MOVING RIGHT ALONG...

Our grade 7 and 8 students have already completed their study of central tendency (ie: calculating mean, median, and mode), and have looked at the properties of triangles (grade 7), and circles (grade 8) through investigation.

Discovering the relationship between RADIUS and AREA

Through investigation, the grade 8s looked at how calculating the SURFACE AREA of a CYLINDER is not much different than calculating that of a simple RECTANGLE!

LEGNTH = CIRCUMFERENCE (pi x d), and WIDTH = HEIGHT!

Both grade 7s and 8s have now moved on to learning how to convert units. 

FINALLY...

Our students are using spatial awareness activities to help them visualize their math as they work their way through a variety of problems. If you can see it, you can do it!

On to ALGEBRA!

Algebra is an exciting unit as I find it is so applicable to everyday life. Knowing how to put real-world problems into a math equation will help our students use what they know to find answers to their everyday problems.

One of these problems may include finding out how much the original price on a new pair of shoes on sale was:
30% off with the new price being $89.00

let x represent the original price of the shoes...

x - 0.3x = 89

Grade 7 Algebra Inquiry Posters

Figuring out our inquiry problem

On a Gallery Walk where we are looking at how others solved the problem.

Gallery Walk - critically analyzing and comparing solutions

Solving variables and sharing our solutions. 

Working on our inquiry algebra problem

Sharing our thinking during CONGRESS

Everyone Up!

Fractions are well underway!

Through our first math inquiry investigation, the students used their knowledge of problem-solving and fractions to figure out which group at the staff potluck received the larger pieces of sandwiches. If you came out to Meet-the-Teacher night, you had an opportunity to see our question firsthand, as well as the students' solutions!

Step 1 - Work through problems using manipulatives, drawing pictures, using numbers, and thinking out loud.

Step 2 - Write your findings on a chart paper, and post for other students to see.

Step 3 - Gallery Walk: Students (in their inquiry groups) walk around from poster to poster, writing thought-provoking questions or comments on sticky notes. They place these notes on the work.

Step 4- Students return to their original posters and review the comments and questions of others, sorting these into helpful, and not so helpful.

Step 5 - Congress: Students meet in a group and listen as others present their findings. Students discuss findings and extensions to the question. Students co-create fraction rules that they have come up with based on their findings. These will be used as they continue to study fractions.

Step 6- Students practise what they have learned, and compare answers with their classmates.

Fractions! Finally!

Can you believe our students were able to find the fractions which represented each spot?! Can YOU?

ANSWERS:

1) 1/8                              6) 1/16

2) 1/16                            7) 3/32

3) 3/16                            8) 1/32

4) 2/32 or 1/16                9) 1/32

5) 1/8                             10) 1/64

Ask your son/daughter how (s)he got the solutions!

(If he/she forgets, you can ask how it could be solved. What do we know for sure? Where can we start? If we have this information, how could that help us figure out the next question?)

Students held up the colour card that corresponded with their answer!

Students participated in our fractions trivia! They had 20 questions to answer about fractions to see what they remembered. We had a lot of rich math conversation as we debated between answers!

This week, we will begin our first big MATH INQUIRY on fractions!

Number Sense!

We are reviewing Number Sense - and you can never have too much sense about numbers!

This week we looked at place value, and how our knowledge of "friendly numbers" can help us with quick mental math.

What better way to study numbers than through money?!

How many ways can we make 32?

When we add two numbers, and break each one down, it becomes easier to group them together!

Each colour represents a different way students found the final answer. So many groupings and different ways of thinking!

Get Ready to Get Excited!

Welcome to MATH!

Please click HERE or go to the HOME page and click on "Letters, Forms, and More," for Volume 1 of our Math Newsletter!

The foundations in our math program lay within Inquiry-Based Learning. This type of teaching:

• allows students to find solutions to meaningful problems in a way that makes sense to the individual

• allows students to collaborate with one another

• encourages students to use what they know and apply these skills to new situations

• teaches students how to become independent learners by providing them with the skills for self-motivated investigation.

Behind the Scenes Info: Here is an excerpt from an article I wrote for DialogueOnline which explains the workings behind Inquiry-based learning. 

“Dating back to Jean Piaget’s research and major contributions to Constructivism, a learning theory based on the premise that students can learn and test their knowledge through first-hand experience interacting with their environments, many educators have grown to understand the importance of learning through play [or doing] in a child’s development. Children have a natural curiosity towards the world around them, and naturally find meaningful ways to understand it. “

Click HERE for full article

Through providing our students with well-thought-out, real-worldproblems, along with the required math fundamentals, students will find that they are pulling knowledge from all areas of life to solve these puzzles. There is no one right path to get to these answers- the right path is the one that makes sense to the individual.

Given that inquiry-based learning follows a pace that is set by the students’ progress, some areas of concentration may take longer than others. With this in mind, some of the more basic skills with be taught through a more traditional method. 

If you don't read anything else, read THIS...

It is extremely important that students approach me with questions, and that the home and school work together to ensure each student does not fall behind. Extra help can be arranged during recess, lunch, or after school on scheduled days. 

If you find you are trying to help your child with his/her Math homework and are stuck, please do not hesitate to email me, and I will return your email as soon as possible.

michelle.eisen@yrdsb.ca

Stay tuned for information on our Math program, along with projects, homework, hand outs, and interesting facts and articles based around Math!

“The essence of mathematics is not to make simple things complicated, but to make complicated things simple.” 

~S. Gudder