Math Lines

The grade 2/3s tried a new math game today that will help them practice making 10 (an important concept we build on when doing mental math). In this game students have to find a number’s partner to make 10 as quickly as they can. Many of the students wanted to be able to play at home and I let them know we would put the link here on our blog.

Math Lines Game

Math Lines for Tablets

Math Lines for iPhone or iPod

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100 Days of School!

Today the K123s celebrated 100 days of school! The students spent the morning at different 100-themed stations. A great time was had by all. Take a look….

Which station was your favourite? If you weren’t at our celebration, which station would you most like to try?

Measuring up a Storm!

For the last several math classes we have been working on measurement during our daily quizzes or focus lessons. We have measured length, width, and perimeter using non-standard units (snap cubes), centimetres and metres.

Last week we got into groups and measured our traced bodies.
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Today we went outside to measure perimeter.
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On Friday we are going to measure the perimeter of the school field. Do you have an estimate?

Pumpkin Math

The students have been having a wonderful time doing pumpkin math each day this week. We have worked on estimating, graphing, comparing, measuring mass, measuring circumference (a new math word for each of us), and measuring height in cubes.

We will continue working with our pumpkins tomorrow and on Friday. We plan to measure the height of each pumpkin in centimetres, estimate the number of seeds we will find when we carve them Thursday afternoon, and use equal groups to get an actual count. All of these measurements will provide us with meaningful data for problem posing and problem solving.

The students have done a wonderful job of working together and have been having a lot of fun too. We love pumpkin math!

Trevor Calkins May 7th

I’m afraid that this post and the next few to follow are very overdue. It seems like the year is flying by in high speed these days!

On My 7th we spent a wonderful day with math specialist Trevor Calkins. Trevor spent time with each class in the morning. In the K/1 class the students played with the Power of 10 Cards, talked about fact families, and played math games. In the 2/3/4 class Trevor worked on division and in the intermediate class Mr. Calkins worked with three groups on concepts they needed extra support with. The students and the teachers came away with new strategies and ideas we can use as we deepen our understanding of math concepts.

Here are a few pictures from the day:

We also had a great group of parents join Trevor for two evening sessions.

We look forward to the possibility of working with Trevor again next year as we continue with our mathematics inquiry project.

Trevor Calkins


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We are very excited to have math specialist, Trevor Calkins at A.J. Elliott all day tomorrow. Trevor will spend the morning doing model lessons in each classroom. In the afternoon, Mr. Calkins will be working with the teachers as we continue to grow in how we are teaching math at our school. We all learn so much from our time spent with Mr. Calkins!

Trevor will also be staying for two evening sessions for parents and families. The feedback from the session in the fall was very positive and we hope that you will be with us again tomorrow night. Trevor will do a session from 6:00-7:00 focusing on primary math and one from 7:00-8:00 for intermediate math.

See you tomorrow night!

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How Many Ways?

For our first math class of the new school year we did a “How Many Ways?” activity. We got to choose from 3 different numbers. The number we chose would be the answer to as many different kinds of math sentences we could think of in about 10 minutes. We got to choose from 4, 25, and 136.

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We hope you will notice all the different kinds of math sentences we thought of. You will see:

  • adding sentences
  • subtraction sentences
  • multiplication sentences (groups of)
  • division sentences (fair shares)
  • mixed operations
  • sentences with 2 or more terms (e.g. 5+5+5+5+5 = 25)
  • some number sentences using large numbers
  • the zero property (e.g. 20 -20 +25= 25)
  • You might notice the odd mistake too, but we think of mistakes as opportunities to learn something new!

After we had time to think of as many sentences as we could, we got together with our classmates who chose the same number and shared our learning.

We will use today’s pictures to look back at throughout the year as we learn more and more ways to represent numbers.