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Jamie York Meaningful Math Homework


15% DISCOUNTand SAVE ON SHIPPING. 6th, 7th and 8th
grades Waldorf Middle School Math.

JOIN US also for the current session of our ONLINE Art of Teaching Math 6th Grade WORKSHOP between December 1, 2017 and March 31, 2018, for any 2-week period. Our online workshops are designed to enhance your understanding of our Making Math Meaningful® curriculum. 1-3, 4/5th Grade, 7th and 8th Grade Online workshops also available.

 

 


Jamie York’s 6th Grade Waldorf Math Book Set includes the 5 core books in our Making Math Meaningful® curriculum series for teaching math to 6th grade students.

• A Source Book for Teaching Middle School Math (formerly our Middle School Curriculum Guide).

• 2 6th Grade Workbooks (Student’s and Teacher’s Editions)

• String, Straightedge and Shadow: The Story of Geometry by Julia E.
Diggins – (A 6th Grade Reader.)

• Fun with Puzzles, Games and More! for 4th through 12th grade.


The 6th Grade: The Year for Strengthening Skills. While there are new topics to be introduced in sixth grade math, much of the year is an essential review, or a furthering of material introduced in earlier years. The challenge is to weave in the review in such a way that there is always something new. Therefore, each worksheet includes several review problems. The goal is for the students to enter sixth grade feeling that division, fractions, and decimals are all easy, and for them to be excited about learning math.


A Source Book for Teaching Middle School Math (formerly our Middle School Curriculum Guide).
8.5′ x 11′,1 92 pages, illustrated, soft-cover.
ISBN 978-1-938210-00-6

Individual Price: $26.95
How to Make Math Meaningful? That is one of the greatest challenges for math teachers – particularly in today’s world! This Source Book for Teaching Middle School Math for sixth through eighth grade provides a method of teaching that helps develop the whole human being.
Download or view Making Math Meaningful Curriculum Sample Pages

Jamie York’s teaching experiences have brought him to understand that if math is to be meaningful to students, it must have these elements:

Be Developmentally  Appropriate   Challenge the Students
Work with  Questions   Offer Interesting Material
Allow for Depth   Provide the Historical Context

As a Waldorf math teacher, Jamie realized this type of guide was greatly needed. Making Math Meaningful®provides a direct and logical approach to teaching 6th – 8th graders math. Each grade level and topic include numerous examples and explanations. Math should not be a series of blind procedures to solve meaningless problems. It is a vehicle for developing our thinking, including our creativity and problem-solving capacities.

A reworking of 7th grade percents unit, major reworking of 7th grade ratios unit. Two new sections for 8th grade, calculating the Area of Four Types of Triangle, calculating the area of a Cone and Pyramid and much more!



The Middle School Curriculum for Teachers and Parents
8.5′ x 11′,72 pages,illustrated, lay-flat, perfect bound, softcover.

ISBN 978-1-938210-04-4.

Individual Price: $13.95
What is the intention of this workbook? The sheets found in this workbook are designed for use as homework assignments during the 7th grade year. This entire book emerges from a carefully thought out, developmentally based math curriculum, fully described in my book

Making Math Meaningful – A Middle School Math Curriculum for Teachers and Parents is a book that makes available the material I have discovered and developed while teaching middle school math for many years in a Waldorf school. This material is both exciting and age-appropriate for developing the minds of this age group. It is an alternative to the normal “they-need-all-this-stuff-in-order-to-stay-ahead” approach

Who can use this workbook? While most of my teaching experience is within the Waldorf school system, this workbook, as well as my whole math curriculum, can be effectively used by any teacher wishing to bring meaningful, age-appropriate material to the student.

Topics covered in the 6th Grade workbook.

This Teacher’s Edition contains answer keys!
1 The review topics from previous years are multiplication, short and
long division, fractions, decimals, measurement, unit cost, factors,
and estimating.
2 The new topics for sixth grade are casting out nines, exponents (powers), square roots, divisibility, formulas, the metric system, converting decimals to fractions and fractions to decimals, angle measure, percents, mean/median/mode, pie charts, line graphs, area and perimeter, business math (discount, profit, etc.), ratios, rates (speed, wages), exchange rate, and complex fractions. Mental math. Jamie York strongly believes that it is as im
3 Mental math. Jamie York strongly believes that it is as important as ever for children to develop the ability to do  calculations in their head. Each worksheet therefore begins with a section on mental math, focusing on four areas (each one of which is listed and described in Making Math Meaningful: A Middle School Math Curriculum):

1. Multiplication facts, with selected facts from the 13 through 18 tables, and the 25’s table (i.e. 15·5=75);

2. Powers with base 2 through 5 (i.e. 34 = 81);

3. Fraction to decimal conversions (3/8 = 0.375);

4. Math tricks, as described in A Middle School Math Curriculum,Appendix B.

The Teacher’s Editions of our middle school workbooks contain answer keys.



Making Math Meaningful: A 6th Grade Student’s Workbook
8.5′ x 11′, 59 pages, illustrated, lay-flat, saddle-stitched, softcover

ISBN 978-1-938210-03-7

Individual Price: $10.95
This workbook covers the same material as the Teacher’s Edition, however
it does not include the answer key.
Download or View Sample Pages from the Student’s Workbook in PDF Format.

Using the Making Math Meaningful® workbooks: The Making Math Meaningful® workbooks (especially from 8th grade and up) are specifically designed to lead the students (with the teacher’s careful guidance) along a path of discovery.The problems contained in these workbooks are NOT randomly ordered or selected. They are chosen to promote the development of mathematical thinking in a very conscious way. As teachers of math, our most important task is to develop the capacity for mathematical thinking in our students.

by Julia E. Diggins

6′′ x 9′′, 155 pages, color illustrations, perfect-bound, softcover
ISBN 978-1-938210-09-9

This beautifully illustrated, classic 6th grade reader recreates the atmosphere of ancient times when men, more than two thousand years ago, used three simple tools — the string, the straightedge, and the shadow, to discover the basic principles and constructions of elementary geometry.

Individual Price: $14.95
All New Third Edition! By Randy Evans, Mick Follari, and Jamie York.
View Author Biographies and a full explanation of what this book contains – Click Here! What’s New in the Third Edition?
· Now includes easier puzzles for 4th and 5th graders
· Additional puzzles for grades 6 – 12
· 100’s of puzzles for grades 4 – 12.
Are you looking for a new math challenge for your students?Do you need a resource of ideas that will give your students the opportunity to experience the thrill of mathematics?And, what about providing a good puzzle or game that will give everyone the understanding of true problem-solving?
Randy Evans, Mick Follari, and Jamie York have combined their knowledge and skills to create a puzzle and game book that is a perfect reference for middle school and high school teachers. The book is divided by grade level. It contains not only, puzzles and games, but also math magic tricks and classroom activities. It’s an ideal solution for providing something different for tomorrow’s math class!
READ THE REVIEW of our Puzzle Book in WALDORF TODAY! by clicking HERE

From a Public Waldorf School Teacher:
Through daily practice with the Making Math Meaningful’s workbooks, my students developed an amazing fluency and  knack for the nature of numbers. !00% of the my students have met their math benchmarks for our state in 6th and 7th grade. This is only one measure of the efficacy of a math program. Through using this curriculum, my students are more
creative in their problem solving and critical thinking, have cultivated good work habits and have come to find that each of them is able to learn the magic of mathematics. A. Barber, Oregon, USA.
.

Reflections on Holland

There were several surprises in store for me in Holland.

First of all, I was dreading having to speak Dutch again after 17 years of being away from The Netherlands. Yet I quickly found myself speaking Dutch with everyone I encountered, and even thinking in Dutch. I dropped in unexpectedly on two of my Dutch tutors who lived in my old neighborhood, and ended up speaking Dutch non-stop for three hours. The greatest surprise was that I enjoyed it!

When I was in Holland 18 years ago, the feeling was that Waldorf education had had its growth period in the 1970’s and that things had leveled off. Surprisingly, and in spite of decreasing numbers of students in the country overall, the Dutch Waldorf schools have recently experienced a lot of growth. The school I had taught at (Adriaan Roland Holstschool in Bergen, which has grades 7-12) had about 250 students 25 years ago. Today it has 600 students. Each grade has five or six classes! In the whole country of the Netherlands, there are now 25.000 students in 74 primary schools and 20 high schools.

Confidence is the Key

In an educational world that seems increasingly fixated on test results and getting into prestigious colleges, we can lose perspective of what the true purpose of education is.

The pressure to prepare for state exams or college entrance exams can be overwhelming. The message I heard both in England and in Holland was that the topics on these tests have become more numerous, and, perhaps not surprisingly, the topics are needing to be introduced at a younger and younger age. Many of the high school teachers in Holland seemed more overwhelmed and discouraged by this tread than I had remembered from 18 years ago.

As I heard teachers expressing these concerns, I reminded myself that there is much more to education than preparing for exams and getting our students ready for math in middle school, high school, or college. Patrick Bassett, former head of NAIS (National Association of Independent Schools), asked the question: “What are the skills and values that will be necessary for students to succeed and prosper in the 21st century?”, and came up with the following attributes: character, creativity, critical thinking, communication, team work, and leadership. I have included this list in my teacher’s source books. And have spoken about it often.

There is a common fear voiced by math teachers everywhere I go. They speak of the terrible pressures they feel for getting students prepared for their state exams. In the past couple of weeks, something has occurred to me. Of course, we want our students to do well on such exams which often can determine which universities they can be admitted to – but what is the cost? How many sacrifices do we need to make so that students will be prepared for these exams? It’s perhaps the most urgent question that I hear in every country and in every school I visit.

I think we need to look at it differently. We should instead ask ourselves,
What is the greatest gift we can give our students that will help them find their own place in the world, and allow them, ultimately, to fulfill their destiny?

I see this gift as confidence. In a world seemingly dominated by fear and uncertainly, what a gift it would be to provide the students in our care with an education that enables them to develop self-confidence – to know themselves and be comfortable with who they are. Think about it…how many students learn to play the game well, do great on their exams (be it SAT tests in the U.S., or state exams in other countries), and perhaps even gain admittance to prestigious universities, but somehow are lacking self-esteem and underneath it all are unsatisfied with life?

It shouldn’t be all about test preparation. It should be all about building confidence.

If we can gift our students with self-confidence then all of Bassett’s attributes are enhanced. Confidence strengths one’s character and one’s thinking abilities. Confidence allows for the possibility of being creative, and enables one to communicate more effectively, and work well with other people.

Now we have the question: how do we gift our students with confidence? Clearly, continuous false praise (everyone is wonderful and deserves a medal) does quite the opposite. Making things easy in order to ensure “success” doesn’t help either. After all, what does anyone really accomplish by doing something easy? No, we build confidence in our students by occasionally guiding them through challenging experiences. This is what builds confidence, whether it be in math class, on the sports field, or on stage. Real success comes when students find the courage to attempt something they thought they couldn’t do, and, usually with the teacher’s guidance, they work their way through a period of struggle until they break through and succeed. Real success isn’t easy.

How would students’ experience of school be different if their teachers focused less on preparing them for exams, and more on helping them to strengthen their self-confidence?

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