Proof Puzzles: A puzzle that builds geometric proof writing skills and logical reasoning!

Parts of a proof are cut up and students have to work together to put them in logical sequence. This helps students who are struggling with the logical flow of proof writing and is a stepping stone to attempting proofs without any help.

Treasure Hunt: A game that involves movement, self-correction, and MCQ mastery. 

Multiple choice questions as clues are put around the classroom. Students work in groups or individually to solve one question at a time. The answer to each question tells you which clue to visit next. If you’ve done it right then the last clue should lead you back to where you first started! 

Math Relay: A game that involves identifying errors and solving methodical problems with speed and mastery at each step of the way!

Students run to the board to do one step of a problem and run back to tag their teammate who does the next step, or corrects the previous step (if done wrong). First team to complete all steps and solve the whole problem, wins the game!

This game is great for methodical questions with multiple steps. Example: Simplifying roots, solving linear equations, etc.

Kung Fu Math-ster:

A game that works on mental math skills. Two students stand facing away from the board. A simple arithmetic question is put on the board and the two students are asked to turn and look at the board at the same time. The first student to shout out the correct answer wins. Anyone from the class can then challenge the winner to another round. At the end of the day, the last winner standing is titled the “Kung Fu Math-ster”

Algebra Tiles: Pieces of paper cut out in different sizes to represent the building blocks of polynomials up to the 2nd degree. 

• • These are great to teach simplifying, adding and subtracting polynomials as it clearly depicts the idea of like and unlike terms. 

  • Our class found these especially useful in factorizing quadratic equations!

Straw Triangles:  Pieces of straws can be cut out to specific differing lengths. Students can maneuver the straws to create their own triangles which otherwise may be difficult to construct on paper.

• • • These are great to teach different congruent tests!

• Another great way to use these manipulatives is to explore the triangle inequality by attempting to make different triangles with different lengths of straws and determining which lengths are possible and which not. 

Summer Workbook: Over the summer holidays a 3 week long async workbook was designed to help students learn or revise the basics of algebra all the way through to 10th Grade mathematics.  There were two levels of workbooks to allow for differentiation based on rigour. 

Scaffolded Worksheets: Worksheets for problems that require multiple steps are scaffolded to ensure mastery at each level. These worksheets also act as a guide for students that they can use outside the classroom and involve minimum teacher intervention.

Starter Activities: Our math classrooms usually begin with starter activities that either review the previous lesson (if related to the current one) or works on recalling any prerequisite required for the lesson at hand.

Differentiation:

• Differentiated task packets: Revision packets and classroom tasks are often differentiated with each resource made for three different levels

• Low floor- High ceiling tasks: Wherever possible tasks given in a mixed rigour classroom are made to allow access for all students regardless of their prerequisite skills. At the same time they allow for students to work on more challenging mathematics as the task unfolds. 

• Multiple classrooms: Fortunately we have two classrooms which we use to group students based on their academic rigor and motivation levels. Both classrooms are taught in a different manner and different content is prioritized for each.

Joy of Problem Solving: We have learnt to enjoy tackling math problems as puzzles to be solved. The feeling of empowerment after solving a tricky problem is what brings joy to our class. 

Mistakes means Learning: At first most of our class was apprehensive to tackle tasks that they weren’t confident in because they were afraid to make mistakes. However, after openly appreciating mistakes and learning instead of right answers, our class is now more willing to make a few mistakes.

Don't Give Up: Many of our learners would often feel dejected when they couldn't solve a problem. This would lead to actual emotional outbursts and them giving up on questions. Despite this, as a teacher I refused to simply give students answers, instead I would provide them with support, ask guiding questions and break the problem down until they felt like they could solve it on their own! Over time we have built great reselience as a class.

I am a Mathematician!: Math anxiety was a big problem for our classroom two years ago. However, by instilling the idea that anyone can do math and that everyone is a mathematician in our class, the confidence of students has been boosted. 

Many hands make light work: Working in a team results in a lot of perspectives but instead of letting that hold us back we have learnt to converge our points of views to arrive at a common solution. This was a result of team games and a practice we followed in 9th Grade which was: "you're not done until your partner is done."