Using Dominoes and Play Sand to Simulate Tiling

When posing a mathematics question, deep learning can occur if students have manipulatives that model the problem closely. One problem that can be modeled is: Janice installs subway tile backsplashes in kitchens. For a typical job, she needs one container of grout and seven tiles for every linear metre of backsplash. Subway tiles are fairly expensive and can break easily in the classroom. Grout is also very messy and may […]

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Implementing a 3-Part Math Lesson

Dr. Marian Small outlines the strategy behind a 3-part math lesson in this video: Type of Problem Required Open-ended questions with multiple entry points are the most effective for inspiring a variety of answers and methods of obtaining these answers in a classroom. For example, a closed task would be: I went to the store and purchased a $5 item with a $10 bill. What is my change? An open […]

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Fork in the Road: Intermediate to Senior Mathematics

When students transition from grade  10 to 11, they have opportunities to specialize in what they would like to study. This transition may be difficult for students who are not used to having much choice in the courses they select. In order for students to successfully transition from the fairly regimented intermediate grades to the more flexible senior grades, they will need guidance. Teachers, parents and students need to be […]

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Coaching Students for EQAO

Before I became a teacher, I was an alpine ski racing coach. The way we would prepare athletes for competition would typically comprise of the following cycle: Activation (warm-ups) Drills (increasing flexibility/mobility, then strength, then stamina) Consolidation (practice) Performance (simulate a race) Cool-Down (stretch, relax, recover) Athletes start from a resting state and gradually increase intensity. Then, they would “cool down” to relax. I view teaching any skill, including test […]

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