Our school, Santísima Trinidad, is celebrating a solidary week to support a nutritional centre in Mexico.
All classes are supporting and helping in many ways.
Since all the activities held are intended to support the Celaya NUTRITIONAL CENTER, in Mexico, second graders have chosen the dahlia, considered one of the natural symbols of Mexico, to make drawings to decorate the schoolyard. The dahlia was declared in 1963 as a symbol of the National Floriculture of Mexico, and since the year 2008, 4th of August is considered as “the national day of the dahlia.”.
Gaming is one of the main characters in a child’s life. Children are getting used to spending their time playing or planning how they can play.
Students from 2º grade at Kindergarten, have enjoyed a very funny game to work with numbers at Maths. In addition, we work fine and gross motor skills, coordination skills, and balance to face obstacles such as go under the desk 😋
When learning through playing is so meaningful, boredom at Maths is not an option and things like the following happens…
Transnational meetings are a brilliant context to share resources and propose ideas and dynamics that we can all use later in our schools. Today, I share one of the ideas Professor Else Ljungstrøm, from holla-10-arige-skole, Norway shared with all of us during our THIRD TRANSNATIONAL MEETING.
It is very simple. You just write in popsicle sticks the mathematical operations that must be practiced. Then, in turn, each student chooses a stick, and if he solves the operation, he wins the stick.
However, you have to be careful, because some of the sticks are bombs instead of mathematical operations… If you get one of these sticks: KATABOOM! You have to start over.
We divide the students into groups of four and assign a role to each member: reader, accountant, scribe and draughtsman.
The group starts by reading four lines of a story and makes a prediction of what vowel they think will be the most frequent.
Then, they count the five vowels and construct a bar chart that represents the frequency with which the different vowels appear. Next, we reflect together on how we have represented the bar chart: vertical or horizontal, and why; on how we have compiled the information: if we have used a table to record the frequencies, if we have counted drawing lines …
Finally, we will discuss and reflect whether variability is the same in all the groups and if the result was the expected or not.
It is known that Maths can be a big deal for many students. Most of them face maths with fear and most of the time that feeling is linked with the lack of success in this area. So it’s time to change and make maths a little bit more attractive. For that reason, during this year, our 3º ESO students have set up a Mathematics blog. To create the blog, the kids have made great work in many different steps. First of all, they attended a training lesson where they were taught how a blog works. The pupils are allowed to edit the blog and the need to post regularly. Then, the students can post posts related to mathematics themes. All the posts and comments need to be regulated by the teacher.
In addition, the pupils have been working either in groups like individually. The main objectives of the blog are:
To develop the digital, linguistic and mathematics skills.
To empower abilities based on learning to learn.
To empower children’s critical skills analyzing advertising campaigns in a mathematic way.
To realize that maths are not only calculation and abstract concepts. We can find maths in all the world around us.
During each term, the pupils upload posts following the curricular contents – always guided by the teacher-.
If you want more, click HERE to enjoy how the blog looks like.
Roll the dice! The first roll tells you how many towers to build. The second roll tells you how many bricks to put in each tower.
This is a great way to introduce multiplication. If you have 4 towers with 6 bricks in each tower, then you have 4 groups of 6. Four 6’s equals 24, or 4 x 6 = 24.
There are twelve tower spaces on the printable mat, and if you use a 12-sided math dice, you can cover all of the multiplication facts through the 12’s. Or roll two 6-sided dice. For beginners, I would recommend using just one 6-sided dice.
In the pictures you can see my year two students fully engaged in the game
We are really proud of all the mathematical resources that we share with the intention that mathematics be comprehensive and meaningful for our students. Little by little, we have created a repertoire of very interesting activities.
I share below the link of another interesting activity that we have done this morning in class. It is a game called AREA DICE GAME.
Area Dice Game
A game for 2 or 3 players.
Each player chooses a colour pencil or texta they will use in the game.
Players take turns rolling the dice, using the numbers that they rolled to draw the perimeter of a rectangle or square & writing the area in the middle of the shape.
Game ends when players run out of room to draw.
Winner is the player who has used the largest area/most squares.
A couple of tips:
Have the students add up their areas as they go so that it is easier for them to work out the winner in the end!
I always take with me a class set of dice, just in case I can’t locate any in the classroom that I’m in. You can usually find cheap dice in discount stores or on eBay.
I also take with me a book of 1cm grid paper. I buy this from a newsagency. Grid paper is handy to have for games like this one, maths, graphing, and creating word searches & crosswords.
Teachers are often looking for ways to make teaching fun! Mathematics can be a subject that, with some tips and tricks, can be more exciting for teachers and students.
In Töölö Elementary School many teachers have been motivated to get creative with teaching mathematics. The pictures below show a few wonderful math ideas that our teacher Katariina often implements with her third grade students.
Katariina has emphasised cooperative and peer-supported learning as well as a functional approach to math that focuses on concrete examples. Students often work in pairs or groups in order to help each other and learn together.
In the above picture, a student uses place value blocks in order to match the written number with the number of the place value blocks. Students worked in groups in order to practice using the place value blocks. One student wrote a number (this time with chalk outside!) and another student used the place value blocks to match the written number. The student placed the place value blocks next to the written numbers as a way to show and recognize that they have the same value .
An easy way to make multiplication tables practice more fun: Katariina used an old puzzle to create a multiplication game. The cardboard base has multiplication equations while the puzzle pieces have the product. For example, the student working on the puzzle in the picture above has the equation 8×6 uncovered and in the picture the puzzle piece 48 fits the puzzle over the equation.
Students are challenged to not look at the picture of the puzzle while they are practicing their multiplication! 🙂
Bee-Bots and coding have been popular with students in many grades. Katariina made a path made of tape on floor. Students then used their coding skills in order to try to get their Bee-Bots to the end of the path.