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## Counting Factors with Grade 7/8s

One of the great parts of my job as a split classroom teacher and division consultant is that I get to spend time in classrooms from grades six to twelve. This means I often need to be in one head space to teach my own Grade 12s and then switch gears to act with younger mathematicians. It also means that the classroom experiences are sporadic and involve teachers working in several different places in several different curricula.

On this particular occasion, I was working with a 7/8 split class that had just finished a unit on perfect squares and divisibility rules, and we wanted an activity that could serve as a sort of review of divisibility rules but also reveal something cool about perfect squares. I thought about the locker problem, but it doesn’t require students to factor in order to see the pattern. Instead, I took some of the underlying mathematical principles (namely: that perfect squares have an odd number of factors) and wrapped it in a structure suited for a Friday afternoon.

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## Prime Climb Puzzles

Let it be known that I am not a huge fan of math board games. That being established, I have tried on multiple occasions to create one that I like because the undeniable engagement factor is there. One of two things always seems to happen to my attempts:

• The game does nothing to change how students interact with the mathematics. Rather, it divulges into an attempt to get students to complete drills in order to win points of some type. Here, the math and the game exist as ostensibly separate entities.
• The game mechanism does not support flexible mathematics without a plethora of complicated rules. In an attempt to ensure that the first problem does not occur, the game soon balloons out of control until the simplistic spirit of gamification is lost.
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## The Guess Who Conundrum

Every so often, an idea comes out of left field. I woke up with this on my mind–must have been a dream.
Back in the day, my family had a dilapidated copy of the game “Guess Who?” My siblings and I would take turns playing this game of deduction. You essentially narrowed a search for an opponent’s person by picking out characteristics of their appearance.
 http://www.flickr.com/photos/unloveable/2398625902/
Categories

## Do Teachers Play with Mathematics?

Since my introduction to the twitterverse and blogosphere, I have been on the lookout for like-minded individuals who share my passion for the teaching and learning of mathematics. I have met numerous people who document their best strategies, and have already been very helpful to me. One such community of learners is the #mathchat gang that meets once a week (and re-opens discussion at a more European friendly time later in the week) to discuss a topic or theme in math education. Although it is often tough to express pedagogical beliefs in 140 characters or less, the conversation is incredibly fruitful. It was during one of the “mathchat”s that I was struck with a particularly convicting, and ironic, realization.

The topic of the conversation was:

“How do I promote deep, productive and creative mathematical play?”