“But, What Does It Mean?: A Story of Numbers” SET-BC Math Synergy Project

1. “But, What Does It Mean?: A Story of Numbers”SET-BC Math Synergy Project Ms. Kolinsky Nesika elementary, Williams Lake, B.C. School District 27

2. Question #1 • A general description of the project: • who was involved • what were the goals • what were the anticipated outcomes • what curricular themes/activities took place • what specific technology was used?

3. who was involved • The project was done with my whole Grade 1/2 class • Supported by Isabella McQuarrie and Nona Navin

4. Math Outcomes • Use reasoning to explore and make connections • Use technology to explore mathematics • Develop and use multiple strategies to engage in problem solving • Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures • Communicate mathematical thinking in many ways • Use mathematical vocabulary and language to contribute to mathematical discussions • Explain and justify mathematical ideas and decisions • Represent mathematical ideas in concrete, pictorial, and symbolic forms • Reflect on mathematical thinking • Connect mathematical concepts to each other and to other areas and personal interests • Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts

5. Language Arts Outcomes • Stories and other texts can be shared through pictures and words. • Recognize the importance of story in personal, family, and community identity • Use personal experience and knowledge to connect to stories and other texts to make meaning • Plan and create a variety of communication forms for different purposes and audiences • Communicate using letters and words and applying some conventions of Canadian spelling, grammar, and punctuation

6. Fine Arts OUtcomes • Develop processes and technical skills in a variety of art forms to nurture motivation, development, and imagination • Reflect on creative processes and make connections to other experiences • Demonstrate increasingly sophisticated application and/or engagement of curricular content

7. Core Competencies • Communication Skills • Creative Thinking • Critical Thinking • Problem Solving

8. anticipated outcomes • Enhance math understandings • Be able to explain concepts and learning in depth • Increase engagement and interest in Math • Creative and Critical thinking • Ability to generate and share ideas, as well as respectfully listening to others share their thoughts

9. technology used • iPads – with Apple TV • Taking pictures • Book Creator • Pic Collage • Sumdog • Explain Everything • Popplet • Chromebooks • SumDog • Unit related games • More or Less • Shapes • Geoboard • Geometry • Shape Quest • Pattern Shapes

10. Link to blog post on Set Up: http://armksd27.edublogs.org/2018/10/21/classroom-set-up/

11. curricular themes/activities • Taking pictures -All • Book Creator – Number Sense • Pic Collage – Geometry • Sumdog – Basic Facts and Concepts • Explain Everything – Addition and Subtraction (Process and thinking) • Popplet – Geometry • The Math Learning Center: Number Frames, Number Lines, Geoboard, Pattern Shapes • Unit related games – Adding, Subtracting, Geometry

12. Question #2 • A description of how the project proceeded: • what, if any, training took place • how was the technology introduced to students • how was it used during the project by the teacher(s) and the students • how were the project activities completed?

13. Training • Bella • Allison Bos • Task Cards from Nona/Bella • Own exploration

14. Research Books • “Innovate with iPad: Lessons to Transform Learning In the Classroom” by Karen Lireman and Kristen Wideen • “The Classroom Chef” by John Stevens and Matt Vaudrey • “Teaching Math with Google Apps: 50 G-Suite Activities” by Alice Keeler and Diana Herrington

15. Resources - Websites • Carole Fullerton: https://mindfull.wordpress.com/ • Janice Novakowski: https://blogs.sd38.bc.ca/sd38mathandscience/ • Jennifer Barker http://www.meaningfulmathmoments.com/musings • BC Numeracy https://sites.google.com/view/bc-numeracy-network • SET-BC https://www.setbc.org/2019/01/apps-for-numeracy-and-planning-for-differentiated-instruction-2019/ https://www.setbc.org/synergy-projects-collection/

16. technology introduced to students • Technology was introduced slowly- rules, expectations and procedures first. Then, for new apps/projects: • Whole class lesson (with Bella or me), with demo and student involvement • Group work to explore, take turns • Eventually, individual turns/projects (at my teaching table)

17. How technology was used: Students Taking pictures Book Creator Pic Collage Sumdog Explain Everything Popplet Unit related games Teachers • Teaching, demonstrating lesson or app • Virtual manipulatives • Evidence of learning • Visual timers/Count up timers for stamina • Visual noise meters • (one iPad was kept as a teacher iPad)

18. Projects • PicCollage in class with 2D and 3D shapes • As a class, inside • Teacher demonstration • Small group project

19. Projects • PicCollage Outside 2D Shape Hunt • Outside, iPads were labelled with the shapes, students had to find a shape in nature, then photograph it with the correct iPad, and share

20. Projects • Popplet • As a class • As small groups

21. Projects Double click image to play video, or click on link: https://youtu.be/m7xr5l4iFIo • Book Creator Story • Worked with Bella to photograph and record story • http://armksd27.edublogs.org/2019/01/14/book-creator-five-little-shapes-book/ • http://armksd27.edublogs.org/2019/01/27/book-creator/

22. Projects • Explain Everything Addition Story • Individually, at teaching table

23. Projects • Explain Everything Subtraction Thinking • Small groups at the teaching table • In stages – made 3D model of subtraction question, took a photo • Came back another day to add picture to EE, record themselves, and save the file

24. Projects • Number Families #1 • Only the camera app was used. • I selected to have the students work through the project with physical materials, and then we photographed them to share to FreshGrade. • Modified from Carole Fullerton • I gave them the first number sentence, they had to create the picture, and fill in the missing number sentences for the family

25. PROJECTS • Number Families #2 • We used the Number Frames app as a whole class activity. Using a name jar, students came up to help me as the iPad was connected to the Apple TV • They had Egg Carton Ten Frames at their table to work with. • Inspired by Carole Fullerton’s activities for “Tap the Magic Tree” by Christie Matheson

26. Question #3 • A description of the main challenges encountered during the project and how they were overcome.

27. Trials and Triumphs • Challenges: • Initial organization and set up • Getting started with the tech • Teaching processes, rules, expectations, before getting to curriculum, and then to assessment • Balancing Tech learning with curricular learning and assessment • http://armksd27.edublogs.org/2019/02/22/technology-and-assessment/ • Kids seeing the iPad for demos/teaching • Overcoming them: • Bella supplied storage materials! • http://armksd27.edublogs.org/2018/10/21/classroom-set-up/ • Bella came to help set up the expectations • Class designed rules • Still working on it, with support and encouragement from Nona • Bella loaned me her Apple TV, which was greatly needed! It has been a huge help.

28. Question #4 • A description of the main successes of the project • what was achieved overall

29. Successes and achievements • Positive change in attitudes towards math in my class • Teacher’s confidence and comfort in using tech grew • More efficient teaching practices (ex. Using apps to demonstrate mathematical concepts, such as drawing a picture, using ten frames, using a number line) • Growing math language and awareness of how they are solving questions • Students were asked to explain and reflect on their thinking and strategies

30. Math interest survey • The first resource that I created was a survey about Math that is designed to chart my student’s emotional reactions to Math, and their learning. I will do this same task with them several times to see how it changes over time. To access the resource, click on the link! • https://drive.google.com/file/d/0B9umGEY3x2sKanNSbUF4Qk8yWWpHZmtaeTc4Uk15MV9iNEpV/view?usp=sharing

31. Question #5 • Any recommendations or advice for other teams or educators conducting a similar project? • What might you do differently next time?

32. Feedback Letter trays make great storage for iPads and Chromebooks. (Hot glue them) If using cable cord holders, glue them onto your organizer recommendations • If you do not know how to airdrop, learn that first! • Be flexible, and let your project or theme grow and change throughout the process. http://armksd27.edublogs.org/2018/10/21/getting-set-up/ • When labelling the iPads be sure to label the back of the iPad, not the front cover.

33. feedback Have a Student Tech Specialist in the room – from your room, or an older class Utilize the adults in your room at the start (Floating, running a station, problem solving) If there is an electronic service that lets you share your screen, and chat (audio, or audio visual) that would be helpful. It was hard to find a phone line, and a plug, and a place for a computer, and quiet, when we had our phone meetings. Changes • Maybe consider using iPad Minis? The iPads were a bit cumbersome for my Gr. 1/2’s • Supply a way to connect the iPads to a projector • The Otter Box cases are really hard for Grade 1’s to open.