Chew on this...

I found that more students could solve this, but adults struggled.  Why?  Who said algebraic thinking isn't important? 

How many watermelons are there?

Who said reasoning about fractions and part-whole thinking can't be fun?  Here's a picture to show your students to get them talking. As they talk, listen to the strategies they use. Encourage them to share, talk, collectively reason and make connections. What did you hear?  Share your thoughts. 

It's been a long time!

Happy New Year!  I know, it's been very long time. Honestly my work with the "math movement" had become stagnant for a little bit. So, I took some time to read, replace, and refocus.  I also took some time to figure out how wanted to continue to use this space.  Guess who helped me to get my "Mojo" back and remember why I do this?  THE KIDS. 

Ultimately, I decided to continue to use my little blog to share good stuff that's going on with math education.  Math is not scary.  ALL kids can do math. Trust me, they can. All teachers can teach math. We just have to empower ourselves, build understanding and open our minds. I want to inspire teachers, learners and EVERYONE to "Keep Calm and Do the Math!"  

I'm baaaaaaack!

Pi Day!

It's coming!  What are your cool instructional plans?

Algebraic Thinking is Important: Can you solve?

I have learned that algebraic thinking is not something that just magically appears in the heads of middle schoolers. It is a concept that should be developed in the earlier grades. It wasn't until I was an adult that I realized that the reason why I initially struggled with algebra originated in elementary school.  My elementary math experiences consisted mostly of arithmetic and a few "word problems."  Therefore, I lacked basic foundational experiences that would have helped to develop my understanding of algebraic thinking later on. Algebraic thinking definitely has it's place in early grades...as a matter of fact, the earlier the better!  Kids see things like patterns, input/output tables, start unknown problems, change unknown problems, and mystery numbers as fun/challenging experiences...they'll thank you for it later!  Here's one for you (and your students) to try!

Cold Weather Brings COOL Math and Science Opportunities!

It's cold here in Georgia.  REALLY cold.  At the time I am typing this entry, it is 12 degrees Farenheit with a wind chill that makes it feel like 0 degrees.  I pitched the idea to some of the teachers here to use the frigid weather as an opportunity for scientific and mathematic inquiry.  So, they took it and ran with it!  This is only a fraction what I saw throughout the day:

1. Students solving elapsed time problems to see how long it took a cup of water to freeze.
2. Measurement investigations/comparisons about the height of the water in a cup both as a liquid and a solid.
3. Collectig, representing, and analyzing data about the change in temperature throughout the day.
4. Observations about gradual changes in states of matter. 
5. Experiments about the effects of colder temperature.

Maaaaaan, it was super cold outside, but all of this contextual problem solving had me feeling WARM on the inside.  Take the challenge and use the weather as an opportunity to "push beyond the book."  What types of standards-based learning experiences can you try with this weather? 

 Will it take water longer to freeze in a paper cup, or a plastic cup? 

 Tracking and graphing the change in temperature over time...

When will the next one be?