“If we want students to think, we need to give them something to think about.”

- Peter Liljedahl (Building Thinking Classrooms in Mathematics)

In Room 12, we spent the month of September working hard to establish positive math norms and a classroom environment that feels safe, inclusive and welcoming of all student skills and abilities. This was done with purpose and intent to help ensure that students feel comfortable taking risks and engaging in productive struggle to help build and strengthen their math skills. Making mistakes, asking questions to clarify understanding and working together are important components of learning in our classroom.

A goal in Grade 3 this year in Mathematics is to teach through problem solving, as it invites students to think about mathematics, to take risks, and to persevere. Collaboration is a key component of problem solving. Therefore, students need to be working together, sharing strategies, and learning from one another. The role of Mrs. Swan will be to inspire, facilitate, and regulate. This means there will be times when there is no telling, no showing and no giving answers!

Research says that teaching through problem solving levels the playing field. Students will struggle; this struggle will help them deepen their understanding and expand their skills. Problem solving gives the chance for all learners to be creative, think outside the box, and have a voice.

Grade 3 Mathematics Learning Outcome: Students interpret place value within 100 000.

Our first problem of the year had students collaborating together to solve a problem entitled, Building Three Digit Numbers. This problem asked students to build as many three digit numbers as they could using the 3 base ten blocks shown below. Students were invited to use any combination of the blocks but could use only three blocks in total. Each number they built had to be a three digit number.

Extension: How do you know you have built all the possible numbers? How can you prove it?

Students took up this math problem with rigour, enthusiasm and demonstrated perseverance when they realized they had made a mistake. Some students noted that they had built two and three-digit numbers by accident and others observed that they were using more than 3 base ten blocks to create three-digit numbers. Students who felt that had solved the problem were then invited to prove that they had built all of the possible numbers. This had several students immersed in productive struggle. Early next week, students will be sharing their solutions and strategies with their classmates. You are encouraged to ask your child how they solved this problem.