# Mathematical Mindsets

This year, as a parting gift, my principal handed out this book to all returning and new staff members. We were invited to participate in a Summer Book Club. One in which we read, post thoughts, videos, questions, and ideas. This made me so happy! I had thought about buying the book earlier this year when my principal told me to hold off and that he was buying one for all of us. So for the last 2 weeks of school, I hounded him to let me take my copy. He wouldn’t give it to me until I signed out of my room. Tricky man! (NOTE: I NEVER ask to read a book. I have some reading disabilities that make ‘heavier’ readings difficult for me)

So a few of us have started the book and are making our notes/comments in the provided document; my principal created a shared doc in Google. I appreciate this way as I can read what others have written and get a general sense of what’s to come. The most recent chapter, Chapter 3, really caught my attention. In it, the author talks about how students view math vs. mathematicians view math. Students tend to view it as procedures, rules, and/or calculations. However, mathematicians tend to see it as creative, beautiful, and full of patterns. It was the sentiment that math is a study of patterns that made me take notice.

I have, for years, told my students that math was about patterns. That it was like a puzzle one needed to solve. I have always viewed math as a series of patterns and puzzles. I remember when I was in Kindergarten, a friend and I were talking. She was bragging how she could count to 100 while I could only count to 20. This irritated me. I wanted to count to 100 too. I remember going home and working this problem out in my room. Why I didn’t ask my mother is beyond me. But I was a stubborn kid (and for those of you who know me now, I’m still pretty stubborn). I remember looking at the numbers and ‘analyzing’ them. I thought, “If I can count to 20, then I can figure out how to count to 100.” And as I looked at the numbers, I saw a pattern. The numbers repeated. I began to realize that once the numbers in the one’s place (although I didn’t know place value at the time) were done, they started over again. And the numbers in the ten’s place began at 1, then went to 2 when all the numbers in the one’s place had been used. I had figured out the problem and went to school the next day bragging that I too, could count to 100.

Part of my success with math has come from A) a reading disability, so I gravitated towards math, and B) the fact that I was able to play and manipulate numbers on my own, okay and C) just being a plain old stubborn kid! We need to help students view math as patterns. We need to get over our own fear of math. We need to explore and allow conversations to happen in math. This is where the learning happens and a love of math will develop.

This is such a great book! Full of inspiration. I’m so glad we are reading it as a staff.

One final note: From grades 2 – 6 I was convinced I was going to grow up to be a mathematician. While that’s not my occupation, I’d say that I am one! We all are!

# Coordinates Breakout Continued

Yesterday, my class began creating a Coordinates Breakout. They figured out which locks to use and what the codes would be. Today, I tasked them with creating the clues and a story to accompany the Breakout.

We had a bit of trouble coming up with a story so I had them creating some of the clues to the locks. They were RockStars creating the clues! They really thought out how to make the clues meaningful, with a bit of depth. One clue deals with the compass rose. We are still debating if we should have different ones on one page or split them up onto different pages and have them placed around the room. I think we will have to run the game with another class to work out some of the kinks.

Another clue, or three, deals with coordinate planes – first quadrant. Each group took a different approach in creating the coordinateplane. One group created a visually pleasing one with gradient coloring and took the time to draw each line. Meanwhile, another group struggled to create one; they needed four or five. The struggling group asked if the gradient colored group would mind sharing so they could copy their coordinate plane. And of course, the group was kind enough to share!

Then, while in the middle of creating, a student came up to me with a back story for our game. We bounced ideas off of each other and made it better. Tomorrow, I think I am going to have the students work together to make the story even better.

So far, this experience has been challenging, yet rewarding. It is our plan to submit the game to the Breakout EDU website. I think before that happens, I will share it out to make sure it’s in tip-top shape!

# Coordinates Breakout

This year I have done a few Breakouts with my class. To say that they love them would be an understatement. So this week when we started coordinates in math, the wheels in our brains started turning. Seriously, there are so many things a person can do!

As we were walking to lunch one student suggested that we do a Breakout based on coordinates. I thought this was a GREAT idea and told him that I would search to see if there were any already made. However, by the end of the 45-minute lunch break, I had decided that making our own would be more fun!

I have been wanting to create my own Breakout for over a year. I have had a few ideas. One was an entire Breakout based in Google Maps. Another was based on directions and graphing. Unfortunately, I could never really get clues and ideas that I felt were good enough. Today was a different story. With the help of 28 other brains, we began creating an exciting Breakout – if I do say so myself.

I posed the idea to the class and they went for it. We decided which locks and accessories to use, created codes, and clue outlines. They even designed a distractor that should be used. They had some great ideas! We’re not done yet, but we will definitely share when we are done. I will have them create the clues and the story. I’m pretty excited for what they will come up with.
They know that I introduced this concept – BreakoutEDU – to the staff last week. They want to run their Breakout with the staff. I don’t think there’s time for that, but hopefully, we can run it with the other 5th-grade class.

# Google Classroom – Personal Accounts

So I received this today in my inbox!

A few days ago I wrote about Google Classroom and Personal Accounts. I applied for early access and was granted it today! The nerd in me is super geeked.

This is a game changer for me. First of all, I enjoy sharing my knowledge of Google Classroom with the masses. Secondly, a friend and I thought about created classes that people could take to become more proficient in technology use in the classroom. THIS is the perfect tool to get that going.

I can’t wait to see what uses others come up with.

# Student ‘Ransomes’

This year I have been giving out a few ‘Ransomes’ each week. I know what you’re thinking, no I did not hijack personal objects from students and offer to return them in exchange for payment of Kit Kat minis (my totes faves!) No, Ransomes are little notes I leave for students like this one:

I do usually put their name on them as well.

I didn’t think much of the habit. I just thought it was cute and a nice way to send a positive message to my students. It wasn’t until Parent-Teacher Conferences last week that I realized how much they mean to the students. Sometimes it’s easy for us to overlook how much a simple gesture means to a child. One of my parents told me that the Ransome I had given her son had made his day. He was so proud of that note, he put it in his room at home. It was something that made his day and the mom’s day, too.

# What I Do

Go to Ransomizer and type your message in the box provided. When you’re ready, select the ‘Ransomize’ button. You can customize the font, colors, etc. I then take a screenshot of the Ransome Note and place that in a Google Doc to print. I print 5 per week.

Give it a try. Your kids will love it and it’s a great way to connect with your students.

# Finding Your Learning Style – FTW

This week in Social Studies I have students using a Hyperdoc to research information on the Great Plains Indians (the information is then recorded on a Google My Map). This is the 3rd installment in a 4 part study series. In the first 2, I told the students to only use the information provided. I intentionally incorporated videos  as a part of their resources knowing that this learning style suits some of my students better. However, this time, I left off any video resources and added the task of finding at least one of their own resources. They are to record information and the search query used.

Then this happened…

I know what you’re thinking, “Uh, huh. A student found a video and is taking notes. Um, wasn’t that the assignment?” And yes, yes it was. BUT…this is no ordinary student. This is the student that has declared (several times), “I hate reading! Don’t make me read. I’m not reading anything!” This is the student that will play around in order to NOT do work – I suspect much of it is too difficult for Student X. This is the same student that can’t sit still for more than 30 seconds. YET, after Student X stopped freaking out that I didn’t include a video and realized they could look one up, Student X then sat for 40 MINUTES watching the video and taking notes…away from the group…working the entire time.

THIS is what happens when we give students the Freedom to learn in a style that best suits them. Student X knew what style worked best for him/her. Student X researched and learned the necessary material in order to support the group project.

This was a HUGE win!