• What’s My Number
    What’s My Number
    February 27, 2015 0 Comments None

    Yesterday we were at Banksia Park International High School running a year 6, 7, 8 transition program where the teachers were exploring ways to create a continuous process bridging between year 6, 7 and year 8 content and pedagogies., To get people talking to each other, we started with a ‘What’s my number’ activity. An interesting number is stuck onto everyone’s back and they're allowed 'Yes / No / How silly is this question?' to find what their number is:, , The paper...

  • Another Dinosaur Problem
    Another Dinosaur Problem
    February 22, 2015 0 Comments None

    Following on from yesterday's Dinosaur Problem Solving Post, here's what happened next..., Not everybody completed the problem but despite this, a lot of wonderful learning took place. I interviewed this student and annotated her work sample., , , I assumed she would count the dinosaurs by 1s but when I asked her how many she had drawn she spontaneously touched and counted in 2s to 12 and, with my assistance, was able to go beyond 12., When asked how many spikes so far, she touched and counted...

  • Dinosaurs And Problem Solving Is Great Fun For Students
    Dinosaurs And Problem Solving Is Great Fun For Students
    February 22, 2015 0 Comments None

    Last week was a great week working with the Goodwood Partnership in Adelaide., I was asked to do a demo lesson in a grade 1-2 class. The problem below was set into a story about my nephew who is dinosaur crazy and wants to make a dinosaur frieze. He needs 12 of each of these dinosaurs which he drew himself. He wonders how many teeth he will have to draw and how many spike too. I said you would work it for him., , The class engaged very quickly and could project themselves into the situation...

  • Lollies at the Party
    Lollies at the Party
    February 17, 2015 0 Comments None

    Introducing Problem Solving Strategies,  Over the next month or so, I thought it would be good to post some examples of mathematical problems that are:, , accessible - which means that most Primary students can engage with them, strategic - which means that you should be able to find the solution using on of the standard mathematical problem solving strategies., , So, here goes with a problem that most grades should be able to get going on if they decide to "act it out"...

  • Jelly Beans And Rubber Bands Equals Fun Learning
    Jelly Beans And Rubber Bands Equals Fun Learning
    February 10, 2015 0 Comments None

    Last week, I was lucky enough to work with the wonderful early years teachers at Parafield Gardens CPC 2nd primary school. I also ran a fun early years day where we worked with a range of cheap but effective props aimed at helping teachers identify engaging strategies for students to be able to work with numbers., Great New Picture Book, The teachers were asked to bring a favourite picture book., I had not seen How Many Jelly Beans before., It is a great number book that really explores...

  • Building Kits For Spacial Awareness
    Building Kits For Spacial Awareness
    February 03, 2015 0 Comments None

    I was at the Flinders Street market last Sunday where I saw this delightful building kit for kids., These simple slide-together kits would be great for almost all primary classrooms.,  , The pieces go together so easily that the kit would work well in the early years as a free-play item. The pieces are safe (no sharp corners) and strong as well as allowing for plenty of imagination to be brought into play in the early years. You can also use them to design a floor plan and build a house...