Category Archives: Uncategorized

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

Your MATHS lesson “silver bullet”? Maybe not, but pretty close!

One way to build a POSITIVE vibe in your Maths lessons, and it only costs $4. Try it out! Literally THOUSANDS of primary students around Australia are benefiting each and every week using this tremendous resource.

Practical Maths Leadership materials in primary schools are hard to come by.

And INNOVATIVE, CREATIVE Maths materials are even harder to find.

BUT . . . they exist, they’re written freshly each week, and they’ll add a real, GENUINE SPARK to the way in which the children in your class think about Maths, right now and into the future.

Give them a go! Just $4 and you’ll IMMEDIATELY receive this week’s Maths Pack via email.

Visit http://www.EdShop.net.au/math-worksheet-for-teachers/

Just $4 to discover “Maths Gold”!

That’s http://www.EdShop.net.au/math-worksheet-for-teachers/

 

 

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.


 

 

 

 

 

 

Easter and Maths Questions — Perfect!

Primary teachers are Geniuses — or is that “Genii”?

They are able to take the traditional view of Easter — church attendance, hot cross buns, Easter Eggs, holidays — as an ideal structure in which to invent heaps of maths questions that have a natural interest — a natural intrigue — to the students in their care.

And that’s what WE do, here at The Education Shop.

Make maths meaningful! (Just dig that alliteration!)

But if teachers would like a shortcut, they might like to check out our 3-week freebie trial worksheet offer. Just go to http://www.EdShop.net.au and enjoy, enjoy, enjoy.

Go on! Do yourself a favour! That’s http://www.EdShop.net.au

 

 

Teachers — the oldest trick in the book!

Back in the “olden days”, the Teachers’ Union used to give some sage advice to teachers just starting a new year in the classroom.

The advice was especially pertinent to teachers of Infant classes, but in reality applies to all primary school teachers everywhere.

And the advice is simple . . .

When a child gets home at the end of that first school day, the first question a parent will ask is, “What did you learn today?”

So . . .

EVERY TEACHER should ensure that the first day at school includes a song, a poem, a joke, a limerick, a simple maths fact — ANYTHING that will PROVE to a loving parent that school is a great place of learning.

And if you happen to be a bit short of ideas, then go to our website at http://www.Edshop.net.au and request our FREE 3-week maths worksheet trial, which we’ll deliver pronto to you via email.

Remember, first impressions are crucial! Make them GREAT impressions.

Have a GREAT first day at school this year — 2016!

Primary Teacher Week 1 Maths Success!

EVERY primary teacher wants a first week success with his / her class.

No doubt about it!

So, for a FUN — but worthwhile — foray into Maths for teachers of Years 3, 4, 5 and 6, you can do no better than to go to the Aussie Ninja of WORD PROBLEM maths fun worksheets.

Totally free for 3 weeks. And worth EVERY CENT of it!

3 levels: Middle-primary, Upper-primary, Extension

Students love them! Teachers love them! Parents love them!

They’re GREAT for use as ready-made HOMEWORK SHEETS. They come with ANSWERS, which adds to their practicability and ease of use, from the teacher’s perspective.

And there’s nothing to pay. Give them a go. Right now!

Didn’t someone say, “The best things in life are FREE?” Well, for 3 weeks these are free, anyway!

The 3-week FREEBIE is available at http://www.EdShop.net.au and it’s absolutely true that there are NO STRINGS ATTACHED!

After the 3 weeks, you and your teaching colleagues can consider the TRUE value of these worksheets. And take the appropriate action. Or not!

All we can do is offer the freebie of an excellent, fun, Aussie, worthwhile Maths product.

Don’t ponder it! JUST DO IT!!

 

Which is right? “BOMDAS” or “BODMAS”

Well, who would have thought?

There I was, asking a simple Maths question to challenge the Facebook masses.

And challenge the masses I did, judging from the kazillions of responses.

“What’s the question?” you ask.

Here ’tis . . .

6÷2(1+2)=?????????
ANSWER IT!

Is the answer 9, or is it 1?

There are strong feelings on both sides. Where do YOU stand on this important issue?

BUT, importantly, if there is some confusion in the teaching ranks (and others, too!) about such a seemingly straight-forward question as this, WHAT HOPE HAVE OUR STUDENTS OF GETTING IT RIGHT?

Now, I’m prepared to enter a discussion in favour of either answer. But the truth is, I’m quite certain that I KNOW the correct answer, whereas many others are — well — just a little less certain.

My main point, however, is that a curriculum that creates uncertainty about such a fundamental thing as BOMDAS or BODMAS (or BEDMAS, as some would have it!) is a curriculum that needs to be fixed. And NOT by the very maths geniuses that created the uncertainty. Rather, by those of us who want our kids to enjoy maths, to be fascinated by maths, to LOVE solving that equation, to actually ENJOY vulgar fractions.

Oh, by the way . . . what IS your answer to the question?????

 

The “B” word in teaching primary Maths

So . . .

Alexander, the year 12 student from a Melbourne school, came 4th in the TOUGHEST maths exam in the world!

Congrats, Alexander! A FANTASTIC effort.

And what did he have to say about the way maths is taught in schools in Australia?

BORING! The “B” word!

” . . . boring, to be frank!” he said.

Wow! Let’s make a note of that comment, from the 18-year-old who came 4th in the world. Yes, the whole world.

Surely that tells we teachers — primary and secondary — something about the way in which we approach teaching this vital subject.

In an age in which stuff seems to happen at an ever-increasing rate of knots, we need to be not simply teaching the skills and process of maths.

We need to be nurturing POSITIVE ATTITUDES towards this curriculum area that occupies so much of our teaching time each week.Robin Pic

We need to ensure that each student sitting before us feels to some extent successful — even to the slightest extent — so that they will be ENCOURAGED to tackle a slightly-more-difficult maths problem next time.

We need to add a touch of FUN to our maths sessions.

It ain’t hard. But we MUST do it!

For the sake of the children entrusted to our teaching.

If you need a start, visit our website at http://www.EdShop.net.au to get a few freebies that will give you a feel for fun in maths.

Go on! Try it! Your class — and your teaching colleagues — will be incredibly grateful to you!

And can you share with us some other fun maths resources that you’ve found truly useful, and FUN!

Just mention them in the “Comments” panel at the bottom of this blog.

Let’s help each other here!

Teach Fractions This Way!

Sometimes, the teaching of fractions isn’t easy!

Some children just DON’T get it!

What many of them need is to learn virtually by rote learning. Yes, I hear what you say! Rote learning went out with the ark, you say! Well, maybe it shouldn’t have!

Because SOME children — and I mean just SOME — need heaps of revision in each level of fraction manipulation — addition, subtraction, multiplication, division, and fractions as operators.

And if they don’t get enough practice, then they don’t reach any sort of mastery of this important topic.

Enter our solution.

We are about to release our “Single Skill Fraction Worksheets” for students struggling with this topic at the upper primary level.

These sheets are EXACTLY what they say they are. For example, in addition of fractions, one of these worksheets contains EXACTLY 80 fraction problems, each of which is a subtraction of fractions with same denominators. The student doesn’t need to do all 80 of these fraction sums — only enough to feel confident in his/her understanding of the process. Then, and only then, should they go on to the next sheet, which will introduce them to addition of fractions with different (but quite simple!) denominators. And this worksheet is typical of the rest of the worksheets in the pack. Each worksheet contains just one particular skill being taught, 80 times over. Sufficient practice for almost any student!

A teaching process that follows that old guideline for teachers: “Move from the known to the unknown”!

Nothing new here, just a solid teaching process that leads to mastery of fractions.

Our Fraction Single-Skill Pack is going to be released in August.

But if you’d like a couple of samples RIGHT NOW, free of cost, simply email your request to info@EdShop.net.au and we’ll get them off to you straight away.

Why struggle with the teaching of fractions, when a great resource like this is will be readily available?