Credit to: http://mindfull.wordpress.com/
View more documents from Susan Muir.
View more documents from Susan Muir.
May 11, 2012
Statistics and Probability- Grade 5
See other links from Horizon School Division
GSSD grade 5 math
http://www.learnalberta.ca/content/me5l/html/math5.html?goLesson=22
May 7, 2012
April 28, 2012
April 25, 2012
April 23, 2012
April 2, 2012
Effective Use of the Math Word Wall
The effective use of a math word wall will increase student communication, leading to deeper understanding of mathematical concepts. Communication in math involves written and symbolic notation, as well as, talking about mathematical thinking. Great math talk ideas can be found here.
How are you encouraging students to communicate their understanding of mathematical ideas?
Thank you to the GSSD teachers that sent me pictures of their math word wall.
 |
 |
| This free photo slideshow personalized with Smilebox |
Communications and Connections video
Resources:
You know peolpe are in great need of Math word wall ideas if a link to my blog is found on other blogs:)
http://datadeb.files.wordpress.com/2009/11/001-word-wall-post-for-blog.pdf
http://www.curriculumcoordination.com/math-word-walls.html
http://thecornerstoneforteachers.com/free-resources/math/math-vocabulary
http://fun-n-first.blogspot.ca/2011/06/math-word-wall-labels.html
http://www.broward.k12.fl.us/studentsupport/ese/PDF/MathWordWall.pdf
http://math-on-the-move.wikispaces.com/Literacy+in+Math
http://se2math.wikispaces.com/Math+Word+Walls
Math word wall Kindergarten linear measurement
February 21, 2012
Re-Visiting 3D Solids and 2D Shapes
Click here to view this photo book larger
Shutterfly baby photo books are the perfect way to preserve your baby’s precious moments.
This is the link to my posts based around the concept of 3D solids and 2D shapes .
Co-constructing criteria for Tuesday: learning target
Observational Assessment : Pages 9-11 of this document Math Pod1
Day 1: Exploring 3D Solids 
Students will be given time to explore, in small groups, the 3D materials that they brought to school. As they are exploring, record the language that they use such as rolls, slides, stack, etc. Document through the use of photos. Once they have had had time to explore and documentation of all of the groups have been completed, meet in full group.
We will co-construct criteria together for our learning target. Let students know that in their grade they need to be able to sort 3D solids according to an attribute and explain the sorting rule. Discuss what sorting means. Discuss what attribute means. What do you need to know or understand about 3D solids to sort? (criteria) What would that look like? (details) What would you have to understand to explain how they are sorted? Fill in the criteria and details as they speak.
Have students return to their solids and small groups and find a collection or set of 3D solids that belong together and be prepared to explain the sorting rule.
Revist the criteria and add to it if necessary. This co- constructed criteria will be used to assess future work.
View more documents from Susan Muir.
Gr k 1-2 learning target and criteria
View more documents from Susan Muir.
Day 1 continued- Grade 1-2
Students used photos of the 3D solids to sort according to a sorting rule. We discussed connections between 3D solids how they are the same and how they are different.
|
| A thank you by Smilebox |
 |
|
| This free newsletter created with Smilebox |
 Day 2Grade 1-2 
Kindergarten
Problem Solving- Kindergarten View more documents from Susan Muir.
Future lessons: I took some photos of building in the community. We can use these in our upcoming lessons.pictures of the community
Grade 2- Shapes in our environment Math MapsRotating Houses – 3D |
|||||||||
|
|||||||||
| Make a thank you |
 |
|
| This free picture collage generated with Smilebox |
 |
|
| Customize your own thank you |
3D Nets to print Making-3D-Shapes
Measurement, Perimeter and Area: Grade 3-4
I am preparing for my next block in a combined grade 3-4 classroom. The classroom teacher would like to focus on outcomes SS3.3 and SS4.2 I would like to begin with a discussion/ understanding why we need standard units of length.
SS3.3. Demonstrate an understanding of linear measurement (cm and m) including selecting and justifying referents generalizing the relationship between cm and m estimating length and perimeter using referents; measuring and recording length, width, height, and perimeter ; constructing 2-D shapes with a given perimeter or given lengths.
Day 1
Kendal Lesson 1 Grade 3-4 Observational Assessment
Grade 3 Introduction to standard units and Sketch the line Lesson
kooshball_autumn_k-2_measurement Use Page 19 as a discussion similar to the paperclip discussion
how big is a foot story Power Point Story
centimeter-black cm grid paper
Sketch the line - paper recording sheet
Non Standard Measurement with a paperclip SMART file
Day 2 Journal measurement journal SMART file
Opening: Just for fun!
Best result: shaving cream with one drop of food coloring and a q-tip
Draw a line 4 cm in length. Now draw one that is longer. How many cm is it? How many more cm than your last line?
learning target Tuesday Grade 3-4
Day 3
Grade 3- 4 measurement CM Worms
Grade 3- 4 measurement problem
Measurement Think pair share SMART file Grade 2 measurement problem Lesson (non standard units) Grade 3 measurement CM Worms SMART file The problem numbers can be changed for students abilities. This problem will focus on the representation and communication of the standard unit cm. 
Day 3-4-5
Teacher Support Materials: Video 
Using base ten material as a referent.
grade 3 area and peremeter Measurement_K-3
Lake and Island- Perimeter/ Distance Around Link
I like this idea. It could become a project; maybe designing Saskatchewan postcards. The criteria is co-constricted with the students. It could be easily differentiated where grade 4 need to relate the perimetre and area where the grade 3 focus on only the perimetre.
Saskatchewan Postcard – Area and Perimetre
This would be done prior to the lake and island activity:
Area-and-Perimetre1 area-grid-paper Grade-4-area Lesson WORD Area-Problem-Grade-4 Problem-grade-4-perimetre WORD
 |
|
| Create a thank you |
Check this out! Kidspiration is on all GSSD computers.
open ended discussion
journal- comparing non-standard units when covering area.
 |
|
| Create your own thank you |
Area and Perimetre Grade 6
Area and Perimetre Grade 7
Entrance Slip Grade 7 Lesson 1 open-ended-discussion and task
February 7, 2012
Tools for Assessment: Understanding the difference between assessment and evaluation
View more PowerPoint from Susan Muir
View more presentations from Susan Muir.
Kindergartenand Grade One Alice the Camel
View more documents from Susan Muir
Copy-of-self-assessment-rubric-for-K-1
View more documents from Susan Muir
 |
|
| Customize your own slideshow |
Assessment from Gary Stager on Vimeo.
More resources for gr 5-8
http://teachers.cr.k12.de.us/~galgano/cmp/seven.htm
http://www.figurethis.org/challenges/c03/challenge.htm
http://www.skitsap.wednet.edu/Page/5180
Horizon School Divison
• Volume is the three-dimensional space that a certain object takes up while capacity refers to how much a container or object can hold or accommodate.
• Volume is measured mostly using cubic centimeter or cubic meters and can be determined by multiplying the object’s length, width and height; while capacity is measured by the liters, gallons, milliliters, etc. depending on how much the container can accommodate.
Read more: http://www.differencebetween.com/difference-between-volume-and-capacity/#ixzz1lvl4rDkm
http://mathforum.org/library/drmath/view/60595.html
Volume vs. Capacity
Date: 05/01/2002 at 18:55:51 From: Lydia Saxton Subject: Volume vs. Capacity Can you explain the difference between the terms "volume" and "capacity"? Most sources I've researched seem to lean toward reserving the use of the term "volume" for solids (measured in cubic units) and the term "capacity" for liquids. Is this accurate? Also, can you define the distinction between "weight" and "mass"? Many texts use these terms interchangeably. I know that weight is a function of gravity and mass has to do with atomic structure, which is not affected by gravity.