Welcome back to my week 4 maths blog! This week we looked at developing concepts through rich tasks!

In-class discussion:

We looked at rich tasks this week. However, what is a rich task? Here are a few quick videos that help explain what rich tasks are:




During my last two placements, I saw some rich tasks that include estimations and "what does not belong". Both these tasks generated a lot of discussion and engagement - it allowed students that were not "good" at math an opportunity to join the conversation.

A guide to making rich tasks:

● Accessible to all learners (provide interest, motivation, and a challenge to all learners)
● Real-life connection (authentic, meaningful)
● Allow for multiple approaches and representations
● Allow for collaboration and discussion
● Engagement, curiosity, and creativity
● Not all tasks will have all of these characteristics, but the richer the task, the more it will fit these qualities.
● This list is not meant to be all-inclusive.
● Your description of a rich task will expand as you begin to recognize and use rich tasks with your students.

Online Discussion:

This week's math mindset module looks at number flexibility and how to solve questions using various strategies. The example of "18x5" reminds me of my first placement. My AT showed me the resource that Marian Small created - "number string", where students are provided many multiplication and division questions that were related to each other. Once we reached the "18x5" like questions we had class discussions like in the video. "How did you get there?" and "what helped you get there?" were questions we asked the students. What was amazing about this activity is the different ways students reached the answer. Once again, these tasks opened up the floor for all students. Students that struggled with multiplication would show off how they got to the solution using addition or using subtraction.




Lastly, another thing that my first placement teacher and second placement teacher did was making math collaborative. The use of think, pair and share was implemented so that students can discuss their way of thinking - it allowed students to see how other students found the answer. Lastly, making math applicable to real-world problems help students be more engaged with mathematics - rather than doing a math problem that does not resonate with them they would do math questions that they can relate to.

Webinar

This week's webinar looked at how we can differentiate in a math class. EduGains has a great resource when it comes to teaching and giving examples to differentiate (http://www.edugains.ca/resourcesDI/SchoolLeadership/Improving/KnowingandRespondingtoLearnersMath.pdf). Last week's blog had other great resources when it comes to differentiating, so check that out!

Until next week!