Workplace math courses

Workplace Math Courses:

Today in class, we talked about the grade 11 and 12 workplace math courses. I had the pleasure of doing my leading activity presentation and I was very happy to do it for these courses. It allowed me to read the curriculum more closely, and I learned that I would love to teach these courses. It is a course which finally teaches the students how to do very needed activities, such a taxes, measuring things, and how mortgages and other essential parts of life work. Essentially, all the things I wish I learned in high school, but am just now facing without any knowledge. Luckily, my mom is able to teach me all of these things as I face them, but I know not everyone will have that same advantage, so learning them in school is perfect. To me, this is what all students should have to learn before graduating.

For my activity, I had students measuring different household objects, in both the imperial and metric system. I think this is a very important skill to have, as many careers use both. For example, the carpentry business still uses the imperial system, but some bigger companies are forced to write plans and such in the metric system. Or, some plumbing companies use the metric system, but need convert to the imperial system to order materials from the states. As well, I have witnessed many people in my family who cannot convert mL to ounces and vice versa. This is not good, as many recipes use one or the other.

I also think this lesson would be useful, as it allows students the opportunity to practice measuring things. Unless you grew up in a household where this was a common thing (I live in a carpenters house), then even using a measuring tape can be a foreign activity, where the lines are gibberish to you.

All in all, I would love to one day teach the grade 11 and 12 workplace math courses!
What are your thoughts?
Should these courses be mandatory for all students?
Do you have any really cool activities or ideas for these courses?
Let me know,
Miss Sydor

Technology in the Classroom

Technology in the Classroom:

Today we talked again about both the pros and cons of technology in the classroom. Sure there is a lot of pros: students are already addicted to their phones, so why not utilize that. There's a wealth of apps and games to get them engaged, that make learning fun. It allows them to have access to so much information at the push of a button, and can give them another perspective if they just aren't understanding what you're saying. BUT, what about the negatives to this: They can find solutions without doing the work, they can take advantage of phone or computer time to just chat with friends, and they don't have to compute things by hand, when they can just put it into graphing calculators and other similar apps. The newest concern, is photomath. This app allows you to take a picture of a problem, whether handwritten or typed, and it not only gives you the final solution, but also the step-by-step process. This can be both a good and a bad thing. To me, its a great idea. If students are doing homework and they can't seem to get on the right path, this allows them instant access to a starting point, rather than having to wait till the next day to ask you, the teacher. However, it also allows lazier students to just copy the answers and move on, without actually doing the work. To most people, this is a negative, to me, its not all bad. Sure they aren't really using much brain power, but realistically, these are probably some of the same students who normally just wouldn't do the homework. Although they are just copying answers, at least they are getting exposure to the questions, and going through the routine of the step-by-step process. I find I remember a lot more when I write things and don't just look at them. These students are now writing the process rather than just looking at it when it gets taken up in class. To me, this is at least a little better.

Photomath app, gives full solutions

However, then there becomes the question of technology during tests and assignments. Since we are now living in the age of technology, should we allow students to use it as a resource. As Lisa mentioned in class, people once freaked out about students using calculators to find the roots of numbers. However, I believe it would now be rare to find people who can do it by hand, and it is commonly done with a calculator, even on tests and assignments. Perhaps this is the beginning of new age math, and technology will one day be expected for assignments, as we advance. To me, I believe there is a time and place for technology during tests and assignments. I think students should learn basic, in their head, math. I also think, once those skills are learned, why not use technology to speed up this process so that you can learn more in depth knowledge, and expand on these skills without doing everything by hand, every time. To do this, I believe I would not allow students technology for certain parts of tests and quizzes, but once those were handed in, why not allow them to use the resources they now easily have at their fingertips?

Whats your thoughts on technology in classrooms? Not only for learning, but for showing their knowledge on tests and assignments? I'd love to hear from you!

That's all for today,
Miss Sydor

Hands on Activities for Grade 11 College Math

Today we explored the grade 11 college math course. We looked at some statistics, and I found it very interesting that so many people take this course, which I did not realize. In the DSBN, 29% of students actually take this course in grade 11. It allows you to continue in college math, and eventually go to college, which is many students preferred path after high school.

The first activity we looked at, had to do with finding the mean, mode, and median. It had students use their 7 cards (from a regular deck of playing cards, from ace to 10), to first find the mean. This meant the students had to add up the 7 cards, and then divide by 7. This number was then recorded, and it was a game to see who got the highest mean of 3 turns. I really liked this game idea as it allowed students to have physical cards to add up. It allows them to practice adding easy numbers together, and sort them so they are less likely to miss a number. It also adds a competitive element, which always seems to get students excited, and can be adapted easily for mode and median as well. According to our teacher, some students have never seen a deck of cards before. I found this absolutely shocking as I grew up playing endless amounts of cards, as did most of my peers. However, then I thought about it, and children now grow up with ipads and so much technology, as well as in so many different cultures, that it doesn't really surprise me. I think this makes it that much more important to add aspects of cards throughout math class, so that when you really want to use them for lessons such as those on probability, the students are more used to them.

The second activity we did, was to create a box that could hold three chocolates, while leaving the least amount of wiggle room, and using the least surface area of materials. I absolutely loved this activity, and would love to use it in my classroom. It forces students to plan and initiate their ideas, and allows them time to explore options using a hands-on approach. Since there isn't always a lot of hands-on activities in math, this is one I would love to utilize. As well, I think this is a great lesson, as it shows students real life questions they may need to answer if they go into certain jobs. A lot of food packaging companies face problems like these, and answers are obtained through collaboration, which is what is occurring here. It also allows students to work in groups, and forces them to come to a group consensus on what they want to build. As well, once everyone is finished, groups could present their design and say why they chose it. I really like this idea as it allows students to see there is not always just one right answer, but instead, many different options, some of which may have never even crossed their minds. Below, is an image of the design our group created. 

What do you think of the two ideas above? Could you see yourself using them if you were teaching the grade 11 college math course? Do you have any other hands-on activities for this course? Let me know your thoughts!

That's all for today,
Miss Sydor

Hands On Activites for grade 11

Hands on Activities for grade 11's

This week we talked about grade 11 functions, and how we could incorporate hands-on activities. A lot of the activities dealt with angles and using SOH CAH TOA correctly. What I found interesting was that the activities were created in order for students to practice in a hands-on way rather than just at their desks. The activities were not quite to teach the lesson, but rather to practice. Most students do not like to sit and do work, we all know this. To combat it, one student proposed a scavenger hunt type practice, where there answer from one problem, would be at the top of a different page scattered somewhere around the room. Once they got their answer, they needed to walk around to find their answer, and hence the next question they needed to work on. I found this was a great idea, as it made it a race, everyone likes to be competitive, and also got students up and moving which isn't always easy in a math classroom.

Another students activity was to show what a sin graph really represents. I think this is a very hard concept for many students. He had an app on the computer that allowed you to follow one seat on a Ferris wheel, and it plotted its path, as a sin function. I think this is super important as even I never used to put much thought into what I was really representing. This is a great visual to show where it can be used in real life situations. As well, he showed a few different dances for each of the different graphs. Although this wasn't his activity, it really resonated with me. Students rarely get to move or represent things in a math class, so for kinesthetic learners, it allows them to move to remember something, which I find extremely useful ! I completely wish I had seen something like that when I was a student. Although I cannot dance well myself, I would love to share it with my classes in the future. 

The last thing I wanted to share with you was my teachers idea. She said she used to get her students to practice by making it a relay race. She would have all the same practice questions as she would normally just give them on a sheet, but she cut them up into strips. Students worked as partners and when they finished the question they would run up to get it checked, and then receive a new question. It was also a race, which makes students want to do so many more questions ! Rather than waste a period where students pretend to work, this forced them to be proving their answers and help each other through the review. I will definitely use this idea in my classroom as well ! 

Do you have any neat ideas to get students to practice more efficiently ? Do you see yourself using any of these ideas ?

Let me know your thoughts !

That's all for today, Miss Sydor

Hands on Functions Activities

Hands on Functions Activities:

Today in class, we continued our presentations of different hands on activities, with the focus being on grade 10 functions. My first thought when I heard what class the presentations were for, was that they would probably have to stretch to make hands-on activities fit the curriculum. However, I was very pleasantly surprised! The first activity was for visualizing angles of depression, and different ways to represent 3D objects as 2D. Since most students find it very difficult to put a word problem into a picture (Including myself), I found this extremely useful! We used different colours of strings and had people stand at different spots, and different heights, in order to duplicate what the word problem said. Once students were set up, it was easy for the leader to point out where different angles were, and to transform the visual we were seeing onto paper. I was very impressed with how much it helped me to see what was going on, so I assume it would be very useful for students as well.

Another activity we did that I found very useful, was for trigonometry proofs. We had a bunch of rectangles to cut out, with various trig proofs on them. We then had to arrange these rectangles in order to prove the first one could be turned into the most simplified form which we put last. I always had trouble with trig proofs in high school, and I feel the one thing that got to me the most was always erasing or crossing out where I went wrong. I ended up using oodles of paper and getting continuously frustrated. However, with this method, if you get it wrong you can easily just change the orders of the paper, rather than starting ALL over! It was genius, and such a great way to practice.

For this same unit, we then got little squares which had proofs written on anywhere from two to four sides. We then had to rearrange these squares so that each proof matched to its corresponding proof. My group took forever, until we realized just like other puzzles, it is way easier to solve if you start with the border... oops! After many frustrating attempts we finally realized this, and started on the border. Eventually we completed it and felt very accomplished. I also think this was a great idea as it again let you practice without having to erase everything every time you went the wrong way.

All in all, I am finding the activities people are using in class are extremely good, no matter which topic they choose. I could see myself using every single one that I have seen. I am extremely glad that we have to do these presentations as by the end, I will have at least one great activity I can use in any math class I have to teach. 

Do you have any great ideas for a high school math class???

Could you see yourself using any of the activities I have talked about so far?

That's all for now, 

Miss Sydor

Hands On Activities for Learning

Hands on activities in math classes:

In class today we learned different hands on activities to incorporate into grade 10 math classes. I found this super helpful as students tend to learn much better by doing something rather than by listening to lectures. The first thing we learned was doodle notes. These give all the same information as traditional notes, but are more entertaining, and can be coloured in for those who need to do something. When I was in high school (and even now), I would have loved these ! I find I am able to listen better and focus more, while I am doodling, so I assume other students would as well. Another reason I really like these kind of notes, is because it allows students to colour code their work if they wish, in order to visualize things better. It also makes the notes seem less intimidating, and more fun to reread when it comes to test and exam time.

The second activity we tried was a game which forced us to practice our Pythagorean theorem calculations. It involved rolling the dice, and using those two numbers as two sides of the triangle, leaving us to find the third side, in order to move around the board. There were also questions that you had to answer if you landed on certain spots on the board, which involved perimeter and area. I absolutely loved this idea for multiple reasons. First, it allowed students to practice all different types of triangles, as it was all in the hands of the dice. As well, it meant the teacher didn't have to come up with numerous practice scenarios. You would also be able to change the question cards to whatever concept you felt your students needed to practice. Since it is in a game format, the students don't even realize how many practice questions they are doing. Lastly, I think this game format would be easy to change to accommodate many different math concepts, allowing you many more times to use it. All in all, this game idea really got me thinking, and wanting to try to use it in my classroom. Although it might take a bit to get organized and create the game in advance, I think it is well worth it. 

Although going through these presentations takes up a lot of time, I am really enjoying them, and find them extremely useful. I find so many people keep pushing to get teachers to do more interactive activities, yet they never actually give useful ideas, or realistic advice on how to achieve it. However, with these presentations we are gathering ideas, handouts, and lessons for all different grades, strands, and classes, that fully fit the Ontario curriculum. 

What do you guys think of these presentations? Are they useful? Can you see yourself using these activities in your classroom?

That's all for today, 

Miss Sydor

Destreaming grade 9

De-streaming grade 9 math classes: The good and the bad

In class, we talked about de-streaming grade 9, aka not having academic and applied classes, but rather just one class with all students. Although I know there would be many difficulties that would need to be overcome, I do think it is a good idea. Now that I've realized not all grade 7/8 math classes are taught by specialized math teachers (since not all schools have rotary), I think grade 9 should be used to get all students on the same playing field. Once they are all level in what they have been taught, then they can decide if they want to take an academic or applied math class the following year. I feel like if I had to teach an English or history class in grade 7 or 8, I wouldn't be passionate or very good, and that would rub off on my students. Since many people seem to hate math or think they aren't good at it, their attitudes could definitely rub off on the students, hence making them think they should go into an applied class rather than an academic one. As well, students are still so young while in grade 9. So much can change during their transition into high school, and I believe their options should stay open while going through this. As well, the students may have been or may not have been good at math in middle school, compared to the kids in their small classes, but perhaps that will all change in high school when the population of students is much different. By giving all the students the same start, I believe it will be very beneficial for the rest of their high school career.

I do understand this could be very difficult for teachers as it would increase the range in students abilities. However, each class is already diverse and I believe the students would benefit from this as you could make your class a very peer taught environment. The students who are excelling would benefit from explaining the concepts to the students who aren't getting it, and the students who aren't quite getting it would benefit from having multiple people able to explain it, probably all in slightly different ways. As well, the students who would usually be in academic classes, would benefit from being forced to do more interactive or hands on learning which is usually emphasized more in applied classes. Whereas the students who do better with hands on activities, would benefit by gaining confidence that they can teach or help the more abstract students, therefore again benefiting all students.

What do you think? Is de-streaming grade 9 math (and possibly more subjects) a good idea or a bad idea? Do you think it would benefit or harm the students and why? I would love to hear your ideas as well!

That's all for today,
Miss Sydor