Measuring traveling time to travel across Canada

Posted on January 31, 2015 by mcdboulanger

http://www.cbc.ca/news/canada/windsor/regina-couple-orders-140-super-bowl-pizza-from-windsor-ont-1.2933778

There is a lot of mathematics in our daily talk and in the news that can be used in the classroom. In this news, a couple from Regina wants to order pizza from Windsor, ON to Regina, SK for the SuperBowl. Using this news, we can calculate distances between the two cities. We can also calculate the length of time to travel the distance using various modes of transportation. We can also calculate the costs involved with using various modes of transportation. We can see the relationships between various units of measurement. Using Google Maps, students can investigate the patterns between travel times while walking, driving, taking the train. The data collected can be organized in tables or graphs.

The following lesson discuss traveling time using various modes of transportation in Canada.

Dear friend,
I would like to share an awesome NPP with you 🙂 Just open this link. Hope you enjoy it!
Me 🙂

Calculations using this news involves many strands of the Ontario Curriculum:

Number Sense and Numeration

• read, represent, compare, and order whole numbers to 10 000, decimal numbers to tenths, and simple fractions, and represent money amounts to $100;

• solve problems involving the addition, subtraction, multiplication, and division of single- and multi-digit whole numbers, and involving the addition and subtraction of decimal numbers to tenths and money amounts, using a variety of strategies;

• demonstrate an understanding of proportional reasoning by investigating whole-number unit rates.

Measurement

• estimate, measure, and record length, perimeter, area, mass, capacity, volume, and elapsed time, using a variety of strategies;

• determine the relationships among units and measurable attributes, including the area and perimeter of rectangles.

Geometry and Spatial Sense

• identify and describe the location of an object, using a grid map, and reflect two-dimensional shapes

Patterning and Algebra

• describe, extend, and create a variety of numeric and geometric patterns, make predictions related to the patterns, and investigate repeating patterns involving reflections;

• demonstrate an understanding of equality between pairs of expressions, using addition, subtraction, and multiplication.

Data Management and Probability

• collect and organize discrete primary data and display the data using charts and graphs, including stem-and-leaf plots and double bar graphs;

• read, describe, and interpret primary data and secondary data presented in charts and graphs, including stem-and-leaf plots and double bar graphs;

The “blind spot”

Posted on January 24, 2015 by mcdboulanger

This Smore from our assistant director of education provides some resources about how to teach mathematics. You can find in it many useful math resources. It mentions for instance that spatial reasoning does not receive enough attention in our curriculum. Here’s a suggestion for a problem of the month.

https://www.smore.com/dpsb4-engagemath

Dear friend,
I would like to share an awesome NPP with you 🙂 Just open this link. Hope you enjoy it!
Me 🙂

Polar Bear population graph

Posted on January 12, 2015 by mcdboulanger

Scientists study polar bear population in order to see their health and to see if their effort in helping them is successful. The following article provides the estimates of the population of polar bears in the North Beauport.

http://polarbearscience.com/2013/07/02/did-polar-bear-numbers-in-e-beaufort-fluctuate-each-decade-due-to-thick-ice-years/

Year Population estimate

1972 409

1975 1341

1985 938

1987 1122

1989 456

2005 1345

2006 767

Students can plot the graph and code it using Hopscotch.

From the Ontario grade 4 Science curriculum:

analyse the effects of human activities on habitats and communities;

From the Ontario grade 4 Math curriculum:

• develop, select, and apply problem-solving strategies as they pose and solve problems and
conduct investigations, to help deepen their mathematical understanding;
• develop and apply reasoning skills (e.g., classification, recognition of relationships, use
of counter-examples) to make and investigate conjectures and construct and defend
arguments;
• demonstrate that they are reflecting on and monitoring their thinking to help clarify their
understanding as they complete an investigation or solve a problem (e.g., by comparing
and adjusting strategies used, by explaining why they think their results are reasonable, by
recording their thinking in a math journal);
• select and use a variety of concrete, visual, and electronic learning tools and appropriate
computational strategies to investigate mathematical ideas and to solve problems;
• make connections among mathematical concepts and procedures, and relate mathematical
ideas to situations or phenomena drawn from other contexts (e.g., other curriculum areas,
daily life, sports);
• create a variety of representations of mathematical ideas (e.g., by using physical models,
pictures, numbers, variables, diagrams, graphs, onscreen dynamic representations), make
connections among them, and apply them to solve problems;
• communicate mathematical thinking orally, visually, and in writing, using everyday language,
a basic mathematical vocabulary, and a variety of representations, and observing
basic mathematical conventions.

• solve problems involving the addition, subtraction, multiplication, and division of single- and
multi-digit whole numbers, and involving the addition and subtraction of decimal numbers
to tenths and money amounts, using a variety of strategies;
• demonstrate an understanding of proportional reasoning by investigating whole-number
unit rates.

Puffin browser

Posted on January 11, 2015 by mcdboulanger

In order to use Scratch on the iPads, we need to install the puffin browser. The puffin browser allows us to have access to all applications and websites that includes flash. At $2.99 it is a good investment.

https://www.puffinbrowser.com/index.php

21st century learning

Posted on January 11, 2015 by mcdboulanger

How do we learn in the 21st century? Using the edcamp model, it is like Borgs with liberty. Teachers learn from each other, get ideas from each other, using the online environment while they have the ability to choose what they can use in their classroom. The edcamp model provide such a world-wide pool of ideas that it is impossible to implement them all. The teacher can choose what fits the need of their current students with the resources they have using their own talent and interest. It is differentiated instruction at its best. Of course, within that framework, students can also choose within a large pool of ideas while respecting the context of the Ontario Curriculum and their teachers.

Placed-based science teaching

Posted on January 9, 2015 by mcdboulanger

http://www.amazon.ca/Place-Based-Science-Teaching-Learning-Activities/dp/1412975255/ref=sr_1_sc_1?ie=UTF8&qid=1420843019&sr=8-1-spell&keywords=placed+based+science+teaching+and+learning

This book has a selection of activities to connect science in the schools to the real world. All activities are hands-on and require manipulation. It covers topics from germination of seeds, how will global warming affect you, your water footprint, creating an environmental advocacy press kit, water fountain water versus bottled water, tracking weather, adopt a tree, and many others.

Placed-based activities from this book that fits the grade 4 science curriculum: habitat include:

How will global warming affect you? ( A video can illustrate the point in a larger scale:

http://www.dailymotion.com/video/xp7177_fonte-de-la-banquise-arctique-depuis-1980-nasa_tech )

Interviewing a scientist

Creating an environmental Advocacy Press Kit

Bird Watching in the school yard

Adopt a tree

One square meter of ground survey

Insects all around you

Patterns in nature

Wildlife census in a Neighborhood park

Science in zoos and aquarium

Grooveedgeucation

Posted on January 9, 2015 by mcdboulanger

http://thegrooveedgeucation.com/edgeucators/

Students had an opportunity to learn the basics of dance today with a professional dance instructor from Grooveedgeucation. They learned there is no good of bad way to dance. Dancing is done with their entire body: their heart, their mind, their expression. I was not present during the entire session. At the end, students had a good workout, they learned the principles of dance during the 45 minute session. There are pictures here that show students taking two minutes of complete silence to return to a calm state. The second picture shows students taking deep breath before returning to class. Dancing in such a way is a great way to release stress.

Hollywood hates math

Posted on January 8, 2015 by mcdboulanger

It is a common mindset that many people fear math, are not comfortable with math and would not do math. The film industry promotes those stereotypes. Even teachers fear math and the whole cycle starts again. Teachers face the hurdle of removing those stereotypes in our lessons. This video shows well many people’s attitude towards math.

Multiplication for : “I can do this mindset”

Posted on January 8, 2015 by mcdboulanger

Hi!

I’ve just launched a Nearpod Presentation, “Multiplication” and I’d like you to join me!

To review this presentation at your own pace, input this PIN: MDLWV on the Student Box or open this link.

(If you are using a mobile device, you need to have the Nearpod App installed; download it for free here)

Enjoy!

From the Ontario Grade 4 Math curriculum:

develop, select, and apply problem-solving strategies as they pose and solve problems and
conduct investigations, to help deepen their mathematical understanding;
• develop and apply reasoning skills (e.g., classification, recognition of relationships, use
of counter-examples) to make and investigate conjectures and construct and defend
arguments;
• demonstrate that they are reflecting on and monitoring their thinking to help clarify their
understanding as they complete an investigation or solve a problem (e.g., by comparing
and adjusting strategies used, by explaining why they think their results are reasonable, by
recording their thinking in a math journal);
• select and use a variety of concrete, visual, and electronic learning tools and appropriate
computational strategies to investigate mathematical ideas and to solve problems;
• make connections among mathematical concepts and procedures, and relate mathematical
ideas to situations or phenomena drawn from other contexts (e.g., other curriculum areas,
daily life, sports);
• create a variety of representations of mathematical ideas (e.g., by using physical models,
pictures, numbers, variables, diagrams, graphs, onscreen dynamic representations), make
connections among them, and apply them to solve problems;
• communicate mathematical thinking orally, visually, and in writing, using everyday language,
a basic mathematical vocabulary, and a variety of representations, and observing
basic mathematical conventions.

solve problems involving the addition, subtraction, multiplication, and division of single- and
multi-digit whole numbers, and involving the addition and subtraction of decimal numbers
to tenths and money amounts, using a variety of strategies;

Where to place our tomatosphere greenhouse?

Posted on January 6, 2015 by mcdboulanger

In this presentation, we are trying to find a good place for our greenhouse in order to plant our tomatoes seeds from space. Since it is cold, we need to compare temperatures around the classroom and outside to find a good place.

I’ve just launched a Nearpod Presentation, “Temperature” and I’d like you to join me!

To review this presentation at your own pace, input this PIN: TCNGD on the Student Box or open this link.

(If you are using a mobile device, you need to have the Nearpod App installed; download it for free here)

Enjoy!

Ontario Grade 4 Mathematics Curriculum

estimate, measure, and record length, perimeter, area, mass, capacity, volume, and elapsed
time, using a variety of strategies;

collect and organize discrete primary data and display the data using charts and graphs,
including stem-and-leaf plots and double bar graphs;
• read, describe, and interpret primary data and secondary data presented in charts and graphs,
including stem-and-leaf plots and double bar graphs;
• predict the results of a simple probability experiment, then conduct the experiment and
compare the prediction to the results.

From the Ontario Science grade 4 Curriculum:

1. analyse the effects of human activities on habitats and communities;
2. investigate the interdependence of plants and animals within specific habitats and communities;
3. demonstrate an understanding of habitats and communities and the relationships among the plants
and animals that live in them.

The learning curve

Just another Edublogs.org site

Monthly Archives: January 2015