Math is everywhere

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I remember sitting in the classroom getting distracted and disengaged with what I was learning in math. The same question ran through my head during each lesson - When would I ever need to use this in real life?

I am sure many of us have questioned the lessons being taught to us because we simply could not recognize its uses in the real world. Students will wonder - When would I use fractions? Why do I need to learn how to calculate the volume of a cone? What do I benefit from learning how to solve using long division?

As educators, it is our job to show students the benefits of learning math and how it is actually used in our everyday lives! According to Imagine Math, there are 6 ways we use math everyday.

1. Math helps you build things: Consider this - would you ever build something without knowing how much material you need for it to work? Absolutely not. Those who create need math to understand what the best estimate is and how to achieve this.

2. Math is in the grocery store: To get the most out of a grocery store, people need to consider their budget, how much they are saving (percentage discounts), and weighing products. I am sure many, if not, all, of you have seen deals involving percentages such as "Buy One, Get One 50% Off." Without any knowledge of math, this would seem like the most fantastic deal. Using math, you could see that you're really just lured into buying two products for a measly 25% off.

3. Math makes baking fun: Not only does it make baking fun, it also makes the outcome of baking more desirable and, well, edible. Bakers must understand the measurement of each ingredient required, ratios, and baking time needed to make the food cooked and ready to eat.

4. Math takes the risk out of travel: A traveler needs to understand the best route to get from Point A to Point B. He/She can mark their point of interest and find the easiest and most affordable way to get there. This will consider the distance required to reach the destination and the amount of gas needed.

5. Math helps you save money: By understanding math, people can learn to save their money better. This involves creating realistic budgets and calculating interest over time. By using math in the financial aspect of life, people can become less stressed and frustrated with their financial situation.

6. Math lets you manage time: This can involve writing down to-do lists for the day and prioritizing tasks that are more urgent. In addition to this, we use math everyday during class, work, and extra-curricular. I'm sure many people are counting down the minutes until their shift is over.

This list created by Imagine Math allows peoples to view math in a totally different perspective. It forces us to recognize the benefits of math outside the classroom. As educators, we need to promote this outlook on math so students can find more meaning in their learning.

Blended Learning

Welcome back, friends.

Do you ever compare the way you teach to how you were taught? I do. I could list a number of ways education has changed in the classroom - the ways students are seated, areas of the classroom, but, most importantly, the integration of blended learning.

Blended learning has changed the way students learn. It's extraordinary how much of a difference it makes in student learning. The blending learning approach combines online digital media with the traditional classroom methods. According to eLearning Industry, the blended approach "ensures that not only is the learner engaged more and driving his/her individual learning experience to some degree, but also since different learners have different learning styles, a blended approach is more likely to cater to those varying needs." Besides this, blended learning allows for instant feedback, the ability to quickly assess a student's performance and needs, and create easily accessible assessment pieces.

In my opinion, blended learning brings learning beyond the classroom because it makes lessons a) more memorable and b) accessible in the home. There are a number of resources for educators to explore to bring blended learning into the classroom.

The first resource I want to explore is Kahoot! This online resources allows educators to quiz and review lesson content in the classroom. Educators can simply create a quiz along with a series of multiple choice answers, and then create a "game code" for students to access via an electronic device whether it be their cell phones, tablets, or laptops. Students are required to sign in with a name so it is easier for teachers to assess their knowledge and understanding of the topic.

The second resource is called ThingLink. This application takes the Word Wall to a whole new level. Educators can create an account to create interactive word wall diagrams. When accessed, students can click on a photo or text and media will appear. This can include videos, images, text, or audio files. It allows for students to access a word wall that is interactive and student-friendly.

This final resource is called Padlet. It allows for educators to create an interactive corkboard where students can contribute to discussion anonymously. The website allows for students and educators to post images, videos, and text where viewers can respond in a comment box. The great thing about Padlet is the fact that the submissions are live.

Math can be rich!

Hello friends,

In this week's blog post, I will be talking about how important it is to make math meaningful. During this week's lesson, we were taught how to create rich math tasks that allow students to be fully engaged and find meaning in the activities.

After doing some exploration on the handy-dandy Internet, I found a great resource that explains what it means when students do rich tasks. According to an article found on Enriching Mathematics called, What is a Mathematical Rich Task? a rich task:

• opens up mathematics
• transforms the subject from a collection of memorized procedures and facts into a living, connected whole
• results in a learner process far more engaging, interesting, and powerful which is likely to "lead to a lasting assimilation  of the material for use in both further mathematical study and the wider context of applications"

The source further explores why it is important to use mathematical rich tasks in the classroom. The list includes, but is not limited to:

• allows students to work at a range of levels
• allows students to extend knowledge or apply knowledge in new contexts
• allows students to broaden their problem-solving skills.

I did some exploring and found an excellent resource that provides educators with interesting and engaging math tasks to share with students. Educational Designer provides one example where students are asked to solve a series of math problems involving addition, multiplication, and division.

Supermarket Carts

The diagram shows 12 supermarket carts that have been "nested" together. They also show that the length of a single supermarket cart is 96cm and that each cart sticks out 30cm beyond the previous one in line.

1. How long will a row of 2 carts be? 3 carts? 12 carts?

2. Create a rule that will tell you the length of storage space needed when all you know is the number of supermarket carts to be stored.

3. Now work out the number of carts that can fit in a space of 5m long.

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This activity demonstrates that there are a series of steps required to solve each math problem. I believe one of the reasons why this is a rich task is because it asks the students to create a rule that will explain how they will solve a problem. In addition to this, it allows the students to think beyond the first task of solving the length of carts. This relates to the characteristics of rich math tasks requiring students to think in a range of levels and expanding their problem solving skills. This activity can be expanded by asking students to share their methods of solving the problem and see how different each response it. Students may different ways to solve and the second task of creating a rule gives students the opportunity to share the numerous ways one can solve a problem.