Addition and Subtraction Unit (Grade 6)

An addition and subtraction unit for grade 6 has been added under the Numeration tab. It’s the first year I have gone through it, so I’m sure it has room to grow 🙂

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Representing Numbers Unit (Grade 6)

Another unit has been added under the Numeration tab.  As always, use, change, adapt, using your professional judgement 🙂

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Evaluation Updates

The tests I have used over the years have evolved, and so I thought I would upload a few of the more current tests I am using. I find I have simplified things somewhat. There are no answer sheets, but feel free to try them out, or change them as you like (if they are helpful) 🙂

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Patterning Unit – Grade 6

The beginnings of a Patterning Unit (Grade 6) has been added under the “Patterning and Algebra” tab.

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Ted Talks

I think this video really speaks to the pedagogy of the “Bansho” math, or 3 part math lessons, that are explored on this blog 🙂

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Choose Your Own Adventure story

So this has a little to do with math, and a lot to do with having fun in the class. We put together Choose Your Own Adventure story on google slides. It turned out really great, and it’s been really fun seeing classes try it out. Now if I could turn it into some sort of math escape room, that would be cool. Anyhow, check it out.

Click here

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A fun math question!

Proportional Reasoning at it’s finest…

In case you are curious as to how it was done 🙂



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math sites

If you haven’t tried this site, you should take a look!

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OK, it’s not math, but it was a lot of fun.  It’s our class’ film adaptation of a story from Louis Sachar’s Sideways Stories from Wayside School.

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Interesting question

I received and interesting question on the site.  I was wondering if anyone else had any thoughts.

The question was:

One thing I have always struggled with is how to best provide support for anyone that is helping my students outside of school. Whether it be after school program tutors, parents or older siblings I find it a challenge to set them up for success and sell them on this “new” approach to math. It seems the further a student is behind the higher the likelihood that tutors resort to kill and drill and fall back on the “how” instead of the “why” of math.  In short, how to better support the supporters.

I responded with this, but I was wondering what experiences others have, or what you do:

I have run into the same problems. Not only with the outside support, but my support teachers have trouble figuring out how to support the class. Personally, the more adults I have in the class, the better. The students don’t always need their “hands held” so to speak. The goal is not that they can do ALL the strategies (that’s what I want from the stronger students), it’s that they find a strategy that works for them. So often my support teachers are spending time observing, to see what “clicks” with those students and what does not. Then we focus on the strategy that works. At that point I can give the outside support the help they need because I can focus on something I know the student “gets”. However the reality is that often the outside help falls back to drill and kill, focusing on doing, not understanding.

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