Solving Equations - Simplified

In grade 5/6 math, students have been learning about patterning and algebra as well as the math processes of representing and connecting. We taught students to use three simple steps to solve any equation...

Step 1: Isolate the variable

Step 2:  Use opposite operations

Step 3: Do the same to both sides

To get students to the point where they are following the three steps to solving equations fluently, we started with some concrete math tools.  The algebra balance allows us to physically illustrate to students the idea of isolating the variable (Step 1),  using opposite operations (step 2), and do the same to both sides (step 3).  

The red trays represent negative numbers and the yellow represent positive.  The small canister on the right represents our variable.

Using playing cards and a plain envelope as our variable, we can represent the same question as on the algebra balance.  While using playing cards, we used red cards as negative numbers, and black cards as positive numbers.

 Mr. Richardson A.K.A. the Sagonaska Math Ninja came to help teach on Thursday!

We gradually want students to move from concrete thinking to symbolic thinking.  We start by introducing concepts with math tools like the algebra balance and playing cards (concrete models).  Then we move to algebra tiles which can be drawn (pictoral models). Finally students realize that math tools become cumbersome while trying to solve problems involving large numbers and begin to use numbers and symbols (symbolic models) to communicate their thinking and knowledge of math.

Mac uses algebra tiles as concrete model to solve his equation.

In the next few math classes, we will be helping students to start representing their thinking symbolically.  Stay tuned to see how our will become "symbolic representers" when communicating their thinking and knowledge around equations!  

The Week of December 5 - 9, 2016

This past week in 5/6 has been fantastic!

In language students started using the "I Read, I Think, Therefore" framework to answer reading response questions.  The students first looked at some examples of other student work (from the EQAO website) to create success criteria.

After students came up with some success criteria to help guide them through a reading response question, they created a top notch shared answer.

In the weeks leading to the Holiday break, we will continue to practise so that students begin to answer reading response questions independently and at the same high level.

Students have made great gains in math so far, and continue to show us their growth daily! Students started their "Math Fluency" this week. Math fluency is a way for us to get students to get better at the math processes.  The math processes we are working on first are representing and connecting.  Students are given a problem and asked to communicate their knowledge and thinking of how they solved it.  This week and next, we are putting special emphasis on representing thinking, knowledge and application then connecting representations.  So far, this activity is working very well!

We have started working on our Holiday Extravaganza!  It is a top secret project until the day of the concert. We can only tell you that it will be AWESOME! We hope to see you all on Thursday December 22 at 1:00 pm. 

Students have been working very hard.  Be sure to allow them to get some rest!

Have a fantastic weekend with your family.

Using Tools to Help Students Conceptualize Mathematics

This year Sagonaska 5/6 students have been working hard to communicate their knowledge and thinking about Math.  We have explicitly taught students how to use math tools (manipulatives) to help them represent  math concepts.

We start by explicitly teaching students how to use math tools to represent their thinking. Students were then challenged to create short math videos that highlight their understanding of the concept and exactly how they applied their knowledge and thinking.  We used technology (Google Classroom and Google Docs) to deliver the problem to the students.  Using these technologies, students were able to independently read and understand the task.

Once students know the task, they had a chance to use their personal mobile devices to create videos of themselves working through a problem.  Check out Landon and Gerrit explaining their thinking, knowledge and strategy application.

When students combine their knowledge, thinking and application of strategies with math tools and technology, great things happen.  Using a combination of tools and technology allows students to take some think time to explicitly plan their responses to math problems.  

This practice allows students to become better communicators, more reflective learners and more engaged in their learning. Students communicate their ideas very clearly while creating videos.  They realize after watching their final product, what they may be missing and go back and add it in to make their explanation more clear. By taking part in this process, students are more engaged as they view themselves as learners who are capable of producing great work.