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SUPER-BEAR
1. If you wanted to eat enough Mini-Bears to match the Super-Bear, how many would it take? What if you ate Regular-Bears? 2. Guess as close as you can for each. INCREDIBLE SHRINKING DOLLAR 6. How many times would you have to copy the bill before it became invisible? 7. If you wanted to expand this bill back up to normal size with exactly one copy, what percentage would Dan have to set on the copier?; 8. You could turn a US dollar coin (26.5 mm diameter) into the size of a dime (17.91 mm diameter) by copying it four times at 90%. Give two other ways you could do exactly the same THE DIFFERENCE BETWEEN MATH AND MODELING WITH MATH IN FIVE The difference between the students who answer “20 seconds” and “37 seconds” is the same difference between the students who draw Sketch 1 and Sketch 2. You might think you know how your students will sort into those two groups, but I hope you’ll be surprised. That difference is the patience that modeling with math requires. DY/DAN – LESS HELPFUL 1. “You’re wrong.”. This is the most common way computers respond to a student’s idea. But (5, 4) receives the same feedback as answers like (1000, 1000) or “idk,” even though (5, 4) arguably involves a lot more thought from the student and a lot more of their sense of themselves as a mathematician. This feedback says all ofthose
COOL IDEAS FOR TEACHING LINEAR RELATIONSHIPS USING REAL Cool Ideas for Teaching Linear Relationships Using Real World Examples Proportional Relationships (Direct Variations): x Relationship between thickness of a single book and the height of a stack of books.25 BILLION APPS
5. Interpret the parameters in your linear model. What do the units of slope represent? What does the y-intercept represent? 6. According to your linear model, when did the app store sell its first app? Calculate an answer mathematically then find the actual answer.PENNY CIRCLE
act one. 1. Guess how many pennies the big circle will hold. 2. Write down a guess you know is too high. 3. Write down a guess you know is too low. video — the penny circles.YOU POUR, I CHOOSE
act one. 1. Guess which glass contains more soda. 2. A can of Coca-Cola contains 12 ounces. Guess how much soda is in each glass right now. video — you pour, I choose.THE TACO CART
4. Where would the taco cart have to be so that both people would reach it at the same time? 5. Draw the point where you think the tacocart should be.
DOUBLE SUNGLASSES
My video Target Tint was taking a beating over on 101questions with well over 50% skips. But the overall concept seemed solid to me. What happens when you apply multiple layers of tint? My guess is that people watched that video and figured the answer was a matter of simple division when, in fact, tint is more complicated and more interesting than that.SUPER-BEAR
1. If you wanted to eat enough Mini-Bears to match the Super-Bear, how many would it take? What if you ate Regular-Bears? 2. Guess as close as you can for each. INCREDIBLE SHRINKING DOLLAR 6. How many times would you have to copy the bill before it became invisible? 7. If you wanted to expand this bill back up to normal size with exactly one copy, what percentage would Dan have to set on the copier?; 8. You could turn a US dollar coin (26.5 mm diameter) into the size of a dime (17.91 mm diameter) by copying it four times at 90%. Give two other ways you could do exactly the same THE DIFFERENCE BETWEEN MATH AND MODELING WITH MATH IN FIVE The difference between the students who answer “20 seconds” and “37 seconds” is the same difference between the students who draw Sketch 1 and Sketch 2. You might think you know how your students will sort into those two groups, but I hope you’ll be surprised. That difference is the patience that modeling with math requires. DY/DAN – LESS HELPFUL 1. “You’re wrong.”. This is the most common way computers respond to a student’s idea. But (5, 4) receives the same feedback as answers like (1000, 1000) or “idk,” even though (5, 4) arguably involves a lot more thought from the student and a lot more of their sense of themselves as a mathematician. This feedback says all ofthose
COOL IDEAS FOR TEACHING LINEAR RELATIONSHIPS USING REAL Cool Ideas for Teaching Linear Relationships Using Real World Examples Proportional Relationships (Direct Variations): x Relationship between thickness of a single book and the height of a stack of books.25 BILLION APPS
5. Interpret the parameters in your linear model. What do the units of slope represent? What does the y-intercept represent? 6. According to your linear model, when did the app store sell its first app? Calculate an answer mathematically then find the actual answer.PENNY CIRCLE
act one. 1. Guess how many pennies the big circle will hold. 2. Write down a guess you know is too high. 3. Write down a guess you know is too low. video — the penny circles.YOU POUR, I CHOOSE
act one. 1. Guess which glass contains more soda. 2. A can of Coca-Cola contains 12 ounces. Guess how much soda is in each glass right now. video — you pour, I choose.THE TACO CART
4. Where would the taco cart have to be so that both people would reach it at the same time? 5. Draw the point where you think the tacocart should be.
DOUBLE SUNGLASSES
My video Target Tint was taking a beating over on 101questions with well over 50% skips. But the overall concept seemed solid to me. What happens when you apply multiple layers of tint? My guess is that people watched that video and figured the answer was a matter of simple division when, in fact, tint is more complicated and more interesting than that. INCREDIBLE SHRINKING DOLLAR 6. How many times would you have to copy the bill before it became invisible? 7. If you wanted to expand this bill back up to normal size with exactly one copy, what percentage would Dan have to set on the copier?; 8. You could turn a US dollar coin (26.5 mm diameter) into the size of a dime (17.91 mm diameter) by copying it four times at 90%. Give two other ways you could do exactly the samePYRAMID OF PENNIES
where s is the number of pennies in a stack and b is the number of pennies on one side of the square base of the pyramid. Does this work? If so, prove it. 9. The Wheat and the Chessboard problem.; 10. Give groups of students a dollar in pennies. See how fast they can assemble seven stacks of thirteen pennies.25 BILLION APPS
5. Interpret the parameters in your linear model. What do the units of slope represent? What does the y-intercept represent? 6. According to your linear model, when did the app store sell its first app? Calculate an answer mathematically then find the actual answer.PIZZA DOUBLER
act one. 1. If you'd like the most pizza, which coupon should you use? image — the pizza doubler coupons.YOU POUR, I CHOOSE
act one. 1. Guess which glass contains more soda. 2. A can of Coca-Cola contains 12 ounces. Guess how much soda is in each glass right now. video — you pour, I choose. GEOMETRY – DAY 67 – SIMPLIFYING SQUARE ROOTS & SPECIAL Slide Deck. We’re throwing back here to the first right triangle we solved. At the time we left things at square root (80). Squaring is all about making pairs out of numbers. Square rooting is all about getting rid of pairs. So here’s the alternate answer. Sometimesit’s useful to
WILL IT HIT THE HOOP? Six years ago, I released a lesson called Will It Hit The Hoop? that broke the math education Internet. (Not a big brag. It was a much smaller Internet back then.). I think the core concept still works. First, students predict whether or not a shot goes in the hoop based on an image and intuition alone.TOOTHPICKS
I enjoy tasks that exhaust a finite supply of things in order to make some kind of interesting structure. Here, a finite supply of toothpicks (250 of them) are exhausted to make a pyramid.(Or consider the finite fencing around Pixel Pattern.). At some point I’d like to test out the hypothesis that removing the finiteness would make the video a lot less perplexing on the whole. WHAT WOULD YOU DO WITH A $1,000 CLASSROOM GRANT? That’ll probably get you close to $1,000. I felt clever recommending old-school whiteboards with a new-school technology grant. But then I put the question out on Twitter and everybody suggested the same purchase: @ddmeyer do the room in whiteboards, manipulatives, document camera. — Alex Overwijk (@AlexOverwijk) December 8, 2014. WHY STUDENTS HATE WORD PROBLEMS We teach the math, then we wrap it up in more, or less sometimes, artificial scenarios called word problems. The students know that this is a disguise for some sums, and will do anything to dig out the numbers, guess a procedure and get “the answer”. This is a cart before the horse situation.SUPER-BEAR
1. If you wanted to eat enough Mini-Bears to match the Super-Bear, how many would it take? What if you ate Regular-Bears? 2. Guess as close as you can for each. INCREDIBLE SHRINKING DOLLAR 6. How many times would you have to copy the bill before it became invisible? 7. If you wanted to expand this bill back up to normal size with exactly one copy, what percentage would Dan have to set on the copier?; 8. You could turn a US dollar coin (26.5 mm diameter) into the size of a dime (17.91 mm diameter) by copying it four times at 90%. Give two other ways you could do exactly the same THE DIFFERENCE BETWEEN MATH AND MODELING WITH MATH IN FIVE The difference between the students who answer “20 seconds” and “37 seconds” is the same difference between the students who draw Sketch 1 and Sketch 2. You might think you know how your students will sort into those two groups, but I hope you’ll be surprised. That difference is the patience that modeling with math requires. DY/DAN – LESS HELPFUL This feedback says all of those ideas are the same kind of wrong. 2. “You’re wrong, but it’s okay.”. The shortcoming of evaluative feedback (these binary judgments of “right” and “wrong”) isn’t just that it isn’t nice enough or that it neglects a student’s emotional state. It’s that itPYRAMID OF PENNIES
where s is the number of pennies in a stack and b is the number of pennies on one side of the square base of the pyramid. Does this work? If so, prove it. 9. The Wheat and the Chessboard problem.; 10. Give groups of students a dollar in pennies. See how fast they can assemble seven stacks of thirteen pennies. COOL IDEAS FOR TEACHING LINEAR RELATIONSHIPS USING REAL Cool Ideas for Teaching Linear Relationships Using Real World Examples Proportional Relationships (Direct Variations): x Relationship between thickness of a single book and the height of a stack of books.25 BILLION APPS
5. Interpret the parameters in your linear model. What do the units of slope represent? What does the y-intercept represent? 6. According to your linear model, when did the app store sell its first app? Calculate an answer mathematically then find the actual answer.YOU POUR, I CHOOSE
act one. 1. Guess which glass contains more soda. 2. A can of Coca-Cola contains 12 ounces. Guess how much soda is in each glass right now. video — you pour, I choose.THE TACO CART
4. Where would the taco cart have to be so that both people would reach it at the same time? 5. Draw the point where you think the tacocart should be.
DOUBLE SUNGLASSES
My video Target Tint was taking a beating over on 101questions with well over 50% skips. But the overall concept seemed solid to me. What happens when you apply multiple layers of tint? My guess is that people watched that video and figured the answer was a matter of simple division when, in fact, tint is more complicated and more interesting than that.SUPER-BEAR
1. If you wanted to eat enough Mini-Bears to match the Super-Bear, how many would it take? What if you ate Regular-Bears? 2. Guess as close as you can for each. INCREDIBLE SHRINKING DOLLAR 6. How many times would you have to copy the bill before it became invisible? 7. If you wanted to expand this bill back up to normal size with exactly one copy, what percentage would Dan have to set on the copier?; 8. You could turn a US dollar coin (26.5 mm diameter) into the size of a dime (17.91 mm diameter) by copying it four times at 90%. Give two other ways you could do exactly the same THE DIFFERENCE BETWEEN MATH AND MODELING WITH MATH IN FIVE The difference between the students who answer “20 seconds” and “37 seconds” is the same difference between the students who draw Sketch 1 and Sketch 2. You might think you know how your students will sort into those two groups, but I hope you’ll be surprised. That difference is the patience that modeling with math requires. DY/DAN – LESS HELPFUL This feedback says all of those ideas are the same kind of wrong. 2. “You’re wrong, but it’s okay.”. The shortcoming of evaluative feedback (these binary judgments of “right” and “wrong”) isn’t just that it isn’t nice enough or that it neglects a student’s emotional state. It’s that itPYRAMID OF PENNIES
where s is the number of pennies in a stack and b is the number of pennies on one side of the square base of the pyramid. Does this work? If so, prove it. 9. The Wheat and the Chessboard problem.; 10. Give groups of students a dollar in pennies. See how fast they can assemble seven stacks of thirteen pennies. COOL IDEAS FOR TEACHING LINEAR RELATIONSHIPS USING REAL Cool Ideas for Teaching Linear Relationships Using Real World Examples Proportional Relationships (Direct Variations): x Relationship between thickness of a single book and the height of a stack of books.25 BILLION APPS
5. Interpret the parameters in your linear model. What do the units of slope represent? What does the y-intercept represent? 6. According to your linear model, when did the app store sell its first app? Calculate an answer mathematically then find the actual answer.YOU POUR, I CHOOSE
act one. 1. Guess which glass contains more soda. 2. A can of Coca-Cola contains 12 ounces. Guess how much soda is in each glass right now. video — you pour, I choose.THE TACO CART
4. Where would the taco cart have to be so that both people would reach it at the same time? 5. Draw the point where you think the tacocart should be.
DOUBLE SUNGLASSES
My video Target Tint was taking a beating over on 101questions with well over 50% skips. But the overall concept seemed solid to me. What happens when you apply multiple layers of tint? My guess is that people watched that video and figured the answer was a matter of simple division when, in fact, tint is more complicated and more interesting than that. INCREDIBLE SHRINKING DOLLAR 6. How many times would you have to copy the bill before it became invisible? 7. If you wanted to expand this bill back up to normal size with exactly one copy, what percentage would Dan have to set on the copier?; 8. You could turn a US dollar coin (26.5 mm diameter) into the size of a dime (17.91 mm diameter) by copying it four times at 90%. Give two other ways you could do exactly the samePENNY CIRCLE
act one. 1. Guess how many pennies the big circle will hold. 2. Write down a guess you know is too high. 3. Write down a guess you know is too low. video — the penny circles. TOOTHPICKS - MRMEYER.COM 5. We used a pack of 250 toothpicks and made 12 levels. If we used another 250 toothpicks, how many levels would that make? 6. Write a function t(l) that takes the number of levels (l) and returns the total number of toothpicks (t) in that pyramid.25 BILLION APPS
5. Interpret the parameters in your linear model. What do the units of slope represent? What does the y-intercept represent? 6. According to your linear model, when did the app store sell its first app? Calculate an answer mathematically then find the actual answer. PERSONALITY COORDINATES ICEBREAKER Personality Coordinates Icebreaker. By Dan Meyer • August 7, 2013 • 29 Comments. With school starting up, I thought I’d share the most interesting icebreaker I found last year. Copy, cut, and pass out these half-sheets . Each person in a group picks a dot and writes her name next to it. Now the group’s job is to label the axes.DOMINO SKYSCRAPER
If you wanted to topple over a domino the size of a skyscraper, how many dominoes would you need? 2. Guess as close as you can. Write your guess down. 3. Give an answer you think is too high. 4. Give an answer you think is too low. video — the domino chain reaction.TOOTHPICKS
I enjoy tasks that exhaust a finite supply of things in order to make some kind of interesting structure. Here, a finite supply of toothpicks (250 of them) are exhausted to make a pyramid.(Or consider the finite fencing around Pixel Pattern.). At some point I’d like to test out the hypothesis that removing the finiteness would make the video a lot less perplexing on the whole. WHY STUDENTS HATE WORD PROBLEMS We teach the math, then we wrap it up in more, or less sometimes, artificial scenarios called word problems. The students know that this is a disguise for some sums, and will do anything to dig out the numbers, guess a procedure and get “the answer”. This is a cart before the horse situation. NISSAN GIRL SCOUT COOKIES Treatment #2. Nissan is going to stuff the trunk of a Nissan Rogue full of boxes of Girl Scout cookies. Nissan lists the Rogue’s trunk space as 39.3 cubic feet. A box of cookies measures 7 inches x 2.3 inches x 4.6 inches. How many boxes will they fit in the trunk? WHAT WOULD YOU DO WITH A $1,000 CLASSROOM GRANT? That’ll probably get you close to $1,000. I felt clever recommending old-school whiteboards with a new-school technology grant. But then I put the question out on Twitter and everybody suggested the same purchase: @ddmeyer do the room in whiteboards, manipulatives, document camera. — Alex Overwijk (@AlexOverwijk) December 8, 2014. worker, learner, go-getter, writer, speakerdan@mrmeyer.com
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Workshops Honolulu, HI. Concord, CA. Chicago, IL. Los Angeles, CA. NewYork City, NY.
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EdTech Teacher Summit San Diego, CA2017
Workshops Anaheim, CA. Honolulu, HI. New York City, NY. Honolulu, HI. Cupertino, CA. Pleasant Hill, CA. Mt. Diablo, CA. Stockton, CA. Sacramento, CA. New York City, CA. San Mateo, CA. New York City, NY. Syracuse, NY. San Diego, CA. Oakland, CA.2016
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Workshops Huntsville, AL. Columbus, MS. Phoenix, AZ. Davis, CA. Monterey, CA. Contra Costa, CA. San Diego, CA. Santa Fe, NM. Hayward, CA. Spokane, WA. Pasco, WA. Wenatchee, WA. Vancouver, WA. Olympia, WA. Seattle, WA. Anacortes, WA. San Diego, WA. Hanover, MA. Norristown, PA. Chicago, IL. Austin, TX. Fremont, CA. Hayward, CA. Sioux Falls, SD. Tucson, AZ. Canton, NY. Syracuse, NY. Cortland, NY. Brentwood, CA. Superior, WI. Bothell, WA. Wenatchee, WA. Apple Valley, CA. Clovis, CA. Cupertino, CA. Downey, CA. San Bernardino, CA. Windsor, ON.2014
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Workshops Honolulu, HI. Hong Kong. Singapore. Indonesia. Rochester, UK. Boston, MA. Chicago, IL. Denver, CO. Fayetteville, AR. Hot Springs, AR. Phoenix, AZ. Sudbury, ON. Monterey, CA. Farmington, CT. Shrewsbury, MA. Australia. Shawnee Mission, KS. Tamalpais, CA. Goffstown, NH. Detroit, MI. Ludington, MI. Atlanta, GA. Lancaster, PA. Wicomico, MD. Burlington, IL. Slinger, WI. Chippewa Falls, WI. Green Bay, WI. Tamalpais, CA. Monterey, CA. Stanford, CA. Haysville, KS. Hutchison, KS. Westwood, MA. Lexington, MA. Newton, MA. El Centro, CA.2012
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Workshops Olathe, KS. Beaufort, SC. Hutchinson, KS. El Paso, TX. Honolulu, HI. Palo Alto, CA. Council Bluffs, IA. Palm Springs, CA. Limestone, ME. Stanford, CA. Magnolia, TX. San Francisco, CA. Porterville, CA. Sioux Falls, SD. San Jose, CA. San Francisco, CA. Clinton Township, MI. Sudbury, ON. Pacific Grove, CA.2011
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Wisconsin's Research and Education Network Online2010
Mills College Oakland, CA.2010
TEDxNYED New York City, NY.2010
Workshops St. Louis, MO. Kannapolis, NC. North Bergen, NJ. Colchester,VT.
2009
OSCON San Jose, CA.2009
UC Berkeley Berkeley, CA.2008
California Mathematics Council — North Monterey, CA.2007
Oakland Teaching Fellows Oakland, CA.2006
Oakland Teaching Fellows Oakland, CA.Details
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