Search Mathematics Centre ... Big Picture ... News ... Research & Stories ... Cube Tube ... Indigenous Students ... Web Papers ... Contacts ... Site Map

Professional Development ... Working Mathematically ... Mathematics Task Centre ... Calculating Changes ... Picture Puzzles ... Maths300

Resources & Ordering ... Poly Plug ... Task Cameos ... Menu Maths ... Maths With Attitude ... Working Mathematically with Infants ... Sphinx Album



November 2019

In this edition of the News you will find:

Red Square  December Conference Workshops

Red Square  Get to Know a Cameo
     ... Cars In A Garage
     ... Rod Mats & Make The Whole

Please feel free to distribute this information.

Email News Services
If you would like to subscribe please send an email request to:
  • In the subject line write Subscribe Maths.
  • In the body of message state which divisions you want to subscribe to, or simply write Subscribe All.
  • Add your name and preferred email address.
Update messages are sent from:
Mathematics Centre monthly
Calculating Changes each term
Working with Mathematics Centre
will help you find your way around our site
Browsing Hint
Use the View/Zoom options of your browser to 'move' the page closer or further away. Ctrl +, Ctrl - and Ctrl 0.
Green Line

  • December Conference Workshops

    Registration for the MAV December Conference closes on November 18th (see Link List below). Once again we are offering a range of workshops reflecting the depth and breadth of the success stories we have gathered from classrooms. Perhaps you would like to join a session or two. The list below will help you find us among the scores of other fantastic sessions. The photos are from our MAV sessions in recent years.

    B16 ... Exploring eTasks ... 2-10
    Scores of schools across Australia, and beyond, have begun creating their own Task Library using eTask masters and their own materials. Why? A Task Library resources development of reasoning, communication, justification and problem solving skills in the context of learning to work like a mathematician. Tasks can be used in pairs, small groups or as stimulus for whole class investigations. They are supported by a massive collection of teaching notes and other support freely available through Mathematics Centre and the eTask Package supports you to run your own introductory workshop. Come, explore, consider.

    C31 ... Learning Fractions with Picture Puzzles ... 2-8
    This session offers a differentiated, multiple intelligence approach involving seeing, touching, saying and recording fractions in natural language. The approach precedes, and strengthens fluency with, the symbolic fraction form. We will use Cuisenaire Rods in an introductory activity-based discussion, then partners will use Picture Puzzle challenges to explore further. You will need a web-connected device which opens PDF to use with a partner. We will begin to learn to 'seek the whole' when attempting to solve any symbol or word based fraction exercise. You will also discover that you can make your own Picture Puzzles.

    D10 ... The Pedagogy of Picture Puzzles ... 3-10
    One screen, two learners, concrete materials and a challenge - that's at least three pedagogical decisions right there. Here's another one. Screens of choice for kids are more likely to be dominated by pictures than words. Maths education screens are often more symbols and words than pictures. However, Picture Puzzles have more pictures than words, multiple levels of content, encourage mathematical conversation and Working Mathematically. Mathematics that's concrete, visual and makes sense is presented in menus offering students choice. Explore Picture Puzzles from Mathematics Centre and learn to create your own. You will need a web-connected device which opens PDF.

    E34 ... Learning Algebra with Picture Puzzles ... 4-10
    Picture Puzzles use one screen, two learners, concrete materials and a challenge. Like a mathematician, the work begins with an interesting problem. The resulting mathematics learning is concrete, visual and makes sense. Each puzzle can guide a whole class investigation or be offered in a menu from which students choose their own investigation. The workshop will explore both ways and you will learn to create your own puzzles. This resource is not intended to embody the entire algebra course, but it will add variety to your current approach. You will need a web-connected device which opens PDF.

    G32 ... Algebra Through Geometry ... 5-8
    A square is X. A quadrant with a radius the same length as a side of the square is Y. Now geometry connects to algebra. The concept of a pronumeral, adding and subtracting like terms, the distributive law and linear factorisation all follow, mostly by asking the mathematicians question: "Can I check this another way?". You will be using materials based on the work of Geoff Giles and, with a partner, will dig deeper and deeper into spatial challenges that can be expressed in algebraic terms. You will also be supplied with a master to make copies for your own classes.

    H31 ... Crib Points ... 1-6
    Crib Points is a card game based on scoring the 400 year old game of Cribbage which still holds championships. It involves heaps of counting, counting on, addition facts, mental arithmetic and group counting to collect points. It also generates higher level maths questions. You will be introduced to the game, have time to play and will see reports from Year 1 and Year 3. Crib Points prepares the way for Cribbage in later years, which has even more ways to collect points, and that link will also be explored. A bit of fun with a lot of potential to grow fluency.

    I22 ... Luke's Fraction Game & a Practical Fraction Unit ... 2-7
    Luke was a six year old when he invented this game which has since been used at several levels. It's nutty in a way, but it works. It's where the workshop will start, then we will explore more activities teachers have used to build significant, successful and practical fraction units at various levels. There is much more in their work than can be absorbed in the session, so you will be provided with links to Mathematics Centre where their experiences are recorded. As one of the teachers writes: " My practice has changed immensely! ... It is amazing and IT WORKS!"

    J01 ... Connecting Mathematics Through Rectangles & Squares ... 4-10
    There is too much mathematics linked to rectangles and squares to explore it all in one session, but at least we will find our way from rectangles to squares ... to square numbers ... to square roots without a calculator ... to area of circle without pi. On that pathway we should be able to take in long multiplication and a bit of algebra. The expectation is that there will be something new and intriguing for everyone. If time is available we can point the way to other related topics such as patterns and Pythagoras.

  • Get to Know a Cameo

    Task 2, Cars In A Garage
    Three different cars to be parked in three adjacent garages. How many ways can this be done? Can you check it another way? How do you know when you have found them all? What happens if it's four cars in four garages?...
    Easy to state, easy to start and a level of success for everyone from counting, to pattern, to algebra all in the context working like a mathematician to explore, record, discuss, question and communicate results. Links to videos of students explaining their work and sample journal pages. Even a suggestion from one teacher of how the problem can be used to illustrate the need for Standard Form notation.

    In the eTask Package this task is in the 'easy to make' set because it only needs 4 toy cars.

    Task 202, Rod Mats & Task 203, Make The Whole
    A set of Cuisenaire Rods is a magic tool for exploring fractions because none of the pieces is marked with a length or a number. Therefore any one of the rods can become the whole for a Rod Mat. A Rod Mat is made from the whole and then all the rows of other rods which can make the whole length using rods of the same colour. The example on the card is for Brown being whole.
    From here students see, touch, say and record fractions in the mat, equivalent fractions and equations connecting the rods. The possibilities are more or less endless and include asking: What happens if we use two of these wholes? and What happens if we change the whole and build a new mat?

    The language is natural and based in a concrete, visual, kinaesthetic experience. Links are made to Picture Puzzles and a fraction unit prepared by a teacher which support and extend this approach. Make The Whole uses the same teaching craft in a game situation, thereby adding another learning feature. The two tasks can be used in either order.

    In the eTask Package these tasks are in the 'special' set because they require Cuisenaire Rods which is specialised equipment. However if you already have this equipment, Rod Mats instantly becomes 'easy to make' and Make The Whole moves into the 'more work' category because it requires a little extra printing, laminating and cutting.

Keep smiling,
Green Line

Link List

  • Did you miss the Previous News?
    If so you missed information about:
    1. Aaron from Kangaroo Island
    2. Ulla from Sweden
    3. PD Planning
    4. Get to Know a Cameo
      ... Nim & Arithmagons 1 & 2
    5. ...and more...

Did You Know?

Green Line

Previous News

July 2019 ... June 2019 ... May 2019 ... April 2019 ... March 2019 ... February 2019
December 2018 ... November 2018 ... October 2018 ... September 2018
July 2018 ... June 2018 ... April 2018 ... March 2018 ... February 2018
December 2017 ... November 2017 ... October 2017 ... August 2017
July 2017 ... June 2017 ... May 2017 ... April 2017 ... February 2017
December 2016 ... November 2016 ... October 2016 ... September 2016 ... August 2016
July 2016 ... June 2016 ... May 2016 ... March 2016 ... February 2016
November 2015 ... October 2015 ... September 2015 ... August 2015
July 2015 ... June 2015 ... May 2015 ... April 2015 ... February 2015
Dec. 2014/Jan. 2014 ... November 2014 ... October 2014 ... September 2014 ... August 2014
July 2014 ... June 2014 ... May 2014 ... April 2014 ... March 2014 ... February 2014
Dec. 2013/Jan. 2014 ... November 2013 ... October 2013 ... September 2013 ... August 2013
July 2013 ... June 2013 ... May 2013 ... March 2013 ... February 2013
Dec. 2012 / Jan. 2013 ... November 2012 ... October 2012 ... September 2012 ... August 2012
June/July 2012 ... May 2012 ... April 2012 ... March 2012 ... February 2012 ... January 2012
December 2011 ... November 2011 ... October 2011 ... September 2011 ... August 2011
July 2011 ... June 2011 ... May 2011 ... April 2011 ... March 2011 ... February 2011
Dec 2010/Jan 2011 ... November 2010 ... October 2010 ... September 2010 ... August 2010
July 2010 ... June 2010 ... May 2010 ... April 2010 ... March 2010 ... February 2010
Dec.2009/Jan.2010 ...November 2009 ... October 2009 ... September 2009 ... August 2009
July 2009 ... June 2009 ... May 2009 ... April 2009 ... March 2009 ... February 2009
Dec.2008/Jan.2009 ... November 2008 ... October 2008 ... September 2008 ... August 2008
July 2008 ... May/June 2008 ... April 2008 ... March 2008 ... February 2008
Dec.2007/ Jan.2008 ... November 2007 ... October 2007 ... August/September 2007
... July 2007 ... June 2007 ... May 2007 ... April 2007 ... March 2007 ... February 2007
Dec. 2006/ Jan. 2007 ... November 2006 ... October 2006 ... September 2006 ... August 2006
July 2006 ... June 2006 ... May 2006 ... April 2006 ... March 2006 ... February 2006
Dec. 2005/ Jan. 2006 ... November 2005 ... October 2005 ... September 2005 ... August 2005
July 2005 ... June 2005 ... May 2005 ... April 2005 ... March 2005 ... February 2005
Dec. 2004/Jan. 2005 ... November 2004 ... October 2004 ... September 2004 ... August 2004
July 2004 ... June 2004 ... April/May 2004 ... March 2004 ... February 2004
December 2003 ... October 2003 ... August/September 2003
July 2003 ... June 2003 ... April/May 2003 ... March 2003 ... February 2003 ... January 2003
December 2002 ... November 2002 ... October 2002 ... September 2002 ... March 2002
December 2001 ... October 2001

Continue exploring our history back to July 1992 through the Sense of History link.

Green Line