Great video! It's all about fostering curiosity and confidence in young learners as they dive into the world of numbers and problem-solving. I'm always excited to create an environment where students can explore math concepts with enthusiasm and build a strong foundation for their future academic endeavors. It's truly rewarding to see their growth and excitement as they grasp new concepts and apply them in real-life situations. Thanks for sharing this video. It was really insightful and engaging.

Some students love this way of teaching. As a maths tutor, this came as a surprise to me, because I don't. My students seem to be divided into two groups the ones who do well at maths and do Khan Academy the ones who aren't interested in maths and love these real-life example stories. The first time I saw a student looking through a maths book until she found a story page and saying, "Lets do this bit." I was amazed. I genuinely thought that everyone hated the real-life example of maths. It taught me that children really are very different from each other.

Great video on how students actually understand and learn math, such as fractions using concrete, representational and abstract phases.

great video on how students can make connections in learning how to do fractions and by using different manipulatives.

Thank you for the helpful tips with fractions!

Amazing and useful fractions tips, I learned a bit myself cause it's been so long and I'm weakest with Math.

Factions as division has always been hard for me. This video helps me teach myself and teach students. Always know what you are teaching, how you are going to teach it , and who will need more help.

What I learned from this video was that sticky notes when it comes to fractions is a great way to begin teaching students, but then using real life scenarios with students to get a better understanding of fractions is a good way to be able to solve without using manipulatives.

Perfect timing! We are doing this standard next week and then moving into multiplying and dividing fractions.

@MixandMath

2 жыл бұрын

I am so glad to hear that this video will be helpful Hailey! Let me know how it goes this week!

Teaching this now and making it hands on will be great!

@MixandMath

2 жыл бұрын

That is wonderful to hear Megan! I am glad that you found this video helpful. Let me know how it goes!

Jumped into 5.NF.3 last week but feel like I need to continue some this week as well. Do you have a video of a lesson being taught? Your videos are a mazing!

I found it a good tool to have students document their thoughts in journaling, this will help the students understand the concepts in their own words and terminology and assist during group work.

@portreemathstutor

14 күн бұрын

I am a shy person who loves maths but was never very good at English. If you are not going to spoil English by putting problem-solving in it then don't spoil maths by putting journal writing in it.

I think its important to know which phase the students are in to guide them in further instruction. One strategy I’ve learned is to use real life situations to help students get through math.

I am starting multiplying and dividing fractions next week. We're testing tomorrow over multiplying/dividing decimals and then moving on.

@MixandMath

2 жыл бұрын

Hope testing goes well today Jennifer! Good luck with starting multiplying and dividing fractions! Let me know how it goes!

Not all children benefit from this way of teaching. Many young children love solving difficult maths problems that they can then feel proud about. I like it when children respond to a problem by saying "That was a good one." Cambridge University has a free website aimed at young children called NRICH which will help develop maths problem-solving skills. Mix your approach because not all children like stories about going to the seaside and not all children like puzzles.

I want to say more about confusing students with real-life maths examples. I think Khan Academy handled this really well. He talks a lot about the meaning of the symbols first and then after that word problems.

We are in the midst of geometry now, with measurement coming up next

@MixandMath

2 жыл бұрын

Thanks for sharing Leslie! How is your geometry unit going so far?

yargeeeeeeeeeeeeeeeeeeeeeeeeyyyyyyy

I think it might be possible to follow this lesson plan without ever telling the students what the division symbol means. All this talk about sharing and making equal groups confuses students. All this talk about abstract phases confuses teachers. 2 ÷ 3 means how much of 3 is in 2. 10 ÷ 5 means how many 5's are in 10. 2 ÷ ½ means how many ½'s are in 2. "how much of ", "what proportion of", "what fraction of" and "how many of" are good phrases to use. If you are going to talk about sharing into equal groups you are going to hit stumbling blocks. How do you share 2 into ½ equal groups?

I am glad I am not a teacher. So much pointless admin. I do think this is an identity worth teaching though. As a tutor, I make sure that I translate the symbols into English. 1 ÷ 2 translated would be, how much of 2 is in 1. (what proportion of 2 is in 1). If they look confused I remind them that 10 ÷ 5 is, how many 5's are in 10. I also talk about the history of the ÷ symbol, the fact that the two dots represent the places for the numbers to go in a fraction and that the line in the middle of the fraction is the same as the line in the middle of the division symbol. Lastly, I get two calculators so that we can both type in some questions either using the fraction button or using the division button. Students soon pick up on the idea that the division button on the calculator does exactly the same thing as the fraction button. I feel sorry for teachers who have to make students provide evidence of these teaching outcomes and I suspect that this is why teachers don't have time to let the children experiment with numbers in a way that would be simpler and more fun.

I don't like the way of teaching shown in the video. Phrases such as "abstract phase" confuse teachers and real-life examples such as sharing cakes confuse the students. Because teachers are expected to provide evidence of "Learning Outcomes", they forget the most important bit. They forget to tell the children what the division symbol means. As a tutor, I make sure that I translate the symbols into English. 1 ÷ 2 translated would be, how much of 2 is in 1. (what proportion of 2 is in 1). If they look confused I remind them that 10 ÷ 5 is, how many 5's are in 10. I also talk about the history of the ÷ symbol, the fact that the two dots represent the places for the numbers to go in a fraction and that the line in the middle of the fraction is the same as the line in the middle of the division symbol. Lastly, I get two calculators so that we can both type in some questions either using the fraction button or using the division button. Students soon pick up on the idea that the division button on the calculator does exactly the same thing as the fraction button. I feel sorry for teachers who have to make students provide evidence of these teaching outcomes and I'm glad that I don't have to.

for the love of god get to the point

Great video on how students actually understand and learn math, such as fractions using concrete, representational and abstract phases