https://padlet.com/weirrach/3q0r3m8qzzp1me9m Information for parents and guardians to supports students in becoming more proficient in math. en-us 2021-04-14 14:32:15 UTC 2024-08-05 08:17:36 UTC hello@padlet.com weirrach https://padlet.com/weirrach/3q0r3m8qzzp1me9m/wish/1416771146 Being numerate, is the ability to look at numbers that are given, and use a variety of strategies to problem solve. We can think of someone who is not numerate, as someone who would use the same strategies regardless of the numbers. Being numerate implies that you can use a strategies to solve problems. It is based on an understanding of operations and the ability to transfer prior knowledge and make connections, rather than simply applying formulas or rules. ]]> 2021-04-14 14:49:01 UTC https://padlet.com/weirrach/3q0r3m8qzzp1me9m/wish/1416771146 weirrach https://padlet.com/weirrach/3q0r3m8qzzp1me9m/wish/1416793503 Try this problem:
Which is the better buy? $23 for 20 cans, or $15 for 12 cans?

Reflect upon your own strategies. Did you divide 23 by 20, and begin the process of long division in your head? Is this most effective or efficient way to compare costs?

What about comparing the costs by finding equivalent or equal amounts by finding a common multiple for the cans? 

A common multiple of 12 and 20, is 60, or 12 times 5 is 60 and 20 times 3 is 60. Now I can quickly compare by multiplying 23 by 3, which is 69 and 15 by 5 which is 75, indicating that I can have 60 cans for $69 or 60 cans for $75. 

What about comparing fractions of the remaining cans by dividing and expressing the remainders as a fraction? 
If 23 divided by 20, is 1 with 3 remaining, I can express the cost as 1 3/20. 15 divided by 12 is also 1 with 3 remaining, but remainders are expressed as 3/12. We can compare 1 3/20 to 1 3/12 and determine the larger fraction would have a higher cost. ]]> 2021-04-14 14:53:10 UTC https://padlet.com/weirrach/3q0r3m8qzzp1me9m/wish/1416793503 weirrach https://padlet.com/weirrach/3q0r3m8qzzp1me9m/wish/1416850615 Beginning with a Growth-mindset, students are encouraged to take risks and make mistakes. Moving away from a "right and wrong" mindset, we are working together to create an environment where students are able to express their thinking without fear of being "wrong".
Throughout the year, we will become more flexible in our thinking and application in math.

Promotion of Thinking:
- Students are encouraged to display their thinking using whatever medium suits them - drawings/models, writing or oral communication.

Developing and Posting Strategies:
- Students will work together to regular discuss strategies that can be applied to a variety of problems
- Through regular number talks, students have opportunities to share and compare strategies
Examples:
Comparing numbers, halving, doubling, using inverse (opposite) operations, using arrays, repeated addition, multiplication.
- As we grow, we reflect upon how some strategies may be replaced by others. For example, repeated addition can be replaced by multiplication.

Parent and Community Involvement:
- Students will be given opportunities to find real connections to math, such as out in the community or by engaging in conversations with adults about where they see math in their daily lives

Hands on Activities:
- Students are connected and engaged when there is a product, such as creating a model home, required application of measurement and angles. 

]]> 2021-04-14 15:03:35 UTC https://padlet.com/weirrach/3q0r3m8qzzp1me9m/wish/1416850615 weirrach https://padlet.com/weirrach/3q0r3m8qzzp1me9m/wish/1416913325 NRich Problem Solving Tasks:
https://nrich.maths.org/

Making Connections:
- Grocery shopping - comparing sales, counting arrays, estimating numbers of items on a shelf
- Measurement - driving in a car, determining length of destination, gas mileage, cost of trip

Number Talks:
- Ask your child a number problem, such as 18 x 5. 
- Ask them to decompose and recompose the numbers, and try different strategies each time. 
For example:
Your child may original consider decomposing 18 into 10 and 8 and then multiply both 10 and 8 by 5 and then add the products.  
Perhaps the next time, they round 18 to 20 and multiply 5 times 20 which is 100, then subtract 10 or 5 times 2 (the difference between 20 and 18) which is 90.  

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