Add new pages under this theme here:

This can’t be math… I like it! (Rick Wunderlich)

Skip to content
# Category: Math

## Mathematics

## This Can’t Be Math… I Like It

## Ann-Marie Hunter Math Resources

## Quick math blacklines for math

## Web resources (eg.worksheet generators)

## Math Resources

**Link to Ann-Marie Hunter’s Math Resource Page**

**Supporting Resources: Math Financial Literacy Mini-Projects, by Melissa Salter**

**Mini projects dec per frac.docx**

##### Mathematical Thinking by Carole Saundry-Fullerton (Math Resources for all grades)

## Physical Activity- Using Pedometers

## Primary

## First Week of School

**The 33pg. First Week of School booklet is revised to match the video. It is free with Ray’s compliments.**

The First Week of School-9-17.pdf (Sept 2017)
###### Now you can watch the Start UP! Your Class workshop online for 3 months for $1. Here is a sample: Tuesday: Making a Good First Impression

Early Career Resources for Grade 4-7 Teachers in BC

Sarah McAllister & Melissa McNenly

PITA Conference – Oct. 24, 2008

**This Can’t be Math…I Like It!
a.k.a. Teaching Math Affectively – Presented by: Rick Wunderlich **

- Remember to think about what’s happening in students’ heads – it is likely not the same as yours
__ALL students can learn math__- As a teacher, it is your responsibility to believe in ALL students

- Learning = risk taking
- Steps to Creating a Positive Attitude in Learning:
- Create in the students’ mind the importance of the learning – they will only learn to value learning once they trust you. Believe in them.
- Give students meaningful opportunities to personalize the learning – they can then begin to take ownership of their learning.
- Allow students multiple scenarios to show their learning – many methods to answer, (ex. interviews)

- There are more ways of testing a student than just with a test
- Ensure that students know that it is okay to make mistakes and to be wrong.
- The students that you are teaching are those that will change the world.
- Often, a mathematician is not a good math teacher. They cannot explain how to get an answer in different ways.
- Take your students from where they are, to the highest place you can.
- Link math to global issues – make it meaningful to your students, (ex. climate change, poverty, hunger, disease)
- Example of an Activities/Games:
- Ask students what their favorite meal is – they can then create their own restaurant from scratch. This includes mapping out the area, the prices, the menus, purchasing product, etc. Use a space they know, such as the class room.
- Yahtzee!
- Crib
- Monopoly
- Tally the amount of hours spent on electronics

- Good ‘lines’ to use with students:
- “Something tells me you’re good at this..”
- “You have to bear with me, you may not like this but..”
- “You’re allowed to be wrong..”
- “How would you begin..”
- “Don’t cheat – I can’t help you then”

- Using games for teaching math is very powerful as is working in groups. Students come to believe that they can do math, that math is important, and that math is all around them.
- Assessment:
- Assess less, mark better
- self-assess
- conversations
- tests

- Student’s do NOT mark another student’s work
- Collect work, photocopy it, have students mark it

- Assess less, mark better
- For Friday’s math class, do something fun!

The above notes were created by: Melissa McNenly – UBCO Student Teacher (mmcnenly@shaw.ca)

Edited by: Shannon Truesdell – UBCO Student Teacher (shantrues @hotmail.com)

Building Math Confidence to Foster Success:

Workshop resources:

One of the difficulties that many students experience, a piece that is detrimental to developing Math confidence, is being unsure of how to read numbers and how to identify the value of specific digits in numbers. The resources below can help to address this basic understanding of number values.

Place value and numeration resources:What’s Your Numberis a class activity that builds opportunities to creatively talk about Math, using Math Vocabulary, examining the relationships between numbers.

## VISUALIZING NumberS and comparing their placement on the number line:

Use these number lines to give a visual representation for numbers. You can make a classroom master number line (perhaps enlarged), with each column cut out and pasted above the previous column and point out to students that the vertical number line actually continues endlessly up and endlessly down – a good introduction to the term ‘infinity’.

It’s important to explain that the page of vertical numbers represents how we can visualize numbers increasing up and decreasing down. Also clarify that the vertical number line is in sections, each to right of the previous one, just to fit them all on one page.

The number lines can be used to help students ‘see’ relationships between numbers, allowing them to better understand and express inequalities.

Example: It is clear that 65 > 29 (since it is higher up on the number line). Students’ natural sense of higher being bigger is stronger than the idea of numbers to the right are larger (as is used on a horizontal number line). As well, the number lines can be used as an aid in rounding numbers, to the nearest 10, or the nearest 100 – they can actually see which 10 or 100 is closest to the number. As in, 38 ~ 40 (it is closer to 40 than it is to 30).

The same comparison and rounding skills with decimals can be made more clear using the Decimal Vertical Number Lines page.

## Factors and Multiples Resources:

Building number knowledge is one of the most important aspects of Math literacy. Recognition of how each number is made up of other numbers can reduce anxiety about large numbers and leads to greater confidence with mathematical calculations.

Understanding the relationship between factors and multiples of numbers is a skill that transfers well into Algebra skills.

Helping Students with Timestables Knowledge.doc

Divisibility Rules.docFactors and Multiples theory and Prime Factorization

Using factoring to demystify numbers – strategies for teaching

Fantastic Factors Page 1.doc

Fantastic Factors Page 1 Key.doc

Fantastic Factors Page 2.doc

## ACTIVITIES WITH FRACTIONS AND DECIMALS:

Double double Digit with Decimals Grade 5.doc

Excellent Equivalents Cards.doc

## Measurement & Geometry Resources:

2016 StartUP Measurement & Geometry HANDOUT

Buzz Words for Measurement & Geometry

Understanding Perimeter, Area and Volume

Types of Triangles and Polygon names

Labelling figures and Classifying Quadrilaterals

Geometric Solids

Nets for Geometric Solids, cube & rectangular solid

Quadrilateral Personalities

Quadrilateral Personalities Answers

Tessellation Examples.doc

Protractor use.doc

Transformations.doc

Find additional Geometry pages on www.Math-Aids.comGeometry & Measurement Workshop GAMES

Metric Conversions:

Metric Conversion with a Visual Tool

Metric Conversions Game:

Game Rules: Collaborative Conversions Game Rules.doc

Game Sheet: Collaborative Conversions Game Sheet.doc

Game Coordinates: Collaborative Conversions Game Coordinates.doc

Game Numbers: Collaborative Conversions Game Numbers.doc

## Graphing/Statistics Activity:

## Hundreds Charts:

This chart is used as any Hundreds Chart, with the difference being that it is devised with numbers increasing upwards, rather than downwards.

## Mastering the Basics Program (created by trevor calkins):

These pages accompany the Mastering the Basics program as outlined on www.poweroften.ca It is a program that offers an individualized plan for each student, and builds their confidence with acquisition of their basic skills. All needed materials can be found on the Power of Ten website, including Basic Facts sheets that students can use to identify which facts they still need to learn.

Reasons for using BSTs

Guidelines for using the Mastery of the Basics Program

BST – Report on Basic Skills Tests record sheet Grade 6

## Mental Math:

Math Confidence grows when students have acquired knowledge of Math facts in addition, subtraction, multiplication, and division. Knowing timestables (multiples of numbers) is an integral part of many Math skills.

Students who have quick recall of timestables are empowered to take part in Math and confident about their abilities; they do not need to use calculators for simple calculations, and can much more easily reduce fractions and simplify algebraic equations.

The following chart visually reduces the important multiplication facts to half as many facts as is usually presented – as each fact is presented only once, instead of twice. There is no need to memorize

3 X 4as well as 4 X 3!These tables can be used to engage students in identifying which questions they still need to work on, as well as offering encouragement to them when they’ve improved their timestables knowledge. Using

to test themselves is also a successful activity. (Look online for samples of triangular flash cards for Addition/Subtraction, as well)Triangular Flash CardsHelping Students with Timestables Knowledge.doc

Timestables Blank Spaced.doc

Timestables with Answers.docSAMPLE Triangular Flash Cards Multiplication

BLANK Triangle Flash Cards Multiplication

Use these

I Have – Who Hascards to practise mental math. One card is given to each student. Begin with one student reading their card, and others look to see if their own card holds the solution to the question. They then read out their card, and so on.It is recommended that you clarify the value of students helping each other. If no one volunteers their card with the answer, take the time to show how the answer to a question can be identified, talking through the process with the entire class and asking for ideas for solving.

(TIP: One way to ensure that you get back the entire set of cards, is to collect the cards from each student immediately after they have been read.)

Included on the page is a blank page to be used for new questions that the teacher (or interested students) can devise.

## Slam Dunk Math Games:

Rock, Paper, Number

Cross Out, Salute

Fraction Kit GamesExcellent Equivalents Games

Excellent Equivalents Code Sheet

Excellent Equivalents Cards.

Excellent Equivalents Updated ExtrasFour in a Row Game.

Target Add and Subtract

Digit Decide

Coordinate TicTacToe

Word Question ActivitIES: (Simple directions and vocabulary)Teaching specific vocabulary that is associated with Word Questions helps students to approach solving them with more confidence.

Word Question Strategies.doc

Word Question Strategies-french.docWord Question Vocabulary

Word Question Vocabulary-fr.doc

Place Mat Activity.doc

## Miscellaneous:

The Appointment Clock can be used to pair up students for varied activities.

Appointment Clock Use Description

Appointment clockAn explanation of how to describe positive and negative numbers (Integers) to students:

These are instructional pages of simple Sudoku, helpful for teaching how Sudoku is played:

StartUPMath2010-Sudoku Page 1.doc

StartUPMath2010-Sudoku Page 2.doc

StartUPMath2010-Sudoku Page 3.doc

StartUPMath2010-Sudoku Page 4.docThis method of recognizing the meaning of double digit multiplication can help students who have difficulty with completing multiplication with carrying and borrowing:

Practise Multiplying by Powers of TenUsing Powers of Ten to Understand the Multiplication Algorithm

Mental Math Tricks (including Memory Wizard)Students can be shown the first few lines of the Math Patterns, and then challenged to insert (and verify) the following lines. Cool Math Patterns

PICO, FERMI, BAGELS is an amazing game that builds reasoning skills: PICO, FERMI, BAGELS

Mobile Math shows how students can make mobiles in the classroom to demonstrate their understanding of factors of numbers:

“>

Use this page for math blacklines masters- be sure to describe the usage.

**Algebra Tiles**

Our school solved the problem by making a consumable….buying double

sided-two different coloured “poster paper” sheets and cutting them

up…photocopying a algebra tile template onto them. Assign negative to

one colour and positive to the other……We give the kids a sheet and

scissors….takes a few min to cut up….. sandwich baggies for storage.

( I keep the extra “ones” and use for game tiles and other counting chores)

Algebra Tiles.doc

Algebra Tile Pattern1.doc

Type in the content of your page here.

Worksheet generators: (please list those you have used in your class)

List by stream and grade if possible & remove if you find the link is dead- If you have a comment please do so.

Time: Clock face

Comment- simple clean easy

Grade 4, 5, 6, and 7 Vancouver Island Math Diagnostic Assessment tests

If you just print them the eat a lot of paper, so I’m trying to group the questions and use them as pre-tests when I begin a chapter.

They are helpful for me. I’ll post them as I do them when I get time. Ray.

End of Grade 3 – Beginning of Grade 4 WNCP.pdf

End of Grade 4 – Beginning of Grade 5 WNCP.pdf

End of Grade 5 – Beginning of Grade 6 WNCP.pdf

End of Grade 6 – Beginning of Grade 7 WNCP.pdf

Link to Carole Saundry-Fullerton’s page:

Another great resource for helping students who are having specific problems is Karismath by Shad Moarif:

http://www.karismath.com/home/

PITA Fall Conference 08 Workshop Notes:

This Can’t be Math…I Like It! a.k.a. Teaching Math Effectively

Sarah McAllister & Melissa McNenly

Using Pedometers for Daily Activity, PE, Science and Math!

As part of the Science curriculum Life Sciences and the Human Body, my class

has been studying the structure and function of the circulatory system. One

of the resources I used was the Heart & Stroke Association’s “Heart Smart

Kids” binder. When we reached the section, Active Living, I thought the use

of pedometers would be a great hands on activity. They have loved it.

For one week the students have been monitoring the number of steps they have

taken each day and have recorded the information. The goal has been to

achieve 10,000 steps each day. The students’ response has been great. Each

morning as I let them into the classroom, they are eager to tell me how many

steps they walked the day before. The highest so far as been almost 20,000!

Throughout the day you will see the students checking their pedometer,

especially after recess and lunch. Students want to go for walks as part of

the DPA and are taking the long route home to increase their step count.

While waiting in line to change classes many of the students are walking on

the spot.

With the data I intend to teach averaging and graphing. We will learn how

to make a graph and also how to interpret the information (for example one

day the count of most students was down). Each student will graph their own

information and we will complete a class graph.

We will also be doing some reflective writing on the experience.

We have also discussed ways they can increase their level of fitness by

walking and what they can do to increase their walking. By being aware of

the numbers provided by the pedometers, it gives the students an observable

measure.

I am glad that we have used the pedometers, There are many potential

benefits to having our school purchase a class set to be used by students.

I hope you find this information useful.

Thanks to Pat from Burnaby for the use of this report, and Art who alerted us about it.

Primary Home Page:

We offered our first primary workshop in August 2015, and hope to grow our resources for primary.

Help us build this page and link to your favourite resource pages.

Use this page as a ‘Table of Contents’**Metro North and South Start UP! Series.**

For now, go to the startupyourclass Primary Discussion group to see power points etc. We will transfer them here later.

We offered our first primary workshop in August 2015, and hope to grow our resources for primary.

Help us build this page and link to your favourite resource pages.

Use this page as a ‘Table of Contents’

For now, go to the startupyourclass Primary Discussion group to see power points etc. We will transfer them here later.

Start UP! Series 2015: Primary – led by Fiona Morrison

Workshop leader Fiona Morrison strongly recommended www.strongnations.com , for some great literacy resources for K/1-

Day 1

CREATING A COMMUNITY OF LEARNING AND CARE FOR K-3 TEACHERS

With Tamara Sengotta

Day 2

Supporting Social and Emotional Learning within Classrooms (AM Session)

With Harpreet Esmail and Shannon Bain

Start up literacy presentation19SeptPM.pptx

Sept 19 K-3 AMPresentation.pptx

Day 3

Series15K-3Day3Learning_Through_Play_surrey 1.pptx

Series15K-3Day3AMPlay Log.doc

Series15K-3Day3Math Games and Invitations.pptx

Series15K-3Math Log.doc

The First Week of School-9-17.pdf (Sept 2017)

‘The **First Week of School**‘ booklet by Ray Myrtle is the basis for the **‘Start UP! Your Class Successfully’** workshop & video. At one time this Booklet was available through BCTF locals.

There is also an intro activity on YouTube – google raymyrtle YouTube.

**Find out about workshops, videos and other info at www.startupyourclass.ca**

**Here are the backline masters you need to use the activities with your own class**:

Lets Get Acquainted Blackline #1.docGraph The Class-Prediction Blackline#2.docclass list template.docGraph The Class Blackline#3.docDraw and Predit Draft Revison.docSeating Plan Blackline#13.docAbstract Design Blackline#11.docClass list Number #8.docStart UP! Your Class Overview 2014.doc

1-100.pdf

**Here is the French version of some blackline masters-contributed by Vincent. (immersion teachers- take one share one!)**:

Lets Get Acquainted Blackline #1-fr.docxGraph The Class-Prediction Blackline#2 – fr.docx

Graph The Class Blackline#3 – fr.docxDraw and Predit Draft Revison – fr.docx

**Revised math assessments** from the Vancouver Island Net (a group of math consultants and teachers from Vancouver Island).

Note: This has not been updated for the new revised curriculum:

If you can’t attend the Start UP! Series:

You can use the number skills page in the assessments below. It’s a quick assessment of those skills expected at the grade listed: eg. beginning of Grade 4. There is a key at the end, and you can have a student mark them. Keep them on file so you be able to see evidence of progress during the year.

End of Grade 3 – Beginning of Grade 4 WNCP.pdfEnd of Grade 4 – Beginning of Grade 5 WNCP.pdfEnd of Grade 5 – Beginning of Grade 6 WNCP.pdfEnd of Grade 6 – Beginning of Grade 7 WNCP.pdf

**Ann-Marie and I suggest you use the Math Basics.** The Math Basics program is available from Trevor Calkins at www.poweroften.ca you can get a CD with each grade. It is a complete program that builds math confidence while reviewing concepts. I used it for about 15-20 min at the start of each math class right after lunch.

Ray.

Link to the Math Home page for a lot more info on the Math Basics program (from Ann-Marie Hunter).

Link to Planning the Year Page (Yearly Planning etc).

**PE Game- Eco Tag:**

PE Lesson– Eco Tag.doc