Here is a little task that the new S1 pupils will be completing in their Numeracy lessons this week. There will be three different sets of these cards so pupils will not be able to see the answers at another table.
The concept is simple – the statements on the cards all give an answer from 0 to 49. The task of each group is to put the statements in numerical order from 0 to 49.
Here are some of the statements: Continue reading
I spent a few days last week trying to sort out my classroom so it was ready for the new term. It is not perfect but it is so much better than it was before the holidays and it is a good starting point for the coming year.
I’m sure you will recognise many of the decorations as I have acquired them from many people across the Internet – mostly @mathequalslove – no surprises there. Apologies for the poor pictures – the Sun was actually shining today! Continue reading
I have a few goals that I want to achieve this year. Some are very small and hopefully manageable while others will take longer and more time. I’m sure that as the year progresses my goals will likely change but as I start back at school tomorrow these are the things that are on my mind. Continue reading
New Idea (sort of): I saw this in a classroom somewhere a long time ago and it stuck in my head. It is a board for display in my classroom that will look a little like this.
When I put it up in my room I will use some nice brightly coloured paper.
My dilemma is how to use this effectively. I have a few ideas. Continue reading
I wrote a post a little while ago stating some facts about me (it’s here). As one of the #MTBoSBlaugust prompts was to write 20 facts about yourself I thought I would have another go, maybe adding in a bit more detail. I’ve only given 10 facts though.
1. I have spent more time on airplanes under the age of 2 than I have since.
My dad got the opportunity to work in Australia at the Sliding Springs Observatory. Once there, I was added to the family. I travelled to many different places around Australia and New Zealand, travelled to Ireland and back, travelled around Malaysia and Indonesia all before heading to Scotland at the young age of 2.
2. I was home-schooled for 2 months when I was 5 Continue reading
There has been much written about on Twitter lately about Plenaries or Lesson Close and it has got my brain ticking over. This is an area where I feel I am not on top of yet. I have tried exit tickets, summaries, and much more but often I stick with them for a week or so then they drop off. Why? Often I get caught up in the main part of the lesson and find there is no time. But if I’m being honest, I don’t think I have developed a system good enough yet that is actually proving beneficial to my students. I could continue to hand out exit tickets or some of the other strategies I’ve tried and it would tick a box. Yes, my students evaluate themselves at the end of each lesson. But unless it is meaningful and moves their learning forward, what is the point? Continue reading
A few days ago on Twitter I saw this:
Curiosity got to me and I asked what the “fridge” was. @MickieGibbs2 sent me this link to Scaffolded Math and Science website. It describes exactly what the fridge is. Continue reading
Here’s a little game that I like to use at the start or the end of a lesson – or even in the middle of a double period.
It is very simple and needs very little preparation which is always a bonus.
I don’t have a name for it so I am just going to call it “Memory Blast”.
Start by displaying this on the board:
In a previous post I was sharing my ideas for teaching squares, square roots and cube numbers, now I want to consider Powers and Scientific Notation.
The concept of powers should lead on nicely from squares and cubes. I am interested to see the different ways my students come up with to calculate a power such as 3^4. Continue reading
I am always fascinated to see the way other countries write their maths curriculum. Some are very prescriptive and others are quite open.
Below are the outcomes in the Scottish Curriculum for Powers and Roots. These outcomes are aimed at students aged between 11 and 14.
“Having explored the notation and vocabulary associated with whole number powers and the advantages of writing numbers in this form, I can evaluate powers of whole numbers mentally or using technology”
“I have developed my understanding of the relationship between powers and roots and can carry out calculations mentally or using technology to evaluate whole number powers and roots, of any appropriate number”
“Within real-life contexts, I can use scientific notation to express large or small numbers in a more efficient way and can understand and work with numbers written in this form”
Powers and Roots is the first topic for me starting back with my S2 class (age 12/13). Continue reading
fractionfanatic 