The other day I had the privilege to participate in a Skype conference call with Sheryl NussbaumBeach (@snbeach). The topic of discussion was Project Based Learning, however we also talked about the use of social media. This was not the first conversation I have participated in about the use of social media in the classroom, but for some reason it got me thinking about my own lesson plans for the month and how I could incorporate social media. Once I started thinking, the ideas started flowing and I realized how much room there was for improvement in my lessons!

While checking Twitter that night, I came across a tweet from Aviva Dunsiger, @Grade1, whom I follow and admire for her creative uses of technology in her classroom. The minute I read her Smartie Math problem blog post, I knew I wanted to participate. My lesson plans for the month involve the use of data, spreadsheets and graphs. The math problem presented in the blog post not only involves those subjects, it adds in the social media aspect. Thus, I presented to my first grade class our math problem "from Canada!" They couldn't believe that we would be doing math from Canada! "How can we do that?" they asked.

After looking at a map to find Ancaster, Ontario in relationship to Wisconsin, we began by reviewing the slide show on Aviva's blog post and discussing what data we needed to know. We focused on the slide with the buckets of candy and I asked them what information I should write on the board. All they wanted me to write was the question "How can we make the buckets equal?" We then discussed what tools we have available to solve this problem. Since I am the computer teacher, we focused on different software programs that we have learned to use throughout the year. As anticipated their ideas were to use Smart Notebook software to draw solutions, or draw shapes as manipulatives. We have also used Kidspiration which has many objects we could use for manipulatives, so some students suggested that as well.

The students returned to their computers and paired up with the person they sat next to, a random mix based on an alphabetical seating chart. For the next half hour, the students were totally engaged in trying to solve the math problem. Some of them started by recreating the picture of the buckets. Others also drew two buckets, but went to the board and counted the number of red and white candy to sort right away as they drew them in the buckets. The students who drew the mixed candy then moved them to also be sorted one color in each bucket. Finally, all groups who had a chance to finish moved the sorted candy so there was an equal amount of each color in each bucket.

At the end of class, we took time to write a comment on Aviva's blog post about how we solved the math problem. The students were really excited for this part and were also excited that she wrote back to them! Overall, this was a very successful activity. It was relevant (sorting candy fairly), global (from Canada), collaborative (they worked with partners) and involved communication (commenting on a blog and getting a response). Finally, students were problem solvers using their choice of tools available to them (critical thinking). Thank you Aviva!

Wow! Thanks so much for mentioning me in this blog post. I was so excited that you tried out this problem too, and my students were thrilled that someone from the "United States" did their math problem. It really is fun to learn on a global level!

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