math
This year is off to a great start since most of our students are returners and have had at least a year in the math cabin, therefore they know me and they know the routines and expectations. The returning students have been great at welcoming and helping our newer students to acclimate. There is an atmosphere of inclusion and it feels like a group in which everyone has at least one friend and where different activities attract shifting groups of students at various times. We are also lucky enough to have Leila as my constant aide and the students love her, as do I. She is kind and caring; she enjoys the curriculum and supports me in running the class smoothly.
Our regular routine is animal care on Monday mornings, great thanks to Meagan, Solh Strong’s mother, and Clover, Paz Wilson’s mother. As they finish animal care, students wash their hands and come in to class where they complete assigned activities in which they practice math facts: completing flip overs, wrap ups, playing card games, shut the box, etc. Tuesdays and Wednesdays tend to be our main lesson days, either from the Everyday Math curriculum, a Marilyn Burns style investigation, or with seasonal activities such as The Pumpkin Caper. On Wednesdays we always begin with a sharing circle in which we share compliments and appreciations as well as a reflection upon a wise saying. The circle provides a structure we can use if ever problems arise. On Thursdays we continue the lessons from Wednesday, do a mental math activity, or complete challenges or task cards. Thursdays are also a great favourite as students end the class with P.A.T., preferred activity time. Some lessons are done whole group; at other times the students are split by grade or ability.
One standout lesson from this time period has been our yearly Pumpkin Caper, in which partners choose a pumpkin, make predictions as to its weight, circumference, number of lines, number of seeds, and whether or not it will sink or float. This year, we compiled our data and discussed the minimum and maximum values, made observations as to the data, and calculated totals for each category. The following week, students made two pumpkin pies and whipped cream. We then determined how many pieces were required for our group and I drew two circles on the blackboard and we divided our circles (pies) into eights and sixteenths (for those who wished for a smaller piece) and calculated and discussed the fractions. I loved the hands on, real life, yummy lesson!
