Category Archives: oen-ended Maths questions

When will we EVER learn?

Could it be that the apparent decline in educational standards in Literacy and Numeracy here in Australia is just a temporary aberration?

Could it that a few simple decisions — applied within just weeks — could bring about a genuine lift in student (and teacher) outcomes in these two vital curriculum areas?

And, could it be that significant improvement, not only in academic performance, but also in developing all-important positive attitudes to learning in primary schools, could come at NO additional financial cost? Just better stewardship of the funding that’s already there?

Could it be that today’s “Holy Educational Grail” — technology — is actually getting in the way of real, effective learning in real time?”

Well, the answers are “Yes, Yes, Yes and Yes”.

Improvement?

Students want it, teachers want it, Principals want it, parents want it, and the community would relish it!

So, let’s support curriculum innovation that makes the very BEST use of the skills, enthusiasm and commitment of today’s teachers, by providing them with curricula that actually allows time for the “Big C” — consolidation — to take place in the classroom.

Time to allow students to DIGEST what is being taught, to ponder it, to get a real feel for it — a “Vibe” — that will help them build on their present knowledge, and challenge them to strive to learn more! Or, as perhaps Telstra would say, to “Thrive On!”

Let’s encourage everyone to move from the known to the unknown, and by giving them the time and tools to help new learning “mature” in their minds.

Not difficult! Not expensive! Just SOUND pedagogical practice.

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Ahh! March, 2017. And our thoughts turn to . . . (a) Autumn (b) Naplan (c) Easter (d) All the above.

Well, probably (b) is the one front of mind at the moment. But SHOULD IT BE?

Pressures abound on teachers — from co-ordinators, from the administration, from the curriculum gurus, from parents, from the community.

All wanting the best for students. And the best for the school.

Teachers need help. And support. And inspiration. And mentoring.

And — time to think, time to relax and enjoy their careers, their hopes, their families, their hobbies.

So . . . as the psychologists would probably say — “Give yourself a break!”

Go on, spoil yourself a little this week — and EVERY week.

You DESERVE it!

http://www.EdShop.net.au

A teacher’s thoughts turn to . . .

Yes! This is the last week of the summer holidays. Enjoy!

But, at the back of every teacher’s mind is the approaching return to school for the new 2017 school year.

And, for primary teachers across Australia, we have just the thing to make those first few Maths lessons just that little bit easier to tackle.

And it costs NOTHING!

Just visit EdShop.net.au to request your FREE Maths worded worksheets for that all-important first week’s Maths lessons. They’re Aussie, fun to use, packed with current-affairs  interest for the students, and make ideal Homework Sheets as well.

Go on! Give them a go! That’s http://www.Edshop.net.au

 

 

Try these with your Year 3/4 class . . .

Hey! Try these with your next Year 3/4 Maths lesson. FUN Maths questions that actually MEAN something!

Q1.: Many “Pokemon Go” people were really upset when a Pokemon upgrade wiped out their 3-week scores. How many days’ records were lost for each player?

Q2.: The new Harry Potter book sold out within just a few minutes at a huge department store, and Mike got very angry. They had advertised the book at $15, reduced from $45. How much EXTRA did Mike have to pay later to buy the book at full price?

Q3. The Australian Census takes place on Tuesday night, August 9th. If there are 3 people who need to complete the form, and each person takes 28 minutes to fill in their section, how long does it take for the entire form to be completed?

Many more where these came from!

These questions were taken from this week’s FUN Maths Worksheets. For FREE 3-week trial for Years 3/4 or Years 5/6 visit www.EdShop.net.au Delivered tonight! Become your school’s MATHS HERO!

 

Do all Maths problems need a single answer?

The answer, it seems, is “NO!”

In this brave new world of Maths education at primary (and secondary) levels, there’s an increasing emphasis on open-ended maths questions.

Questions that encourage mathematical thinking.

Questions that stimulate interest in things mathematical, without actually having a single solution.

Well, maybe not a SINGLE solution, but possibly MANY solutions.

With each solution demanding a considered approach: —02-can-do-this “How did you do this? Why did you do it that way? Does your answer make sense? Is there a better way to solve the problem?” And so on.

As usual, though, we need to be asking the question, “Does this approach suit ALL students? Or most of them? Or some of them? Or just a few of them?”

And another question. Is it reasonable to expect teachers to be personally equipped to handle the possibly multiple attempts, by multiple students, who may very well get multiple answers to the question being considered?

Teaching is a fantastic career, and with committed, highly-skilled teachers giving of themselves to those children in their charge, the demands are high.

Given the pressures on teachers, is the “open-ended question” approach a step too far, demanding as it does an enormous, some would say unreasonable, commitment of time and dedication to answer open-ended questions that, in many cases, demand quite sophisticated, considered solutions?

An example of an open-ended question for primary students:
“The perimeter of a rectangular swimming pool is 80 metres. What might the length and width of that swimming pool be?”

For OUR SOLUTION to this particular dilemma, feel free to visit our website at http://www.EdShop.net.au — and enjoy the multiple benefits of our particularly unique approach to Maths support for primary (and lower secondary) teachers.