Dancing to the beat of my own Algo-rhythm

This week in Math was enlightening, in positive, and very surprising ways! When I was going through Math class as a youngster, we received a mish-mash of metric and imperial measurements. One moment we used a meter stick and another a measuring tape with inches and feet! I'm going to leave a few resources here for myself (and maybe others too.. hopefully I'm not alone in this). All three address metrication in our glorious nation! Clearly I have a bit of a learning curve ahead of me...

Metric System in Canada

Canadian Metric Association

Metrication Matters!

Moving on... This week was focused on the various algorithms available to you when completing addition, subtraction, and multiplication problems. We also explored differentiated models and manipulatives that can aid various learners when tackling these topics! I remember using number lines in school but the compensation and constant sum addition were SO useful! That is what I do in my head! Who knew someone had given it a name.. which we will never share with children... Note to self.



Constructing a multiplication array was mind blowing. It was so easy for me to understand, and it broke down multiplication to a simple and basic level. I'm pretty sure my jaw dropped in class when we did this exercise.

Quick meme. (Unknown date). Not Sure if Math Test Was Easy [Online Image]. Retrieved from http://www.quickmeme.com/meme/3r7rz2.

The best part about learning so many different methods is that you can check your work after you have completed a problem using one strategy. It also levels the playing field in the classroom. Each child can hopefully latch onto a different strategy that they comprehend.

As a class we discussed what makes a "good" Math problem. We decided on:
-It has a level playing field (wide base)
-It is relevant
-It can be expanded
-It is doable
-It is engaging
-There is more than one way to solve it

The problem must also be sensible to your students or apply to real life situations. I mean.. how many times have you seen a watermelon farmer?

Ifunny. (Unknown date). #Watermelon [Online Image]. Retrieved from https://ifunny.co/tags/watermelon/1441065677

I never would have believed that differentiated learning was possible in a Math class. Ironically, we watched a differentiated Math instruction video in our Psychology class this Tuesday afternoon. It was incredible watching kids that would have struggled in my childhood Math class, tackle difficult problems that were seemingly beyond their academic scope.

This has encouraged me to adopt a growth mindset about my own capabilities, not only as a Math learner, but as a Math teacher! I can now take steps towards a way of teaching Math that I understand and can confidently participate in. My students will be able to experiment with a Math question, twisting, and turning it around until they find an algorithm that they actually understand not just a formula they are going to memorize??? Maybe they will even come up with their own formula?? That would be incredible!

What lurks for us in the shadows of division I wonder... I don't have to worry! Is it lame I'm kind of excited?

Oh hey there, Welcome to my Math Journey!

Not quite an example of an open problem, but I'm getting there...

 It is so foreign to me to be embracing creativity in math, but more than that... there can be more than one correct answer? Students have a voice in finding the answer?

Whenever I successfully solved a math problem in school I would experience a thrill of genius! It was empowering to finally understand how to get a correct answer. Going over the four 4s task in class brought back that feeling.

It reminded me of the scene in Hook where Peter is finally able to use his imagination at the never-feast and play with the lost boys! You feel a sense of inclusion when you can finally participate and understand what is going on! I didn't know that was always possible in math class but I have to say, I'm excited with where this is going...