This week my students are putting the finishing touches on scripts they’ll be using to create short films to present a math problem to visiting schools. The plan is for the viewer to watch the film, determine a problem, and solve it using math.
This, my friends, is no small undertaking. I’m nervous but that’s usually a sign that my students are on to something big!
Looking forward to sharing more soon!
Many years ago, I worked with some colleagues at Hawrylak to develop a math lab for our students. We put all of the French Immersion students in Grades 3, 4, 5 and 6 together in the Shared Learning area.
We created an extensive bank of levelled math problems and colour coded them according to difficulty. Each student was allowed to choose their own level with the understanding that they were each responsible for the work they did each week in math lab.
Each student kept a math journal. At the top of the page, students were required to record the colour of the problem and the number of the page they were working on. These problems were evaluated through meetings with the teacher, which allowed students to get one-on-one, just-in-time feedback. During this time, we had the support of every classroom teacher, the learning support teacher, and the vice-principal, which helped to reduce the student-to-teacher ratio. Our goal was to check in with each kid every day and ensure that they were getting exactly the support they needed.
I enjoyed this time with my students and am looking forward to adapting the math lab format to my current classroom. I have developed a bank of problems that are eau levelled. So rather than choosing a different coloured sheet, which might be a deterrent to some students who are embarrassed about choosing easier problems, each student gets a problem sheet that looks the same as the others and on the sheet there are four different levels of problems.
Many of the problems I have used for the first batch have been inspired by the book 50 Leveled Math Problems.