Samantha Hellessey

Secondary Mathematics Teacher | BA | MTeach | Vic, AUS

[Samantha Hellessey @s_hellessey]

@cjshore @blatherwick_sam Lesson for year 11 today. All lessons will follow this structure and students can access before/after class.

[Samantha Hellessey @s_hellessey]

@MathsCirclesOz 3/16 + 1/4
= 3/16 + 4/16
= 7/16 just under 1/2

[Samantha Hellessey @s_hellessey]

@nomad_penguin Starter question to work through (sometimes individually, sometimes collaboratively), a kahoot/blooket etc. For my older students in revision time I'm currently doing timed practice questions.

[Samantha Hellessey @s_hellessey]

Thanks to @UniMelb for your workshop today with some Year 7 and 8 students. An engaging task looking at symmetry and patterns.

[Samantha Hellessey @s_hellessey]

@DavidKButlerUoA - loved using your stick figure cards in class today.
Students worked in pairs to choose variables and 20 'people' to base their investigation on.
Engagement high, allowed for targeted clarification + feedback, + additional real life considerations.

[Samantha Hellessey @s_hellessey]

@jillbrown_AUS Thank you for the session Jill. Extremely practical and left feeling inspired 🙂

[Samantha Hellessey @s_hellessey]

@pwharris I know both of those numbers have 7 as factors
14 and 35 then becomes 2 and 5

There are 100 parts in a percentage so 100/5 = 20

2 x 20 = 40

Therefore 14 is 35% of 40

[Samantha Hellessey @s_hellessey]

@MathsCirclesOz Thanks for sharing Michaela! We are currently looking at embedding 'predicting' in maths. This is a perfect example.

[Samantha Hellessey @s_hellessey]

@mathsplay_org I notice the number of sections in each circle increases, and wonder if there is a pattern we can find to describe what is happening

[Samantha Hellessey @s_hellessey]

@pwharris I know 100 x 36 = 3600, therefore 25 x 36 is 900.

900-36 = 860 + 4 = 864

[Samantha Hellessey @s_hellessey]

@pwharris 5 x 32 = 160

5 x 160 = 800

[Samantha Hellessey @s_hellessey]

Digits... was thrilled to hear about this game from a student today who challenges her friends each day.

https://t.co/BTdczlyJsV

[Samantha Hellessey @s_hellessey]

@MathsCirclesOz We had a play around with this today. One student ordered the numbers from smallest to biggest to figure out that -2 would be a good fit for the middle

[Samantha Hellessey @s_hellessey]

@mic_epstein @MathsCirclesOz Oooo good pick up!
It seems that up until, n/0 is the point which the increasing pattern switches to a decreasing one. Interesting... reminds me of gradients.

[Samantha Hellessey @s_hellessey]

Happy International Day of Mathematics!
Students enjoyed creating maths jokes, a scavenger hunt, decimal place and free hand circle competition, and telling us some Pi facts for a party pie.

[Samantha Hellessey @s_hellessey]

Me listening intently to Colin below. Stepping back into the classroom today and instantly thinking how I can adapt and enhance my practice.

[Emma Moore @EmmaMooreMaths]

TEP Maths Discipline Day. A day of learning, connecting, collaborating and robust discussion. Thank you to the those who participated. A shout out to the panel members: Danijela, Jen and Michael. @maths_vic @VCAAedu @AcademyVIC #TEP23
#teachingexcellence
#academyvic
#MAV #VCAA

[Samantha Hellessey @s_hellessey]

@DavidKButlerUoA I love it too! Thank you for the awesome activity that is now in our problem solving lessons at my school.

[Samantha Hellessey @s_hellessey]

@MathsCirclesOz I'm noticing a spiral pattern and am wondering how we might make the spiral more evident. Maybe we can continue with the patterns of squares or look at drawing curved lines inside the squares from corner to corner

[Samantha Hellessey @s_hellessey]

@DavidKButlerUoA Sorry, two student for each learning area.

[Samantha Hellessey @s_hellessey]

@DavidKButlerUoA Yeah, pretty awesome! I believe this is the third year we have had them. Yes, there is one for each learning area.