Cheryl Wolting

LKDSB math educator, wife, mother, nature lover

[Walter Bax @walterbax]

A year supply of pizza pops?! 😲 #WeirdGood #WhatATimeToBeWeird #PizzaPops @pizzapops https://t.co/QbIaWLn20z

[Cheryl Wolting @CWoltingMath]

Math night at Queen Elizabeth Public School Chatham has families supporting their children through math games. Great job teachers! ⁦@LKelempro⁩

[Cheryl Wolting @CWoltingMath]

Using Pentominoes for motion geometry. Rotations, translations, and reflections. Combining all transformations in one task. Moving on to four quadrants and grid coordinates. @LKelempro

[Cheryl Wolting @CWoltingMath]

Created with #AppleClips Using pattern blocks to create mixed numbers and improper fractions to 5 wholes. Counting by a fractional unit and comparing fractions with the same denominator. Thanks to Tecumseh and Tilbury students and teachers for your great work!

[Cheryl Wolting @CWoltingMath]

Created with #AppleClips Help students represent decimals, fractions and percents so that they can make sense of these numbers, make it easier to compare and order different forms of a number and work with these numbers as they create meaning in problem solving.

[Laurie Wark @WarkLaurie]

Used the Grade 4 today for Illustrating Multiplication! Thanks @HBosacki @joboaler @youcubed #tvdsbmath #jdpstv

[Cheryl Wolting @CWoltingMath]

Equivalent Fractions using Fraction Pieces. Fractions are equivalent if they take up the same area. How can we turn this AREA model into a LINEAR model? Using a number line model will be essential in future work comparing fractions, decimals and percents.⁦@LKelempro⁩

[Cheryl Wolting @CWoltingMath]

Fraction pieces show an area model of https://t.co/Owa8Iy04iZ conceptual understanding of wholes and unit fractions. Create and name proper fractions, equivalent fractions of one-half and create and name fractions greater than and less than one-half. ⁦@LKelempro⁩

[Cheryl Wolting @CWoltingMath]

Multiplication progression video #5 When we multiply by 10, 100 and 1000 our number become 10 times, 100 times and 1000 times as great! It is NOT about adding zeros. Our digits move place values. ⁦@LKelempro⁩

[Cheryl Wolting @CWoltingMath]

Multiplication progression video #6 after students multiply 20 x 30 have then add a layer. 24 X 30. Add a partial product, and connect representations of base 10, a sketch, box method and an open array ⁦@LKelempro⁩

[Cheryl Wolting @CWoltingMath]

Multiplication progression video#4 multiplying a multiple of 10 by a multiple of 10 eg. 20 X 30, 50 X 20 ⁦@LKelempro⁩ The rest of the series found on the LKDSB portal

[Cheryl Wolting @CWoltingMath]

Video #8 in a series of multiplication videos to support a progression of instruction. See the others on the LKDSB portal. If longer than 2:20 I can’t post on Twitter. ⁦@LKelempro⁩

[Cheryl Wolting @CWoltingMath]

Tonight’s staff meeting at HARWICH Raleigh involved playing some of the many multiplication games which are available on the LKDSB portal to learn and reinforce basic multiplication facts. Something for everyone! @LKelempro

[Cheryl Wolting @CWoltingMath]

Math games tonight in Tilbury. Parents collecting and playing math games to support their child’s growing understanding of number leading to the automatic retrieval of facts. @LKelempro

[Cheryl Wolting @CWoltingMath]

Have students create and solve their own problems. Use these problems and give one another feedback as to how to clarify the question so that it is a realistic scenario and makes sense. Analyze the solution. Are there misconceptions?. @LKelempro

[Cheryl Wolting @CWoltingMath]

FEEDBACK. The most significant feedback we can give parents is to raise their awareness about how they can best help their child’s learning at home. ‘That is their learning’. Hattie @LKelempro

[Cheryl Wolting @CWoltingMath]

Use base ten ‘slips’ establish that today the small cube or unit is worth one. How many small chips will it take to make 1 unit? Each slip is one-tenth of a unit. What is 0.3 X 10? @LKelempro Spread out or stacked, it will equal 3.0 which is 10 X larger: one PV shift left.

[Cheryl Wolting @CWoltingMath]

Making sense of a multiple of 10 times a multiple of 10. Besides applying a rule of sticking 0’s at the end, students need to create a visual of what it means when we multiply 30, 30 times or 20 X 20 times. This will help them considerably when they are estimating. @LKelempro

[Cheryl Wolting @CWoltingMath]

Multiplying whole numbers by 10, 100 and 1000. Line up your materials. What multiplicative change do you notice from one value to the next? 10 X smaller or larger depending on your direction. What about 2 place values away? Model and label the change.@LKelempro

[Cheryl Wolting @CWoltingMath]

Multiplying whole numbers and decimals by 10, 100 and 1000 using base ten materials and ‘Dancing the Digits’ The physical sliding/movement of the digits to be 10 times or 100x or 1000x greater in place value rather than moving the decimal or adding 0s. @LKelempro