Wednesday, 1 October 2014
Maths and Shoe Size?
Sometimes it is best to have a math activity that has personal details involved. This gives ownership for the student, and as there will be a variety of different attributes in the class there will be different answers or in some cases the same answer even though there were different starting points.
What follows is from Andrew Jeffrey's Newsletter, but I have used it in the past with items such as; How many days of the week do you enjoy chocolate? How many days of the week do you run for exercise? See if you can find a different starting point.
I have used this with parents and at the end when they have showed me their answer said, "You are a young looking 40 year old with size 5 shoes. It is surprising how long it often takes for the adults to realise how I worked it out.
"It's not every day that my wife gets me with a maths trick, but over dinner she showed me this trick someone had sent her and I was blown away at how clever it is. Depending on the numbers, you might need a calculator, but it's worth it:
1. Write down your shoe size (round up if you're a half!)
2. Multiply by 5
3. Add 50
4. Multiply by 20
5. Add 1014
6. Subtract your year of birth
7. Look at your answer and explain what it means
You are looking at your shoe size followed by your age! One to try with your algebra class!
What follows is from Andrew Jeffrey's Newsletter, but I have used it in the past with items such as; How many days of the week do you enjoy chocolate? How many days of the week do you run for exercise? See if you can find a different starting point.
I have used this with parents and at the end when they have showed me their answer said, "You are a young looking 40 year old with size 5 shoes. It is surprising how long it often takes for the adults to realise how I worked it out.
"It's not every day that my wife gets me with a maths trick, but over dinner she showed me this trick someone had sent her and I was blown away at how clever it is. Depending on the numbers, you might need a calculator, but it's worth it:
1. Write down your shoe size (round up if you're a half!)
2. Multiply by 5
3. Add 50
4. Multiply by 20
5. Add 1014
6. Subtract your year of birth
7. Look at your answer and explain what it means
You are looking at your shoe size followed by your age! One to try with your algebra class!
Tuesday, 30 September 2014
Another wonderful teacher
I came across this last night while on FB checking up on my extended family in the USA, Again I thought it was worth sharing. Just wish I had heard about this when I was in the classroom. Enjoy.
Link to original at the bottom
A few weeks ago, I went into Chase’s class for tutoring.
I’d emailed Chase’s teacher one evening and said, “Chase keeps telling me that this stuff you’re sending home is math – but I’m not sure I believe him. Help, please.” She emailed right back and said, “No problem! I can tutor Chase after school anytime.” And I said, “No, not him. Me. He gets it. Help me.” And that’s how I ended up standing at a chalkboard in an empty fifth grade classroom staring at rows of shapes that Chase’s teacher kept referring to as “numbers.”
I stood a little shakily at the chalkboard while Chase’s teacher sat behind me, perched on her desk, using a soothing voice to try to help me understand the “new way we teach long division.” Luckily for me, I didn’t have to unlearn much because I never really understood the “old way we taught long division.” It took me a solid hour to complete one problem, but l could tell that Chase’s teacher liked me anyway. She used to work with NASA, so obviously we have a whole lot in common.
Afterwards, we sat for a few minutes and talked about teaching children and what a sacred trust and responsibility it is. We agreed that subjects like math and reading are the least important things that are learned in a classroom. We talked about shaping little hearts to become contributors to a larger community – and we discussed our mutual dream that those communities might be made up of individuals who are Kind and Brave above all.
And then she told me this.
Every Friday afternoon Chase’s teacher asks her students to take out a piece of paper and write down the names of four children with whom they’d like to sit the following week. The children know that these requests may or may not be honored. She also asks the students to nominate one student whom they believe has been an exceptional classroom citizen that week. All ballots are privately submitted to her.
And every single Friday afternoon, after the students go home, Chase’s teacher takes out those slips of paper, places them in front of her and studies them. She looks for patterns.
Who is not getting requested by anyone else?
Who doesn’t even know who to request?
Who never gets noticed enough to be nominated?
Who had a million friends last week and none this week?
You see, Chase’s teacher is not looking for a new seating chart or “exceptional citizens.” Chase’s teacher is looking for lonely children. She’s looking for children who are struggling to connect with other children. She’s identifying the little ones who are falling through the cracks of the class’s social life. She is discovering whose gifts are going unnoticed by their peers. And she’s pinning down- right away- who’s being bullied and who is doing the bullying.
As a teacher, parent, and lover of all children – I think that this is the most brilliant Love Ninja strategy I have ever encountered. It’s like taking an X-ray of a classroom to see beneath the surface of things and into the hearts of students. It is like mining for gold – the gold being those little ones who need a little help – who need adults to step in and TEACH them how to make friends, how to ask others to play, how to join a group, or how to share their gifts with others. And it’s a bully deterrent because every teacher knows that bullying usually happens outside of her eyeshot – and that often kids being bullied are too intimidated to share. But as she said – the truth comes out on those safe, private, little sheets of paper.
As Chase’s teacher explained this simple, ingenious idea – I stared at her with my mouth hanging open. “How long have you been using this system?” I said.
Ever since Columbine, she said. Every single Friday afternoon since Columbine.
Good Lord.
This brilliant woman watched Columbine knowing that ALL VIOLENCE BEGINS WITH DISCONNECTION. All outward violence begins as inner loneliness. She watched that tragedy KNOWING that children who aren’t being noticed will eventually resort to being noticed by any means necessary.
And so she decided to start fighting violence early and often, and with the world within her reach. What Chase’s teacher is doing when she sits in her empty classroom studying those lists written with shaky 11 year old hands – is SAVING LIVES. I am convinced of it. She is saving lives.
And what this mathematician has learned while using this system is something she really already knew: that everything – even love, even belonging – has a pattern to it. And she finds those patterns through those lists – she breaks the codes of disconnection. And then she gets lonely kids the help they need. It’s math to her. It’s MATH.
All is love- even math. Amazing.
Chase’s teacher retires this year – after decades of saving lives. What a way to spend a life: looking for patterns of love and loneliness. Stepping in, every single day- and altering the trajectory of our world.
TEACH ON, WARRIORS. You are the first responders, the front line, the disconnection detectives, and the best and ONLY hope we’ve got for a better world. What you do in those classrooms when no one is watching- it’s our best hope.
Teachers- you’ve got a million parents behind you whispering together: “We don’t care about the damn standardized tests. We only care that you teach our children to be Brave and Kind. And we thank you. We thank you for saving lives.”
Love – All of Us
- See more at: http://momastery.com/blog/2014/01/30/share-schools/#sthash.ZPhGOISh.dpuf
Link to original at the bottom
A few weeks ago, I went into Chase’s class for tutoring.
I’d emailed Chase’s teacher one evening and said, “Chase keeps telling me that this stuff you’re sending home is math – but I’m not sure I believe him. Help, please.” She emailed right back and said, “No problem! I can tutor Chase after school anytime.” And I said, “No, not him. Me. He gets it. Help me.” And that’s how I ended up standing at a chalkboard in an empty fifth grade classroom staring at rows of shapes that Chase’s teacher kept referring to as “numbers.”
I stood a little shakily at the chalkboard while Chase’s teacher sat behind me, perched on her desk, using a soothing voice to try to help me understand the “new way we teach long division.” Luckily for me, I didn’t have to unlearn much because I never really understood the “old way we taught long division.” It took me a solid hour to complete one problem, but l could tell that Chase’s teacher liked me anyway. She used to work with NASA, so obviously we have a whole lot in common.
Afterwards, we sat for a few minutes and talked about teaching children and what a sacred trust and responsibility it is. We agreed that subjects like math and reading are the least important things that are learned in a classroom. We talked about shaping little hearts to become contributors to a larger community – and we discussed our mutual dream that those communities might be made up of individuals who are Kind and Brave above all.
And then she told me this.
Every Friday afternoon Chase’s teacher asks her students to take out a piece of paper and write down the names of four children with whom they’d like to sit the following week. The children know that these requests may or may not be honored. She also asks the students to nominate one student whom they believe has been an exceptional classroom citizen that week. All ballots are privately submitted to her.
And every single Friday afternoon, after the students go home, Chase’s teacher takes out those slips of paper, places them in front of her and studies them. She looks for patterns.
Who is not getting requested by anyone else?
Who doesn’t even know who to request?
Who never gets noticed enough to be nominated?
Who had a million friends last week and none this week?
You see, Chase’s teacher is not looking for a new seating chart or “exceptional citizens.” Chase’s teacher is looking for lonely children. She’s looking for children who are struggling to connect with other children. She’s identifying the little ones who are falling through the cracks of the class’s social life. She is discovering whose gifts are going unnoticed by their peers. And she’s pinning down- right away- who’s being bullied and who is doing the bullying.
As a teacher, parent, and lover of all children – I think that this is the most brilliant Love Ninja strategy I have ever encountered. It’s like taking an X-ray of a classroom to see beneath the surface of things and into the hearts of students. It is like mining for gold – the gold being those little ones who need a little help – who need adults to step in and TEACH them how to make friends, how to ask others to play, how to join a group, or how to share their gifts with others. And it’s a bully deterrent because every teacher knows that bullying usually happens outside of her eyeshot – and that often kids being bullied are too intimidated to share. But as she said – the truth comes out on those safe, private, little sheets of paper.
As Chase’s teacher explained this simple, ingenious idea – I stared at her with my mouth hanging open. “How long have you been using this system?” I said.
Ever since Columbine, she said. Every single Friday afternoon since Columbine.
Good Lord.
This brilliant woman watched Columbine knowing that ALL VIOLENCE BEGINS WITH DISCONNECTION. All outward violence begins as inner loneliness. She watched that tragedy KNOWING that children who aren’t being noticed will eventually resort to being noticed by any means necessary.
And so she decided to start fighting violence early and often, and with the world within her reach. What Chase’s teacher is doing when she sits in her empty classroom studying those lists written with shaky 11 year old hands – is SAVING LIVES. I am convinced of it. She is saving lives.
And what this mathematician has learned while using this system is something she really already knew: that everything – even love, even belonging – has a pattern to it. And she finds those patterns through those lists – she breaks the codes of disconnection. And then she gets lonely kids the help they need. It’s math to her. It’s MATH.
All is love- even math. Amazing.
Chase’s teacher retires this year – after decades of saving lives. What a way to spend a life: looking for patterns of love and loneliness. Stepping in, every single day- and altering the trajectory of our world.
TEACH ON, WARRIORS. You are the first responders, the front line, the disconnection detectives, and the best and ONLY hope we’ve got for a better world. What you do in those classrooms when no one is watching- it’s our best hope.
Teachers- you’ve got a million parents behind you whispering together: “We don’t care about the damn standardized tests. We only care that you teach our children to be Brave and Kind. And we thank you. We thank you for saving lives.”
Love – All of Us
- See more at: http://momastery.com/blog/2014/01/30/share-schools/#sthash.ZPhGOISh.dpuf
How do we as teachers know we are making a difference?
I shared this back in 2009, and felt it was time to share again. I have to admit it does bring a tear or two to my eyes every time I read it. I hope you can use it in some way with your students. Enjoy.
"One day a teacher asked her students to list the names of the other students in the room on two sheets of paper, leaving a space between each name.
Then she told them to think of the nicest thing they could say about each of their classmates and write it down.
It took the remainder of the class period to finish their assignment, and as the students left the room, each one handed in the papers.
That Saturday, the teacher wrote down the name of each student on a separate sheet of paper, and listed what everyone else had said about that individual.
On Monday she gave each student his or her list. Before long, the entire class was smiling. 'Really?' she heard whispered. 'I never knew that I meant anything to anyone!' and, 'I didn't know others liked me so much,' were most of the comments.
No one ever mentioned those papers in class again. She never knew if they discussed them after class or with their parents, but it didn't matter. The exercise had accomplished its purpose. The students were happy with themselves and one another. That group of students moved on.
Several years later, one of the students was killed in Viet Nam and his teacher attended the funeral of that special student. She had never seen a serviceman in a military coffin before. He looked so handsome, so mature.
The church was packed with his friends. One by one those who loved him took a last walk by the coffin. The teacher was the last one to bless the coffin.
As she stood there, one of the soldiers who acted as pallbearer came up to her. 'Were you Mark's math teacher?' he asked. She nodded: 'yes.' Then he said: 'Mark talked about you a lot.'
After the funeral, most of Mark's former classmates went together to a luncheon. Mark's mother and father were there, obviously waiting to speak with his teacher.
'We want to show you something,' his father said, taking a wallet out of his pocket 'They found this on Mark when he was killed. We thought you might recognize it.'
Opening the billfold, he carefully removed two worn pieces of notebook paper that had obviously been taped, folded and refolded many times. The teacher knew without looking that the papers were the ones on which she had listed all the good things each of Mark's classmates had said about him.
'Thank you so much for doing that,' Mark's mother said. 'As you can see, Mark treasured it.'
All of Mark's former classmates started to gather around. Charlie smiled rather sheepishly and said, 'I still have my list. It's in the top drawer of my desk at home.'
Chuck's wife said, 'Chuck asked me to put his in our wedding album.'
'I have mine too,' Marilyn said. 'It's in my diary'
Then Vicki, another classmate, reached into her pocketbook, took out her wallet and showed her worn and frazzled list to the group. 'I carry this with me at all times,' Vicki said and without batting an eyelash, she continued: 'I think we all saved our lists'
That's when the teacher finally sat down and cried. She cried for Mark and for all his friends who would never see him again.
The density of people in society is so thick that we forget that life will end one day. And we don't know when that one day will be."
"One day a teacher asked her students to list the names of the other students in the room on two sheets of paper, leaving a space between each name.
Then she told them to think of the nicest thing they could say about each of their classmates and write it down.
It took the remainder of the class period to finish their assignment, and as the students left the room, each one handed in the papers.
That Saturday, the teacher wrote down the name of each student on a separate sheet of paper, and listed what everyone else had said about that individual.
On Monday she gave each student his or her list. Before long, the entire class was smiling. 'Really?' she heard whispered. 'I never knew that I meant anything to anyone!' and, 'I didn't know others liked me so much,' were most of the comments.
No one ever mentioned those papers in class again. She never knew if they discussed them after class or with their parents, but it didn't matter. The exercise had accomplished its purpose. The students were happy with themselves and one another. That group of students moved on.
Several years later, one of the students was killed in Viet Nam and his teacher attended the funeral of that special student. She had never seen a serviceman in a military coffin before. He looked so handsome, so mature.
The church was packed with his friends. One by one those who loved him took a last walk by the coffin. The teacher was the last one to bless the coffin.
As she stood there, one of the soldiers who acted as pallbearer came up to her. 'Were you Mark's math teacher?' he asked. She nodded: 'yes.' Then he said: 'Mark talked about you a lot.'
After the funeral, most of Mark's former classmates went together to a luncheon. Mark's mother and father were there, obviously waiting to speak with his teacher.
'We want to show you something,' his father said, taking a wallet out of his pocket 'They found this on Mark when he was killed. We thought you might recognize it.'
Opening the billfold, he carefully removed two worn pieces of notebook paper that had obviously been taped, folded and refolded many times. The teacher knew without looking that the papers were the ones on which she had listed all the good things each of Mark's classmates had said about him.
'Thank you so much for doing that,' Mark's mother said. 'As you can see, Mark treasured it.'
All of Mark's former classmates started to gather around. Charlie smiled rather sheepishly and said, 'I still have my list. It's in the top drawer of my desk at home.'
Chuck's wife said, 'Chuck asked me to put his in our wedding album.'
'I have mine too,' Marilyn said. 'It's in my diary'
Then Vicki, another classmate, reached into her pocketbook, took out her wallet and showed her worn and frazzled list to the group. 'I carry this with me at all times,' Vicki said and without batting an eyelash, she continued: 'I think we all saved our lists'
That's when the teacher finally sat down and cried. She cried for Mark and for all his friends who would never see him again.
The density of people in society is so thick that we forget that life will end one day. And we don't know when that one day will be."
Tuesday, 26 August 2014
Playing Maths Games in Class and Home
We need to involve families more actively in a child' maths' learning. Too often maths homework is boring and repetitive, and parents "just make sure their child has completed it"
With the changes in approaches to learning maths, since parents were at school, there is a greater need to assist parents to understand what we are doing in our classrooms.
It is interesting to me, as a parent, that our children always brought home 'Reading' for us to be engaged with them, whether it be listening to them read, or reading to them. There was active participation. NOT ONCE, that I remember, did our children ever bring home maths activities so that we could be actively engaged with the children.
The Family Maths (Family Math) approach has been to provide and encourage families (Parents and Children) to be involved together playing repeatable maths activities. In the 80'2 and 90's schools across New Zealand, Australia, Canada, USA had active groups promoting and supporting Family Maths Evenings and Workshops so that we could encourage families to play maths games together. In fact this approach reminded me of my family (I was a pre TV NZ Child and Teenager) where we would regularly play board and card games
500, Euchre, Pontoon, Monopoly, Checkers, Canasta . . .
Everyone of these has maths underpinning it, so surreptitiously our parents were helping us with out mathematics, predominantly Arithmetic but also Geometry.
Justin Holladay of MathFileFolderGames.com believes "Maths Should Be Fun" and recently posted the following benefits of playing Math Games
"Do away with the usual homework and send home maths games for the families to play, ask for feedback from both the child and the parents as to whether this is a great way for families to talk and learn together " Let me know how you get on
Len
With the changes in approaches to learning maths, since parents were at school, there is a greater need to assist parents to understand what we are doing in our classrooms.
It is interesting to me, as a parent, that our children always brought home 'Reading' for us to be engaged with them, whether it be listening to them read, or reading to them. There was active participation. NOT ONCE, that I remember, did our children ever bring home maths activities so that we could be actively engaged with the children.
The Family Maths (Family Math) approach has been to provide and encourage families (Parents and Children) to be involved together playing repeatable maths activities. In the 80'2 and 90's schools across New Zealand, Australia, Canada, USA had active groups promoting and supporting Family Maths Evenings and Workshops so that we could encourage families to play maths games together. In fact this approach reminded me of my family (I was a pre TV NZ Child and Teenager) where we would regularly play board and card games
500, Euchre, Pontoon, Monopoly, Checkers, Canasta . . .
Everyone of these has maths underpinning it, so surreptitiously our parents were helping us with out mathematics, predominantly Arithmetic but also Geometry.
Justin Holladay of MathFileFolderGames.com believes "Maths Should Be Fun" and recently posted the following benefits of playing Math Games
- Meets Mathematics Standards
- Easily Linked to Any Mathematics Textbook
- Offers Multiple Assessment Opportunities
- Meets the Needs of Diverse Learners (UA)
- Supports Concept Development in Math
- Encourages Mathematical Reasoning
- Engaging (maintains interest)
- Repeatable (reuse often & sustain involvement
- Open-Ended (allows for multiple approaches & solutions)
- Easy to Prepare
- Easy to Vary for Extended Use & Differentiated Instruction
- Improves Basic Skills
- Enhances Number and Operation Sense
- Encourages Strategic Thinking
- Promotes Mathematical Communication
- Promotes Positive Attitudes Toward Math
- Encourages Parent Involvement
"Do away with the usual homework and send home maths games for the families to play, ask for feedback from both the child and the parents as to whether this is a great way for families to talk and learn together " Let me know how you get on
Len
Thursday, 24 July 2014
A Bit of Fun
An Irishman wants a job, but the foreman won't hire
him until he passes a little math’s test.
Here is your first question,
the foreman said. "Without using numbers, represent the number
9."
"Without numbers?" The Irishman says? "Dat is
easy." And proceeds to draw three trees.
What's this?" the boss asks.
"Have you
ain't got no brain? Tree and tree plus tree makes 9" says the
Irishman.
"Fair enough," says the boss. "Here's your
second question. Use the same rules, but this time the number is 99."
The
Irishman stares into space for a while, then picks up the picture that he has
just drawn and makes a smudge on each tree... "Ere you go."
The boss scratches his head and says, "How on
earth do you get that to represent 99?"
"Each of da trees is dirty
now. So, it's dirty tree, and dirty tree, plus dirty tree. Dat makes
99."
The boss is getting worried that he's going to actually have
to hire this Irishman, so he says, "All right, last question. Same rules
again, but represent the number 100."
The Irishman stares into space some
more, then he picks up the picture again and makes a little mark at the base of
each tree and says, "Ere you go. One hundred."
The boss
looks at the attempt. "You must be nuts if you think that represents a
hundred!"
The Irishman leans forward and points to the marks at the
base of each tree and whispers, "A little dog come along and poop by each
tree.
So now you got dirty tree and a turd, dirty tree and a turd, and
dirty tree and a turd, which makes ONE HUNDRED!"
The Irishman is
now head of Ryan Air.
Enjoy, I can remember seeing this when at Secondary School, some 50+ years ago
Len
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