traced the faces of one 3D shape, and labeled the shape of each face. The 3D shape was then described using math vocabulary, using the math wall. (April 15, 2013)
Identifying and comparing 3D shapes
The Grade 3's figured out a problem of the name of the mystery shape using a limited number of clues, and organizing the information in an organized list. (April 15, 2013)
Our Math Wall - 3D Geometry
We are using this math wall during our geometry lessons and during our work time (April 12, 2013).
A closer view of one of the anchor charts of our math vocabulary.
The other anchor chart showing our math vocabulary.
Week of April 5, 2013
We were working on.....
Division = Equal Sharing or Grouping
Our Math Wall - Division/Equal Sharing or Grouping
We use this math wall during our division lessons or during our work time (April 2013).
Equal Sharing
Using different strategies to show fair share - using pictures, numbers and words.
Division - Using a trip to the Amusement Park to show equal grouping
The Grade 2's used this poster of an Amusement Park to explain how
Mrs. Tam's class of 21 students could get on the rides in equal groups.
Mrs. Tam's class of 21 students could get on the rides in equal groups.
Division using repeated subtraction
Here is a student showing the class how we can show division using repeated subtraction.
Division - Problem Solving
We use pictures, numbers, and words to show our thinking when solving a math problem.
Charlie and his 2 friends have 18 tickets. How many tickets will each person get? Show your work.
Charlie and his 2 friends have 18 tickets. How many tickets will each person get? Show your work.
Date of Posting: April 2, 2013
We worked on...
Repeated Addition = Multiplication
Ex. 3+3+3+3+3 = 12
4 groups of 3 = 12
4 X 3 = 12
Some strategies to show our repeated addition math thinking: number line, sketching an array, drawing a table
We worked on...
Repeated Addition = Multiplication
Ex. 3+3+3+3+3 = 12
4 groups of 3 = 12
4 X 3 = 12
Some strategies to show our repeated addition math thinking: number line, sketching an array, drawing a table
Different ways to show a number using repeated addition
Two samples of work that pairs of students worked on to show how one number can be shown using repeated addition.
Our Math Wall - Multiplication/Repeated Addition
We use this math wall during our lessons and during our work time.
Multiplication - Arrays
Showing our math thinking using arrays.
Different Ways to Show Multiplication
We can show our math thinking with pictures, numbers, and words
Solving a Problem
The Grade 3's figured out how to solve a math problem using pictures, numbers, and words. That's a lot of thinking!
Problem Solving
- Understanding the Problem/Understanding what I need to do
- Making a Plan
- Carrying out the Plan
- Looking Back and Communicating (How did I check that my answer is correct? Explain how I found my answer. Answer the question with sentences.)
Some Math Activities:
Nelson Mathematics Grade 2
Nelson Mathematics Grade 3
Khan Academy (enter the topic you want to learn more about--like rounding)
www.linktolearning.com - Links to sites that support the Ontario education curriculum from Kindergarten to Grade 8.
Count Hoot's Number Activity - on-line activities for addition and subtraction. (uses Shockwave) (Primary)
Virtual Manipulatives - Number and Operation - interactive activities complete with lesson plans for teachers (Primary, Junior, Intermediate)
MathStax - a simple (at least it starts out that way!) math game to test multiplication facts. (Primary, Junior)
Bitesize Games - Numeracy - from BBC Schools (Primary, Junior)
Math Magician Games - practise your basic math facts (Primary, Junior)
Avoid the Asteroid! - practise multiplication and division with this game (Primary, Junior)
Cyberchase Games - from PBS (Primary, Junior)
Cyberchase - Learn about capacity with this game.
BAMZOOKi - Challenge your knowledge of measurement with this game
Bitesize Length and weight - Mass and length game
Learning Planet
Under the Sea Data Management - graphing
Bike Route Game - practice movement on a grid
Symmetry Game
Match Polygons - How well do you know your polygons? Challenge yourself with this matching game.
Quick Symmetry Game
More Math Websites
- Practise math skills for every topic at these websites: www.ixl.com, www.neok12.com, www.funbrain.com, www.pbskids.org
- Practise your basic math facts and then print your results. www.playkidsgames.com
- Play bonds of 10 or 20! www.amblesideprimary.com
- Use online manipulatives similar to the ones we use everyday in the classroom. - www.nlvm.usu.edu
- Play games that teach about numbers, measurement and data management. - www.bbc.co.uk
- Patterning activities - www.beaconlearningcenter.com, www.nlvm.usu.edu, www.funschool.kaboose.com