The Role of Mathematics in Inquiry

In their unit of inquiry, our first graders were learning about the past, and how things have evolved over time. We incorporated our math standard of comparing and ordering numbers through the use of timelines to discuss and learn about our past and the evolution of people, places, and things. Students then applied what they learned about how things change over time and comparing and ordering numbers to their own “Personal Timelines.”

Students further explored mathematical concepts including using pictographs to organize data and learning to draw conclusions from information presented on graphs. As the first graders were about to learn about modes of transportation from the past in their unit of inquiry, teachers front-loaded transportation vocabulary during ELD by discussing, and then graphing the different ways the students came to school.

CGI Math Strategies in the Classroom 

The strategies we learned at the CGI Math training were just what we needed to tie the critical thinking, inquiry, and content areas together. Because CGI focuses heavily on student thinking and communicating in various ways, we were able to use many of the strategies that were presented in a math context in many other content areas. Something as simple as the "Four Squares" activity allowed us to engage in a thoughtful discussion of similarities and differences. Teachers presented students with four objects, photos, numbers... almost anything that was or could be related and asked, "Which one doesn't belong?" "Why?" We were surprised at how engaged ALL students were in the discussion! Since there was no 'right answer,' all students felt comfortable sharing their thoughts and defending their positions. This strategy alone, could be used in a transdisciplinary way!

CGI and UCLA Community School Presentation

As an added bonus, at the UCLA TIIP meeting in April, Christina had the opportunity to attend the UCLA Community School's break-out session. There, the presenters shared some great strategies for differentiating math word problems (math stories). With what she learned from CGI and UCLA Community School TIIP Team, she couldn't wait to go back to her class and try it out!  Below is an explanation of the strategy.

CGI and Counting Collections

In order to develop collaboration, critical thinking, and numeracy skills, the first graders also worked with Counting Collections. Students worked together to count "collections" such as markers, blocks, tiles, etc. from around the classroom. Once they chose what they would be counting, they had to decide how to count their collections. They were then asked to record their data on their recording sheet. The teachers role was to ask questions that would guide the students' thinking and allow students' to take ownership of their thought process. The IB Programme Learner Profiles state that students should be thinkers, inquirers, and communicators. The IB student should demonstrate a cooperative approach to learning.

This is a clip of Ms. Dominguez's first graders, Kevin and Emily, working on counting their collections of dominoes by 2s. The goal was to try to count to 100 or as high as they could. We see Kevin quickly pick up the pattern of counting by 2s and easily count passed 100. But he struggles with writing numbers greater than 100. That's where cooperation and collaboration become essential.

The Exhibition

Exhibition is the embodiment of what IB students have learned throughout their participation in a PYP program. Projects were produced by 5th grade students, with the assistance of a teacher/staff member as a mentor. Parents were informed monthly about the process, and families were invited to attend the presentations. Below is an example of an exhibition project by a group of Farmdale students, using some of the information and technology we learned at the CUE Conference. Their project falls under the theme of Sharing the Planet and is a play about air pollution.