Monday, 20 October 2014
Wednesday, 15 October 2014
Tuesday, 7 October 2014
Holistic Math Experiences
Holistic Math experiences
Below is a summary of the ideas that we discussed at our
meeting. Any time that we can include FNM content it becomes more meaningful
and valuable. If the students are allowed to act out the scenario, they develop
a physical memory of the concept and a holistic understanding that makes work
with numbers and symbols more significant.
Projects that get the students to identify and display math
in their world get the students to realize that math is a living entity that surrounds
us at all times.
Please be considering and looking for more ways to get
students to experience math.
Volume
How much sand in our playground area?
How much earth has to be removed to make a (West Coast) Pit
House?
How much ice do we need to flood our rink to a depth of 3cm?
River flows
Perimeter
What is the perimeter of: the school, the yard, the room,
hallway etc.
Area/Surface Area
What is the surface area of a teepee that has n amount of
triangular sides, how many hides did it take to cover it? (Model teepee with
pipe cleaners or skewers)
What is the area of our school yard? Our school roof? Our
gym? Treaty 6 land base? Reserves vs the rest of Canada (or Sask)
Measurement
Use perimeter questions but convert between cm- m,
inches-feet, imperial to metric
What is the range of a wolf or bear? How far to Geese
migrate? How far did Bison travel?
Fractions
Cooking Bannock using measuring cups, double or triple
recipe
Measuring tapes have fractions that can be viewed
Part to whole fractions with gym balls, student populations,
group breakdown (boys to group etc)
Time/ clocks as fractions
Ratios
Part to part ratios using manipulatives, Students from gr. 6
vs gr. 8, windows to doors, bison to people on the plains (historically and
present), FNM to non-FNM students
Data Analysis
Input/output with different scenarios. Eg If one bison could
feed 5 people for the year, how many bison would it take to feed 100 people.
How many people can be fed by 10 Bison. It took 7 bison hides to cover a
teepee, how many bison would be needed to cover 5 teepee’s.
Using sports page stats to compare teams or players.
Geometry
Symmetry in the world around us, dream catchers, medicine wheel,
making animal shapes with pattern blocks
Angles of trajectory while throwing a ball (or shooting an
arrow)
Using string to look at the value of pi
Multiplication
Make chalk Hop scotch squares using skip counting and
multiples.
War card games that use cards 1-10 and the winner is the one
who can say the product of each contest.
Division
Grouping of balls in equipment rooms, sharing of items among
a group of students,
Snacks such as fruit gummies divided equally to each
student.
Bison per person (from data management questions) etc
Rates
Speed of assorted Sask Animals; Eagle, bear, bison, deer
elk, antelope,
Rate of Flow of river
Compare speed vs different times eg per second, per minute,
per hour
Patterning
Comic strip layout with a legend in to 5 or 6 parts
Look for 4’s in our world eg: seasons, medicine wheel, life
cycles, directions, elements,
Animals (4 legged, swimmers, 2 legged, flyers), Sun moon
earth stars,
Integers
Play money to look at positive/ negative purchases,
Draw a number line with chalk and have students demonstrate by
walking along it in positive or negative directions (see MMS gr 7 and 8)
Welcome to the Math Warriors blog
Please subscribe by email at the bar above. It send out emails about 12 hours after you post, but at least it will let you know when there is an update.
You should be able to post new math ideas on this site. Please keep students away from it as it is just for the teachers to share.
Any sensitive communications should be done via email.
You should be able to post new math ideas on this site. Please keep students away from it as it is just for the teachers to share.
Any sensitive communications should be done via email.
Subscribe to:
Posts (Atom)