Jo Boaler explains why mathematics is so traumatic for many people and shows a different way that people can relate to mathematics. She also shares the latest brain science to show the ways our brains
The Bridge Problem
Maths thinking that might help us
1. What does it remind me of?
2. What do I already know?
3. How can I work this out? What strategies can I use with my group?
4. How can I BEST show my working out and the answer I arrived at?
5. Have I checked that my answer worked?
Grade 6 students, including some 5W students from last year (Anish, Jack and Ellenah) came to show us the maths games that they had invented in the first few months of Grade 6. Ms Kaufman, a Grade 6 Maths teacher, enjoyed leading the lesson. It won’t be long before this year’s 5W students find themselves in Grade 6. Just a few short months.
I hope you don’t mind (!) – but we’ve been talking about places your child would like to travel too in the world one day – with you – as a family. Who knows… perhaps as a Grade 5/Elementary School graduation treat 🙂
You will hopefully have received an email something like the following today. Perhaps, in some way, you will be able to talk it over with your child sometime. S/he is super excited about the prospect 🙂
And if not – your child now has the skills to find your family both a GREAT price and a GREAT journey time flight – or a combination of the two.
Dear Mum and Dad,
Have I told you how much I LOVE you recently!!!!
Well, we’ve been talking about wonderful places to visit in the world in class – and the possibility of one day going on a family holiday to a place I could choose!! How about to celebrate the end of my Elementary School education at YIS? Spring and Summer 2017 holidays are not far away 🙂
So – my idea was to go from
HERE to HERE for a ****** (Spring/Summer/Winter) holiday
I have found some prices and journey time information for us using Skyscanner using dates sometime in:
Spring 2017 – March 11th to 26th
Summer 2017 – June 16th to August 19th
or another date/holiday in the future
I have chosen:
the cheapest flight I could find
the best journey time I could find
one more expensive flight that might be a bit more comfortable
Please see the attachments on this email. I’d LOVE to talk about this with you sometime soon. Just give me your credit card and I’ll do all the booking!!!! 😁
Lots of love
to search for the prices of flights from yesterday, these are my options.
Cheapest flight and route is:
Shortest (and next cheapest flight and route) is:
Here is a challenge for you from your child.
He or she will give you:
1. a departure airport
2. an arrival airport
3. a departure time and date
4. a flight time (hours and minutes)
5. the time difference between the 2 countries to the nearest 30 minutes
Your job is to work out the ARRIVAL time and date!! If you can’t your son or daughter should be able to help you 🙂
Good luck to you parents 🙂 Please check the comments section below for your child’s challenge to you.
5W students – please put your example in the comment box below. Make sure you know the answer and more importantly HOW you worked it out – in case your parents get stuck!!
Looking at time, 24 hour timetables, world geography, elapsed time and time zones – all in this one maths assignment. We have used as many airports, cities and countries as possible from 5W students’ experiences so far. We shall do a few a day.
Why not get your child to plan your next holiday’s flights? Perhaps they’ll beat you on price and time 🙂
Leaving from Tokyo’s Haneda Airport (HND) and flying off to some far away distant city – what time would you find yourself arriving – local time. This inquiry focussed our thinking on finding:
airport codes – and looking at the location of Tokyo’s 2 main airports in relation to Yokohama
time difference between Japan and our destination city
understanding what it means to be ‘ahead’ of Tokyo time or ‘behind’ Tokyo time
looking at flight times
understanding the relationship between flight times and time difference
Ask your child how s/he worked out the answers! We will write our own problems later in the week.
Minus, deduct, take away, less than, reduce etc?
We looked at 3 methods in class today – the ‘old way’, Mari’s way and counting up. We modelled 3 examples in class and then students were asked to work out 2 calculations for each method. Ask your child to show you how s/he did them!
Old way: 7561 – 2643 and 8987 – 6478
Mari’s way: 6234 – 4545 and 6324 – 3456
Counting up: 2016 – 1897 and 2020 – 1743
5W students will practice subtraction problems over the next few days with the method that she or he finds the best to use. Test your child out at home!
We have looked again today at how we can best divide.
Our conversation centred around:
1. BEFORE Grade 5 – did you have a G4 or G3 teacher that taught you a great way to divide and you understood it? Did your parents or another family member teach you a way to do this that made sense to you? Has a friend taught you? If so, stick with it (but stay open-minded as always). About half of us THINK we know how to divide accurately. Many are unsure.
2. GRADE 5 – Can your child ACCURATELY and CONSISTENTLY divide using a previously taught method OR a ‘long division’ method OR a ‘short division’ method? Many children make basic errors and then are not sure if she or he is right? What can you do?
Mr. Weekes recommends building up (as always) from “What You Know”. The following method builds from individual understanding. For example:
189 divided by 13. I ‘know’ that 10 x 13 = 130 which now means I only have to divide 59 by 13 (189-130=59). If 10 x 13 = 130 then 5 x 13 must be half of that … which equals 65. 6 too many. So my answer must be 10 + 4 (times 13) = 14 remainder 7 (or 14.54).
1684 divided by 12. I ‘know’ that 100 x 12 = 1200 > so immediately my question is reduced to 484 / 12 (1684-1200=484). 10 x 12 = 120, so 40 x 12 = 480 plus 4 left over. Answer then has to be 100 + 40 r 2 = 140 r 2 (or 140.3)
3. We also worked through some ‘long’ and ‘short’ division problems today.
5W students had 5 problems to work through today to show HOW s/he best works with division problems. They were:
541 / 6
983 / 7
689 / 12
817 / 14
768 / 34
‘Bonus ones’: 1249 / 16, 5483 / 37 and 14,292 / 138
Perhaps you could ask your child which way she or he works with division.
Your child will describe what method he or she found easiest to work with today in the comment box below.
5W students – please work through an example question of your choice – a ‘quite hard for me’ question. Be CLEAR. Read Mr. Weekes’ example – is it clear to you? If not, please let me know!