3 blue blocks and 1 red
6 blue blocks and 1 red
9 blue blocks and 1 red
12 blue blocks and 1 red
the blue blocks grow by 3's
the red blocks never change
31 blocks to make the 10th stage
301 to make the 100th stage
growing patterns are cool they grow grow and grow growing by twos growing by ones growing by threes or even shrinking growing patterns are cool
growing patterns shrinking patterns
growing fast or slow
a bar graph with bingo dabbers
looks like a staircase
take bigger steps
to grow faster
make the bar graph
steeper and steeper
growing patterns are cool they grow grow and grow growing by twos growing by ones growing by threes or even shrinking growing patterns are cool
Grade 2 students perform their song "Growing patterns are cool."
Students recorded what they learned and how they felt during the activities. Their statements were used to create a class song that summarizes and celebrates their learning.
2. Math Interviews by grade 4 students (click on links below or visit Math Intreviews)
she enjoyed the bingo dabbers
creating her own math trains
it was fun and interactive
gets kids more excited about math
she wants to buy bingo dabbers
to do more bar graphs at home
he shared about patterns
how to make them grow
one pattern grows by ones
the other grows by threes
some patterns grow faster
their graphs are steep, steep, steep
math does not have to be difficult or boring it can be really fun and kids can enjoy it and kids can enjoy it
she understood the red blocks
didn't change from car to car
the blue blocks they increased
she explained the difference
between their bar graphs
and why one was steeper
he was able to explain patterns
how each train was different
I liked it when he said
"I am very smart in math!"
"I am very smart in math!"
and "it was fun doing it with my Mommy"
math does not have to be difficult or boring it can be really fun and kids can enjoy it and kids can enjoy it
Grades 1-2 students perform their song "Math with my Mommy."
Song lyrics are statements made by parents after students shared with them what they learned in math.
4. A little easy, a little hard
a little easy and a little hard I like making growing patterns a little easy and a little hard and lots of fun
I found school math hard
so I loved to watch her excitement
her complete understanding
and explanation of it all
it seemed so easy for her
a nice refresher for me
nice to see every day objects
can be used in math patterns
a little easy and a little hard I like making growing patterns a little easy and a little hard and lots of fun
an interesting way
to teach young children
basic patterns that lead
to more complex algebra
I was surprised how advanced
the math exercises were
and how so very easily
my son grasped it all
a little easy and a little hard I like making growing patterns a little easy and a little hard and lots of fun
Grades 1-2 students perform their song "A little easy, a little hard "
Song lyrics are statements made by parents after students shared with them what they learned in math.
5. N'y number
Learning at school and at home Our parents think it's hard This is easy we can do it Using tables, making graphs Making graphs, yeah
Getting bigger, getting smaller
Repeat, repeat, repeat
Patterns go higher, some go lower
Repeat, repeat, repeat
Linear algebra is cool
Patterns, patterns, patterns
We can tell you "N"y number
Patterns, patterns, patterns
Learning at school and at home Our parents think it's hard This is easy we can do it Using tables, making graphs Making graphs, yeah
Constants move you up
Constants move you down
The bigger the increasing number
The steeper is the graph
This is really fun
We can make patterns
It's interesting to learn
Constants and variables
Learning at school and at home Our parents think it's hard This is easy we can do it Using tables, making graphs Making graphs, yeah
Grade 4 students perform their song "'N'y number."
Students recorded what they learned and how they felt during the activities. Their statements were used to create a class song that summarizes and celebrates their learning.
6. Dots, clocks and waves
my daughter explained
how to conduct experiments
and make bar graphs
plotting the results
she was amazed
by the wave pattern
excited to explain it
to her brothers at home
a dot on a car tire
makes a wave pattern
at first I thought
it would be a spiral
the wave pattern
is still there
even if the wheels
even if they are square
it's great to see my son excited about school and about math it's great to see enthusiasm and interest in school math
my son enjoyed
testing his hypothesis
he was surprised
surprised by the result
he shared his comics
of what he learned
about math waves
on tires and clocks
the height of every hour
on a grandfather clock
plotted on a bar graph
makes a wave shape
like the height of a dot
on a rolling tire
or seasonal temperatures
or sunrise and sunset times
it's great to see my daughter excited about school and about math it's great to see enthusiasm and interest in school math
Grade 3 students perform their song "Dots, clocks and waves."
Song lyrics are statements made by parents after students shared with them what they learned in math.
7. Math can actually be fun!
what does a dot on a tire
have to do with a clock
I was surprised to see
the waves they make
We tested with a wheel
and a piece of paper
against the kitchen wall
it was really cool
simple experiences
in life around us
make math patterns
when we measure them
the story was entertaining
a real life situation
made the math
easy to understood
I learned that math can actually be fun when we see it from a different angle I learned that math can actually be fun actually be fun
I liked the bonding time
my child sharing
the math she learned
in school today
reading with my child
helped us both
share our ideas
and understand more
my daughter tends to be
more interested in school
whenever she can share
her learning with us
it's all new to me
and very different
from the paper pencil skills
many people are used to
I learned that math can actually be fun when we see it from a different angle I learned that math can actually be fun actually be fun
Grade 3 students perform their song "Math can actually be fun!"
Song lyrics are statements made by parents after students shared with them what they learned in math.
8. Math waves
I have a math surprise for you, Mom
if there's a dot on a car tire
what path will it travel
if the car's moving forward?
will it be a straight line?
or maybe a spiral pattern?
or dots as it hits the ground?
can I have a hint please?
the clock on the wall, Mom
measure the height of the hours
plot them on a bar graph
what will the pattern be?
round and round
go the hands of the clock
will it be a circle?
I need another hint
take the average temperature,
for each month of the year
plot them on a bar graph
what will the pattern be?
will it be like a mountain?
and then like a valley?
if we keep on going
will it make a wave pattern?
good thinking, Mom
I knew you could do it these math waves are cool
thanks for the math surprise
good thinking, Mom
I knew you could do it these math waves are cool
thanks for the math surprise
Grade 4 students perform their song "Math Waves."
Students recorded what they learned and how they felt during the activities. Their statements were used to create a class song that summarizes and celebrates their learning.
9. If I had a billion dollars
How much is a billion
How much is a billion
A billion steps
Take us around the Earth
More than twelve times
And way past the moon
How much is a billion
How much is a billion
If I made minimum wage
And saved every penny
I'd be a billionaire
In 50 thousand years
If I had a billion dollars I would help children If I had a billion dollars Who live in poverty If I had a billion dollars 'Cause I have so much 'Cause I have so much
I would buy them clothes
To keep them warm
I would buy them food
To grow healthy and strong
I would help them go to school
There is so much to learn
They need a house for shelter
It will keep them warm
They need sports equipment
To get lots of exercise
They need art supplies
I want kids to do art
If I had a billion dollars I would help children If I had a billion dollars Who live in poverty If I had a billion dollars 'Cause I have so much 'Cause I have so much
They need a dentist
So their teeth don't hurt
They need transportation
To get around town
They need video games
I want them to have fun
I don't like to see
Kids with nothing
I want to share what I have
With kids that need it
I want them to be happy
And that makes me happy
If I had a billion dollars I would help children If I had a billion dollars Who live in poverty If I had a billion dollars 'Cause I have so much 'Cause I have so much
Grade 3 students learned about big numbers, explored issues of child poverty, and discussed how they might help children in need if they had a billion dollars. Their statements were used to create a class song that summarizes and celebrates their learning.
10. A little goes a long way
Save just a little every day it goes a long, long way to help others in need children who live in poverty
By doing this at home
my child learned about poverty
and also about math
all in one activity
It's possible to explain
complex socio-economic issues
and math to children
in a story they can relate
She learned what it means
when some families
don't have the money
to buy the things they need
She became pretty passionate
about children in poverty
about our government stepping in
to help the poor
Save just a little every day it goes a long, long way to help others in need children who live in poverty
He said how good it was
for the children in the story
to give their money
to the homeless family
Too often we are wrapped up
in our lives and don't realize
how fortunate we are to have
and to do the things we do
It's never too late
to instil in our kids the value
and how simple it is
to offer help to others
It's important that our kids
understand their responsibility
to their community
and the world beyond
Save just a little every day it goes a long, long way to help others in need children who live in poverty
Grade 3 students learned about big numbers, explored issues of child poverty, and discussed how they might help children in need if they had a billion dollars. Parent feedback was used to create a class song that summarizes their comments.
11. It's division and we know it
It’s Division and we know it
Take the number chop it into pieces
Use numbers you know to make it easier
If the question is hard, your feelin’ queasy
Use the compensation method to make it easy
Make it simple and get rid of that stress pimple
Now division is simple just follow these steps
Split the divisor into smaller pieces
Divide by each and that’s the answer
It’s division and we know it
When you’re looking to do some long division There’s an easier way and we know it When you’re looking to do some long division There’s an easier way and we know it
Listen to the Egyptians they will guide you through
All you got to do is multiply by 2
1,2,4,8, no one needs to hesitate
Look at this way it uses estimation
First you pick a number then multiply…. Subtract!
Repeat, repeat and that’s that
When you’re looking to do some long division There’s an easier way and we know it When you’re looking to do some long division There’s an easier way and we know it
Grade 5 students read the story Smart Dividion and studied about various ways of dividing. They then used what they learned to create lyrics for a song.
12. Oh Yeah - density and buoyancy
Oh Yeah, it was the year 2012
When the grade 2’s learned about the secret of the stone
It was light in the water but not in the air
Oh yeah, oh yeah, oh yeaahh
All because of density, oh yeah and buoyancy
Oh yeah, oh yeah, oh yeaahh
The smart piggies, they helped the wolf
Oh yeah, oh yeah, oh yeaahh
SCIENCE IS COOL
DENSITY AND BUOYANCY
SCIENCE IS COOL
DENSITY AND BUOYANCY
The stone was lifted and the tablet floated
And revealed the secret of life
It said be nice, and the wolf was nice
And fixed the house for the piggies
SCIENCE IS COOL
DENSITY AND BUOYANCY
SCIENCE IS COOL
DENSITY AND BUOYANCY
Grade 2 students read the story The Secret of the Stone and using spring scales they measured the weight of masses in and our of water. They then used what they learned to write this song.
13. Fractions in action
using what she learned
about fractions and more
my daughter designed
a wanted poster for 3/2
it seems that fraction 3/2,
escaped from Fractionville jail
may be disguised as one and 1/2
or as a decimal or as a percent
approach with caution
mixes with mixed fractions
and is known to hang out
with improper fractions
fond of stealing quarters
usually 6 at a time
and working overtime
yeah work’in at time and a half
usually I have to remind my son to do his homework but this time it was different this time it was different
my daughter liked the story
she read it several times
and made me read it too
and I enjoyed it
I learned that my son likes math
and thinks fractions are cool
he liked the card games
matching decimals and percents
my daughter learned to change
the denominator to 12
and make 1/2, 1/3
and 1/4 fraction friends
I like having a role
in helping my son
Helping my son learn at home
math can be so much fun
if kids understand it
usually I have to remind my daughter to do her homework but this time was different this time was different
Grade 5 students explored fractions, created wanted posters, and their ideas and parent feedback was used to write this song.
14. The quality of numbers
The Quality of Numbers - creative interpretations of the numbers 1 to 5 - for children in primary or junior years - by Effie Tassiopoulos and Maryem Tollar
15. Through Distance and Space
This song/music video is about grade 6 measurement - the difference between perimeter and area.
Original song by Mack Polak, Daiva Paskauskas, Melissa Dionisio, and Nicole Mangroo, students of the Consecutive Bachelor of Education program at the Ontario Institute for Studies in Education.
16. Transformations with toast
Exploring the basics of Transformational Geometry through a puppet show! "Transformations with Toast" by Laura Argiropulos.
17. Real squares are not real!
SKIT
"Do squares exist?"
"What do you mean?"
"Are they real?"
"It looks real to me."
"But a real square has only two dimensions: length and width. It has no height, no thickness."
"So real squares are invisible?"
"So real squares aren't real?"
"I made some square cookies for you girls."
"Thanks, Dad."
"But are they real?"
"Because real squares aren't real,"
"Actually, they are more like rectangular prisms. They have length, width and height."
"So the cookies are not squares?"
"Real squares exist only in our imagination. They have two dimensions. Our world has three."
"We have another question for you."
"What is it?"
"Is 2 + 2 always 4?"
"Yes," ...... Hmm ...Wait, let me think about that for a while."
SONG
Twinkle, twinkle, little square
How I wonder if you're there.
If I turn you off your side
You're like a diamond in the sky.
Twinkle, twinkle, little square
How I wonder if you're there.
When the cube is all gone
When there's nothing to lie upon
When I see you have no height
You disappear out of sight.
Twinkle, twinkle, little square
How I wonder if you're there.
In the dark as I go to sleep
I wonder what it's like in 2D
With length and width but no height
You are a magical math sprite
Twinkle, twinkle, little square
How I wonder if you're there.
Twinkle, twinkle, little square
How I wonder if you're there.
18. Pulleys
Pulleys
ONE PULLEY CAN LIFT YOUR WEIGHT
TWO PULLEYS LIFTS TWICE YOUR WEIGHT
SAME AMOUNT OF WORK, HALF THE FORCE
MORE PULLEYS USE LESS FORCE
THERE’S NO FREE LUNCH IN SCIENCE
YOU LIFT MORE BY PULLING FARTHER
PULLEYS IN CARS, PULLEYS IN TOYS PULLEYS ARE USEFUL LET’S MAKE NOISE YEAHHHH PULLEYS ARE USEFUL
WE READ A STORY FOS WAS A BULLY
THE FOX WAS WRONG THE PIGGY WAS STRONG
HE LIFTED TWICE HIS WEIGHT HE USED A PULLEY
WE SHARED WITH OUR PARENTS
TO HELP THEM LEARN SCIENCE
THE SPRING SCALE PROVED IT WE USED LESS FORCE
PULLEYS IN CARS, PULLEYS IN TOYS PULLEYS ARE USEFULL LET’S MAKE NOISE YEAHHHH PULLEYS ARE USEFUL
ONE PULLEY A 100KG
TWO PULLEYS 50KG
THREE PULLEYS WHAT DO YOU THINK
PULLEYS IN CARS, PULLEYS IN TOYS PULLEYS ARE USEFULL LET’S MAKE NOISE YEAHHHH PULLEYS ARE USEFUL……………………X3
19. Common Factors of 3, 4, 5
An original walking blues song with a video to help with the story. written and recorded by Kevin Hewitt, Niki Popper, Patrick Shannon & Jasmine Toews.
