Apr27
In this post, we are going to continue with the latest chapter of How I Wish I’d Taught Maths, by Craig Barton, about evidence-based education. Today we will discover a type of activity that can be tailored to both novice and expert learners: purposeful practice. As we have seen in a previous post, deliberate practice […]
Continue reading »Apr20
We are going to begin this post about adding fractions with three very simple questions: 1. If you had one apple and were given two apples, how many apples do you have now? 2. If you had one apple and were given half an apple, how many apples do you have now? 3. If you […]
Continue reading »Apr13
In this post, we are going to discover what an open line is and how it is different from a closed line. We will also see different types of open lines. Before we begin, take a look at this post about straight and curved lines to refresh your memory. Open Lines We know that a […]
Continue reading »Apr06
Sometimes we may be interested in knowing if one number is divisible by another, without having to perform a division. This is especially useful when we work with large numbers that require a lot of time for completing calculations. If you would like to refresh your memory on divisibility criteria, take a look at this […]
Continue reading »Mar30
In this post, we are going to continue analyzing the book, How I Wish I’d Taught Maths by Craig Barton about evidence-based education. Today, we will focus on problem solving. What is a problem? This is the first question we must answer before addressing the issue. Let’s see two examples. There is a school with […]
Continue reading »Mar23
In today’s post, I am going to present a series of exercises to practice how to identify flat symmetrical figures. To begin, I recommend that if you don’t remember symmetry or the characteristics that make a figure symmetrical very well, take a look at this previous post. You’ll be able to review all of the […]
Continue reading »Mar16
Today we are going to learn how to solve activities related to the representation of fractions on a number line and the amplification and simplification of fractions. To do this we need to use equivalent fractions. It is easy to represent a fraction on a number line when it is divided into the same number […]
Continue reading »Mar12
In a previous post, we spoke about basic coding concepts: instructions and control structures. Today we will expand on the topic a bit more and explain the different programming exercises children learn with Smartick Coding. All teachers agree on the importance of reading code as much as possible in order to write it correctly. This […]
Continue reading »Mar09
In this post, we are going to explain reducible equations with several examples taken from Smartick’s daily sessions. We will begin with some easier examples, and work our way toward those that are more complicated. If you need to review what an equation is, and its terms, you can take a look at this previous […]
Continue reading »Mar02
In this post, we are going to continue analyzing the book How I Wish I’d Taught Maths by Craig Barton about evidence-based education. Today we are going to highlight the role that examples play in teaching mathematics and how to use them instead of mere definitions and instrumental rules. Examples vs. Definitions It is clear […]
Continue reading »Feb17
In earlier posts, we have learned about set theory and Venn diagrams. Today, we are going to look at some examples of classification using Venn diagrams in Smartick. Attributes The method that we use to understand whether or not the elements that we want to classify meet some characteristics are what we call attributes. The […]
Continue reading »Feb10
In this post, we continue with our analysis of Craig Barton’s book, How I Wish I’d Taught Maths about evidence-based education. Today we will discuss the chapter about deliberate practice and the five stages that should be followed in order to teach a complex process. When we introduce a complex process, it is necessary to […]
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