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Simon Gregg @simon-gregg.bsky.social · 03/08/2026

"Most mathematical work is about intuition and creativity" Hannah Cairo www.youtube.com/watch?v=0SNQ...

youtube.com

The 17-Year-Old Student Who Solved a Major Math Mystery

YouTube video by Quanta Magazine

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Simon Gregg @simon-gregg.bsky.social · 27/05/2026

Making cuboids that would contain a litre

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Simon Gregg @simon-gregg.bsky.social · 21/05/2026

Counting round the circle in jumps of seven, then noticing patterns

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Simon Gregg @simon-gregg.bsky.social · 20/05/2026

G4 students design and run their energy transfer experiments

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Simon Gregg @simon-gregg.bsky.social · 20/05/2026

Talking about mean averages - I asked my class to consider these four cases (not a WODB this time!) polypad.org/bEhYgCi5UX99Wg

polypad.org

mean averages – Polypad – Polypad

Unleash your creativity with the world’s best virtual manipulatives!

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The Cuisenaire Company @cuisenaireco.bsky.social · 30/04/2026

It was great to see a shot of our International Set of Cuisenaire rods being used in the BBC Breakfast interview with Cat Eadle from @dyscalculianetwork.bsky.social a few weeks ago. #cuisenairerods are still a favourite manipulative and provide a concrete grounding in mathematical concepts.

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Simon Gregg @simon-gregg.bsky.social · 31/03/2026

Today I told them about Pythagoras' Theorem. They all made a slant square on apps.mathlearningcenter.org/geoboard/, then added a right angle triangle to it, then put squares on the two other sides of the triangle. @mlcmath.bsky.social

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Simon Gregg @simon-gregg.bsky.social · 31/03/2026

We followed up by playing Square It! @nrichmaths.bsky.social nrich.maths.org/square-it/

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Simon Gregg @simon-gregg.bsky.social · 31/03/2026

One of my students, M, asked what a square root is. So we gave over the lesson to that.

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Simon Gregg @simon-gregg.bsky.social · 30/03/2026

Which one doesn't belong? today with Grade 4. We also talked about the fractions in each square. There was some debate about the yellow part in the bottom left. Some thought it was not ¼, but there was a proof it was.

Four squares divided up differently into parts, with annotations of students' responses to the queston Which one doesn't belong?

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Simon Gregg @simon-gregg.bsky.social · 29/01/2026

Today we talked about different representations of the same growing pattern.

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Simon Gregg @simon-gregg.bsky.social · 28/01/2026

What do you see? What do you think? What do you wonder? G4 students respond to a 16th century image of a 12th century fable by Sa'di of Shiraz.

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Simon Gregg @simon-gregg.bsky.social · 27/01/2026

Yes... of course... 🚲=🐟 I like this graph

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Simon Gregg @simon-gregg.bsky.social · 26/01/2026

Grade 4: Creating a growing pattern with multilink cubes

Over several desks students have created a growing pattern of connecting cubes. On the left the pattern has just one green cube, with each step towards the right, there's one more green cube.

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Simon Gregg @simon-gregg.bsky.social · 10/12/2025

Today's Which One Doesn't Belong? with pairs of shapes #wodb

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Jonathan Hall @studymaths.bsky.social · 20/11/2025

Me: Are you sure that staircase is right? 4yo: Yep, I’m making the picture in the book. @simon-gregg.bsky.social

Cuisenaire rods in a staircase formation, missing the brown rod. Alongside a picture in a book with a similar staircase with the same rod missing.

Making progress towards the picture on the book.

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Paula Beardell Krieg @paulakrieg.bsky.social · 15/11/2025

Been teaching a flurry of polyhedron-related classes to artists, revisiting some favorite forms, like chiral boxes with deep diagonal pockets that @simon-gregg.bsky.social pointed me towards years ago, and the Liu Hiu solids via Jen Silverman www.jensilvermath.com/presentation... #mathart #mtobs

Yangma Tetrahedrons and the origami box that seems like its too small to hold them

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Simon Gregg @simon-gregg.bsky.social · 01/10/2025

This was our estimation thing today - how many pebbles? I let everyone feel the pot of pebbles first, as well as seeing the picture. None of us, including me, estimated a big enough number. Lesson - There are more than you think - (?)

A glass pots with a large number of pebbles in it.

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Simon Gregg @simon-gregg.bsky.social · 26/09/2025

Today G4 made flags with each quarter a different colour

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Simon Gregg @simon-gregg.bsky.social · 25/09/2025

My Grade 4 students have been making factor trees.

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Simon Gregg @simon-gregg.bsky.social · 24/09/2025

'How many?' with the Grade 4 students today. It's a good opportunity to see the same thing from multiple perspectives, and also to communicate exactly what is being counted.

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Simon Gregg @simon-gregg.bsky.social · 23/09/2025

Which one doesn't belong? with international maritime signal flags #wodb My Grade 4 students had lots of interesting ideas.

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Simon Gregg @simon-gregg.bsky.social · 22/09/2025

I was so pleased when one of my Grade 4 students chose this book about the young Ramanujan by Amy Alznauer. I've been reading it with the class, and also...

The cover of the picture book The Boy Who Dreamed of Infinity

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David K Butler @davidkbutler.bsky.social · 20/08/2025

Hundredfaces from #100factorial yesterday.

Cuisenaire rods arranged into a face. It has a big mouth made of five orange rods, two eyebrows and a nose each made of one orange rods, and two eyes each made of three green rods and one white cube.

Cuisenaire rods arranged into a face. The eyebrows and eyes are made of four blue rods. The nose is made of a yellow rod and a purple rod. The mouth is a square made of four orange rods, with teeth around the inside made of 15 white cubes.

Cuisenaire rods arranged into a face. Outlining the face are three dark green rods, two orange rods and two blue rods. The eyebrows are yellow rods, the eyes are light green rods, the nose is a purple rod, the mouth is a brown rod and five red rods with six white cubes for teeth.

Cuisenaire rods arranged into a face. The hair is made of six yellow rods. The eyebrows are two black rods, with a white cube on one for an eyebrow ring. They eyes are white cubes, with a light green rod and a purple rod for eyeshadow. The nose is two light green rods. The mouth is ten red rods. The ears are two purple rods, each with two white cubes for earrings.

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Simon Gregg @simon-gregg.bsky.social · 07/07/2025

Love this dodecagonal prism building #Pre-K

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Erick Lee @theericklee.bsky.social · 26/06/2025

This week’s #MathPhoto25 prompt is #even. Where do you see things that come in pairs? Where do even numbers show up in your world—on signs, in patterns, or in nature? #ITeachMath

Week 4 of MathPhoto25 is Even. Where do you notice balance and items grouped in pairs? Where do you see even numbers?

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Simon Gregg @simon-gregg.bsky.social · 27/06/2025

Some students made a hotel. (We've been imagining we're staying at a hotel while we're down at the beach) One of came to me and said, 'What's after 7?' I was puzzled because he can count well beyond ten! He said, 'Like 3, 5, 7?' 'Oh, you mean the odd numbers?' They wanted an odd number of floors.

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Simon Gregg @simon-gregg.bsky.social · 26/06/2025

Pre-K have got on their buses and headed off to the beach (while still at school!)🏖️☀️🏄‍♀️

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Simon Gregg @simon-gregg.bsky.social · 26/06/2025

Early Years visit Secondary Chemistry

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Simon Gregg @simon-gregg.bsky.social · 25/06/2025

I'll just leave this here on the floor...

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Simon Gregg @simon-gregg.bsky.social · 16/06/2025

Choosing where we sit on the Moon Class Bus

a pre-K child chooses their place on the bus on the interactive whiteboard

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Simon Gregg @simon-gregg.bsky.social · 16/06/2025

I asked 'How many?' and there was some interesting counting. Thanks @tracyzager.bsky.social

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Simon Gregg @simon-gregg.bsky.social · 14/06/2025

I got to visit my old students, now in G3, always a joyous time. We did a 'Which one doesn't belong?' #wodb first of all. After they'd shared ideas (black) I asked them to think again in terms of fractions (blue)

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Simon Gregg @simon-gregg.bsky.social · 14/06/2025

In pre-K, 4 and 5 yos teaching each other chess

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Joolone @joolone.bsky.social · 14/06/2025

A nursery child explores the Montessori Shape Boxes. She intuitively engages with the properties of congruence, shape, colour, and magnitude, using them to create imaginative and varied designs: “I’ve made a rocket, and there are lots of stars around — every star is going to be different!” Joy!

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Tracy Zager @tracyzager.bsky.social · 13/06/2025

I was digging through numbers in an architectural salvage store, and I couldn’t resist asking How many? #ITeachMath @triangleman.bsky.social @kassiaowedekind.bsky.social @simon-gregg.bsky.social @jnovakowski.bsky.social @pierretranche.bsky.social

Photograph of antique house numbers. There are three 7s, 1 one, two 4s, 3 eights, and 10 threes. The numbers have different styles and sizes, so students might count them in a variety of ways.

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Simon Gregg @simon-gregg.bsky.social · 12/06/2025

I used this image with the pre-K, and asked, as I do, "How many?". I was so pleased that some were counting triangles, some lines/edges and some points/corners.

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mrbinfield.bsky.social @mrbinfield.bsky.social · 13/05/2025

I LOVE this. When you don’t know the “rules” you are not bound by the imposed constraints of conventional thinking. This is how learning and innovation happens. This child probably didn’t ask “what if?” But just simply did and thought “I like it when I do this.” #mathchat #elemmathchat #iteachmath

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Simon Gregg @simon-gregg.bsky.social · 13/05/2025

A pre-K student found another way to lay these tiles (L)- literally and metaphorically thinking outside the box - making the tiles stand on their edge. I'd never thought of doing it, and not seen other children do it, so I had a go too (R). A new approach to our repertoire. This is what play does! 🤩

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Simon Gregg @simon-gregg.bsky.social · 11/05/2025

map making in the forest on Friday

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Simon Gregg @simon-gregg.bsky.social · 06/05/2025

visiting Grade 1... I asked the students to show half with two Cuisenaire rods

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Simon Gregg @simon-gregg.bsky.social · 05/05/2025

"How many?" Lots of things to count

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