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UNDERCOVER CALCULUS
Last week, I wrote about Pair Drawings, one of my favorite ways to establish classroom norms at the beginning of the school year. Starting on the first day of school, I want my students to know these two fundamental norms. (1) Learning mathematics is a collaborative effort. It’s something we do together; it’s not something that Ido to you.
I'M ON A MISSION: CALCULUS FOR ALL! Myth #1: Calculus is hard. My mission is about convincing people that calculus is not hard. The math behind the calculus can be hard to master. If you are not fluent in algebra and trigonometry, then it can be hard to do a lot of calculus by hand, the old fashioned way when we didn’t have computers and watched black and white televisions. But NUMBERLESS WORD PROBLEM 2: DATA EXPLORATION IN 1ST GRADE The content of this lesson centers around the Measurement and Data standards for 1st grade. Specifically, we wanted students to interpret data, make statements about graphs, and share their thinking (1.MD.4). The lesson allowed students to apply their previously learned skills about measuring and comparing lengths (1.MD.1, 1.MD.2). USING TILE PROBLEMS TO INTRODUCE FRACTIONS AND CREATE Using Tile Problems to Introduce Fractions and Create Intellectual Need. I had a chance to use Steve Wyborney’s tile images as a part of a 3rd grade lesson inquiry. The tile problems are an effective tool to engage students in discourse about their mathematical reasoning. Furthermore, it allows teachers to identify student misconceptions SEESAW 2: A 3-ACT LESSON FOR 6TH GRADE EXPRESSIONS AND Students can infer that g = 12 b and analyze about the meaning of the variables and the coefficient 12 in the context of a problem. The equation becomes the Act 2: it’s the tool that allows them to describe possible solutions. Furthermore, as students make estimations about either the weight of the girl or the weight of bricks, they willbe
DESMOS CARD SORT ARCHIVES Traditionally, Desmos has been used mostly by middle and secondary teachers as a teaching tool. But recently they’ve introduced Card Sort as a way to make Desmos a useful instructional tool for elementary teachers and students as well. I wrote a bit more about this on my post here. Annie Forest made some brilliant screencastvideos about how
NUMBERLESS WORD PROBLEM 3: DATA EXPLORATION IN 2ND GRADE Numberless Word Problem 3: Data Exploration in 2nd Grade. I worked with a team of amazing 2nd grade teachers this week as a part of an ongoing lesson study. They were in the latter chapters of their curriculum where the Measurement and Data content is often stuffed away as an afterthought because they aren’t “Focus Standards.”. NUMBERLESS WORD PROBLEM 1: DIVISION IN THE 3RD GRADE Numberless Word Problem 1: Division in the 3rd Grade. I had the pleasure of working with 2 amazing 3rd grade teachers last week. They had the usual concerns and frustrations about teaching word problems and were eager to find a better way to get their kids enthused and engaged. So, we chose to do something different. DECIMAL DIVISION STRATEGIES AND SENSE MAKING FOR 5TH GRADE Decimal Division Strategies and Sense Making for 5th Grade. It’s my hope that there are other 5th and 6th grade teachers out there that might find this analysis useful if they want to use this lesson in their classrooms to engage their students in exploring decimal division ( 5.NBT.6 , 5.NBT.7, and 6.NS.3 ). Please feel free toplagiarize and
KNOTTY ROPE 3-ACT: INTRODUCING DIVISION IN 3RD GRADE It’s my hope that there are other elementary teachers out there that might find this analysis useful if they want to use this compelling and fun lesson by Graham Fletcher in their classrooms to engage their students in exploring division reasoning and problem solving strategies (3.OA.2, 3.OA.3 and 3.OA.7).. It’s appropriate to use before and/or after students have explored division andUNDERCOVER CALCULUS
Last week, I wrote about Pair Drawings, one of my favorite ways to establish classroom norms at the beginning of the school year. Starting on the first day of school, I want my students to know these two fundamental norms. (1) Learning mathematics is a collaborative effort. It’s something we do together; it’s not something that Ido to you.
I'M ON A MISSION: CALCULUS FOR ALL! Myth #1: Calculus is hard. My mission is about convincing people that calculus is not hard. The math behind the calculus can be hard to master. If you are not fluent in algebra and trigonometry, then it can be hard to do a lot of calculus by hand, the old fashioned way when we didn’t have computers and watched black and white televisions. But NUMBERLESS WORD PROBLEM 2: DATA EXPLORATION IN 1ST GRADE The content of this lesson centers around the Measurement and Data standards for 1st grade. Specifically, we wanted students to interpret data, make statements about graphs, and share their thinking (1.MD.4). The lesson allowed students to apply their previously learned skills about measuring and comparing lengths (1.MD.1, 1.MD.2). USING TILE PROBLEMS TO INTRODUCE FRACTIONS AND CREATE Using Tile Problems to Introduce Fractions and Create Intellectual Need. I had a chance to use Steve Wyborney’s tile images as a part of a 3rd grade lesson inquiry. The tile problems are an effective tool to engage students in discourse about their mathematical reasoning. Furthermore, it allows teachers to identify student misconceptions SEESAW 2: A 3-ACT LESSON FOR 6TH GRADE EXPRESSIONS AND Students can infer that g = 12 b and analyze about the meaning of the variables and the coefficient 12 in the context of a problem. The equation becomes the Act 2: it’s the tool that allows them to describe possible solutions. Furthermore, as students make estimations about either the weight of the girl or the weight of bricks, they willbe
DESMOS CARD SORT ARCHIVES Traditionally, Desmos has been used mostly by middle and secondary teachers as a teaching tool. But recently they’ve introduced Card Sort as a way to make Desmos a useful instructional tool for elementary teachers and students as well. I wrote a bit more about this on my post here. Annie Forest made some brilliant screencastvideos about how
NUMBERLESS WORD PROBLEM 3: DATA EXPLORATION IN 2ND GRADE Numberless Word Problem 3: Data Exploration in 2nd Grade. I worked with a team of amazing 2nd grade teachers this week as a part of an ongoing lesson study. They were in the latter chapters of their curriculum where the Measurement and Data content is often stuffed away as an afterthought because they aren’t “Focus Standards.”. NUMBERLESS WORD PROBLEM 1: DIVISION IN THE 3RD GRADE Numberless Word Problem 1: Division in the 3rd Grade. I had the pleasure of working with 2 amazing 3rd grade teachers last week. They had the usual concerns and frustrations about teaching word problems and were eager to find a better way to get their kids enthused and engaged. So, we chose to do something different. DECIMAL DIVISION STRATEGIES AND SENSE MAKING FOR 5TH GRADE Decimal Division Strategies and Sense Making for 5th Grade. It’s my hope that there are other 5th and 6th grade teachers out there that might find this analysis useful if they want to use this lesson in their classrooms to engage their students in exploring decimal division ( 5.NBT.6 , 5.NBT.7, and 6.NS.3 ). Please feel free toplagiarize and
KNOTTY ROPE 3-ACT: INTRODUCING DIVISION IN 3RD GRADE It’s my hope that there are other elementary teachers out there that might find this analysis useful if they want to use this compelling and fun lesson by Graham Fletcher in their classrooms to engage their students in exploring division reasoning and problem solving strategies (3.OA.2, 3.OA.3 and 3.OA.7).. It’s appropriate to use before and/or after students have explored division andUNDERCOVER CALCULUS
Last week, I wrote about Pair Drawings, one of my favorite ways to establish classroom norms at the beginning of the school year. Starting on the first day of school, I want my students to know these two fundamental norms. (1) Learning mathematics is a collaborative effort. It’s something we do together; it’s not something that Ido to you.
LESSON PLANS
1st/2nd Grade. This lesson and write-up uses images in a Number Talk to help 1st grade students practice comparing numbers using the words “more” and “fewer.”. Then students practice these skills by examining a Numberless Data Problem. 1.MD.4. This Numberless Data Problem lesson and write-up and was created to help 2nd graders learnhow
LESSON STUDY
Lesson Study is a process that you can use as a leader to create a safe and supportive space for this deliberate practice. It is a tool for meaningful, sustained, teacher-directed professional growth. Lesson study is never about evaluating teacher performance. The main purpose of a Lesson Study is to help build professional capacity andESTIMATION STATIONS
Estimation Stations are 10-minute activities for teachers to use to build number sense, promote statistical literacy, and foster purposeful student discourse about estimations in the elementary, middle, and high school classroom. These activities can be a part of an ongoing, weekly instructional routine that teachers can use toinvite students
"ELICIT" AND OUR ROLE AS ILLUSIONISTS Question: If someone asks you what "elicit" means, could you nail the definition? A good lesson that elicits students to talk about their thinking is designed so that students inevitably tell you what the objective is without us having to tell them. A good lesson traps students into a discovery. NUMBERLESS WORD PROBLEMS ARCHIVES Numberless Word Problem 3: Data Exploration in 2nd Grade. I worked with a team of amazing 2nd grade teachers this week as a part of an ongoing lesson study. They were in the latter chapters of their curriculum where the Measurement and Data content is often stuffed away as an afterthought because they aren’t “Focus Standards.”. PAIR DRAWINGS: AN ACTIVITY TO BUILD CLASSROOM NORMS Pair Drawings Activity: Set-Up. Put students in pairs. If there is an odd number of students, I give the student a special task later in the activity. Each pair needs paper and pencil. Have pairs stand back to back with one student facing the front of the classroom and the other student facing the back of the classroom holding the paper and pencil. KNOTTY ROPE 3-ACT: INTRODUCING DIVISION IN 3RD GRADE It’s my hope that there are other elementary teachers out there that might find this analysis useful if they want to use this compelling and fun lesson by Graham Fletcher in their classrooms to engage their students in exploring division reasoning and problem solving strategies (3.OA.2, 3.OA.3 and 3.OA.7).. It’s appropriate to use before and/or after students have explored division and CLOTHESLINE MATH FUN 1 (4TH GRADE) The clothesline is a simple visual and effective manipulative to foster student engagement and thinking around putting numbers/fractions on a number line. FOSTERING "MATHUSIASM" WITH JO BOALER'S TASK "HOW CLOSE TO This game is played in partners. Two players share a blank 100 grid. The first partner rolls two number dice. The numbers that come up are the numbers the player uses to make an array on the 100 grid. They can put the array anywhere on the grid, but the goal isUNDERCOVER CALCULUS
Last week, I wrote about Pair Drawings, one of my favorite ways to establish classroom norms at the beginning of the school year. Starting on the first day of school, I want my students to know these two fundamental norms. (1) Learning mathematics is a collaborative effort. It’s something we do together; it’s not something that Ido to you.
LESSON PLANS
1st/2nd Grade. This lesson and write-up uses images in a Number Talk to help 1st grade students practice comparing numbers using the words “more” and “fewer.”. Then students practice these skills by examining a Numberless Data Problem. 1.MD.4. This Numberless Data Problem lesson and write-up and was created to help 2nd graders learnhow
I'M ON A MISSION: CALCULUS FOR ALL! Myth #1: Calculus is hard. My mission is about convincing people that calculus is not hard. The math behind the calculus can be hard to master. If you are not fluent in algebra and trigonometry, then it can be hard to do a lot of calculus by hand, the old fashioned way when we didn’t have computers and watched black and white televisions. But NUMBERLESS WORD PROBLEM 2: DATA EXPLORATION IN 1ST GRADE The content of this lesson centers around the Measurement and Data standards for 1st grade. Specifically, we wanted students to interpret data, make statements about graphs, and share their thinking (1.MD.4). The lesson allowed students to apply their previously learned skills about measuring and comparing lengths (1.MD.1, 1.MD.2). HOW MUCH MONEY IN THE BOWL? For example: 519 ÷ 4 = 519 x (1/4) = 519 x .25 = 519 x (25/100). All the numbers have concrete representations when thinking about a big pile of quarters. Written as a decimal, a quarter is $0.25. Also a dollar is a group of 4 quarters so we need to divide by 4 to find thenumber of groups.
USING TILE PROBLEMS TO INTRODUCE FRACTIONS AND CREATE Using Tile Problems to Introduce Fractions and Create Intellectual Need. I had a chance to use Steve Wyborney’s tile images as a part of a 3rd grade lesson inquiry. The tile problems are an effective tool to engage students in discourse about their mathematical reasoning. Furthermore, it allows teachers to identify student misconceptions SEESAW 2: A 3-ACT LESSON FOR 6TH GRADE EXPRESSIONS AND Students can infer that g = 12 b and analyze about the meaning of the variables and the coefficient 12 in the context of a problem. The equation becomes the Act 2: it’s the tool that allows them to describe possible solutions. Furthermore, as students make estimations about either the weight of the girl or the weight of bricks, they willbe
NUMBERLESS WORD PROBLEM 3: DATA EXPLORATION IN 2ND GRADE Numberless Word Problem 3: Data Exploration in 2nd Grade. I worked with a team of amazing 2nd grade teachers this week as a part of an ongoing lesson study. They were in the latter chapters of their curriculum where the Measurement and Data content is often stuffed away as an afterthought because they aren’t “Focus Standards.”. DECIMAL DIVISION STRATEGIES AND SENSE MAKING FOR 5TH GRADE Decimal Division Strategies and Sense Making for 5th Grade. It’s my hope that there are other 5th and 6th grade teachers out there that might find this analysis useful if they want to use this lesson in their classrooms to engage their students in exploring decimal division ( 5.NBT.6 , 5.NBT.7, and 6.NS.3 ). Please feel free toplagiarize and
NUMBERLESS WORD PROBLEM 1: DIVISION IN THE 3RD GRADE Numberless Word Problem 1: Division in the 3rd Grade. I had the pleasure of working with 2 amazing 3rd grade teachers last week. They had the usual concerns and frustrations about teaching word problems and were eager to find a better way to get their kids enthused and engaged. So, we chose to do something different.UNDERCOVER CALCULUS
Last week, I wrote about Pair Drawings, one of my favorite ways to establish classroom norms at the beginning of the school year. Starting on the first day of school, I want my students to know these two fundamental norms. (1) Learning mathematics is a collaborative effort. It’s something we do together; it’s not something that Ido to you.
LESSON PLANS
1st/2nd Grade. This lesson and write-up uses images in a Number Talk to help 1st grade students practice comparing numbers using the words “more” and “fewer.”. Then students practice these skills by examining a Numberless Data Problem. 1.MD.4. This Numberless Data Problem lesson and write-up and was created to help 2nd graders learnhow
I'M ON A MISSION: CALCULUS FOR ALL! Myth #1: Calculus is hard. My mission is about convincing people that calculus is not hard. The math behind the calculus can be hard to master. If you are not fluent in algebra and trigonometry, then it can be hard to do a lot of calculus by hand, the old fashioned way when we didn’t have computers and watched black and white televisions. But NUMBERLESS WORD PROBLEM 2: DATA EXPLORATION IN 1ST GRADE The content of this lesson centers around the Measurement and Data standards for 1st grade. Specifically, we wanted students to interpret data, make statements about graphs, and share their thinking (1.MD.4). The lesson allowed students to apply their previously learned skills about measuring and comparing lengths (1.MD.1, 1.MD.2). HOW MUCH MONEY IN THE BOWL? For example: 519 ÷ 4 = 519 x (1/4) = 519 x .25 = 519 x (25/100). All the numbers have concrete representations when thinking about a big pile of quarters. Written as a decimal, a quarter is $0.25. Also a dollar is a group of 4 quarters so we need to divide by 4 to find thenumber of groups.
USING TILE PROBLEMS TO INTRODUCE FRACTIONS AND CREATE Using Tile Problems to Introduce Fractions and Create Intellectual Need. I had a chance to use Steve Wyborney’s tile images as a part of a 3rd grade lesson inquiry. The tile problems are an effective tool to engage students in discourse about their mathematical reasoning. Furthermore, it allows teachers to identify student misconceptions SEESAW 2: A 3-ACT LESSON FOR 6TH GRADE EXPRESSIONS AND Students can infer that g = 12 b and analyze about the meaning of the variables and the coefficient 12 in the context of a problem. The equation becomes the Act 2: it’s the tool that allows them to describe possible solutions. Furthermore, as students make estimations about either the weight of the girl or the weight of bricks, they willbe
NUMBERLESS WORD PROBLEM 3: DATA EXPLORATION IN 2ND GRADE Numberless Word Problem 3: Data Exploration in 2nd Grade. I worked with a team of amazing 2nd grade teachers this week as a part of an ongoing lesson study. They were in the latter chapters of their curriculum where the Measurement and Data content is often stuffed away as an afterthought because they aren’t “Focus Standards.”. DECIMAL DIVISION STRATEGIES AND SENSE MAKING FOR 5TH GRADE Decimal Division Strategies and Sense Making for 5th Grade. It’s my hope that there are other 5th and 6th grade teachers out there that might find this analysis useful if they want to use this lesson in their classrooms to engage their students in exploring decimal division ( 5.NBT.6 , 5.NBT.7, and 6.NS.3 ). Please feel free toplagiarize and
NUMBERLESS WORD PROBLEM 1: DIVISION IN THE 3RD GRADE Numberless Word Problem 1: Division in the 3rd Grade. I had the pleasure of working with 2 amazing 3rd grade teachers last week. They had the usual concerns and frustrations about teaching word problems and were eager to find a better way to get their kids enthused and engaged. So, we chose to do something different.UNDERCOVER CALCULUS
Last week, I wrote about Pair Drawings, one of my favorite ways to establish classroom norms at the beginning of the school year. Starting on the first day of school, I want my students to know these two fundamental norms. (1) Learning mathematics is a collaborative effort. It’s something we do together; it’s not something that Ido to you.
ESTIMATION STATIONS
Estimation Stations are 10-minute activities for teachers to use to build number sense, promote statistical literacy, and foster purposeful student discourse about estimations in the elementary, middle, and high school classroom. These activities can be a part of an ongoing, weekly instructional routine that teachers can use toinvite students
SEESAW 2: A 3-ACT LESSON FOR 6TH GRADE EXPRESSIONS AND Students can infer that g = 12 b and analyze about the meaning of the variables and the coefficient 12 in the context of a problem. The equation becomes the Act 2: it’s the tool that allows them to describe possible solutions. Furthermore, as students make estimations about either the weight of the girl or the weight of bricks, they willbe
DESMOS CARD SORT ARCHIVES Traditionally, Desmos has been used mostly by middle and secondary teachers as a teaching tool. But recently they’ve introduced Card Sort as a way to make Desmos a useful instructional tool for elementary teachers and students as well. I wrote a bit more about this on my post here. Annie Forest made some brilliant screencastvideos about how
"ELICIT" AND OUR ROLE AS ILLUSIONISTS Question: If someone asks you what "elicit" means, could you nail the definition? A good lesson that elicits students to talk about their thinking is designed so that students inevitably tell you what the objective is without us having to tell them. A good lesson traps students into a discovery. PAIR DRAWINGS: AN ACTIVITY TO BUILD CLASSROOM NORMS Pair Drawings Activity: Set-Up. Put students in pairs. If there is an odd number of students, I give the student a special task later in the activity. Each pair needs paper and pencil. Have pairs stand back to back with one student facing the front of the classroom and the other student facing the back of the classroom holding the paper and pencil. WHAT IS ARGUMENT? AND THE RABBIT HOLE I'VE FOUND It tidily shows that “argument” based on “reasoning” and “evidence” is the lynchpin that holds a lot of our work together as teachers. I’ve found it to be an effective tool to frame a lot of workshops where I’m asking teachers to think more broadly about the scope of their work and to seek connections between content areas. CLOTHESLINE MATH FUN 1 (4TH GRADE) The clothesline is a simple visual and effective manipulative to foster student engagement and thinking around putting numbers/fractions on a number line. A FRACTION TALK IN 3RD GRADE Through (part 2): The rest of this lesson centers around 4 prompts using this image. Teachers will use this image throughout the next few weeks as a way to have students work on fluency of fractions using area models. Prompt 1: Now, draw a different rectangle that is made upof
KNOTTY ROPE 3-ACT: INTRODUCING DIVISION IN 3RD GRADE It’s my hope that there are other elementary teachers out there that might find this analysis useful if they want to use this compelling and fun lesson by Graham Fletcher in their classrooms to engage their students in exploring division reasoning and problem solving strategies (3.OA.2, 3.OA.3 and 3.OA.7).. It’s appropriate to use before and/or after students have explored division andUNDERCOVER CALCULUS
Last week, I wrote about Pair Drawings, one of my favorite ways to establish classroom norms at the beginning of the school year. Starting on the first day of school, I want my students to know these two fundamental norms. (1) Learning mathematics is a collaborative effort. It’s something we do together; it’s not something that Ido to you.
I'M ON A MISSION: CALCULUS FOR ALL! Myth #1: Calculus is hard. My mission is about convincing people that calculus is not hard. The math behind the calculus can be hard to master. If you are not fluent in algebra and trigonometry, then it can be hard to do a lot of calculus by hand, the old fashioned way when we didn’t have computers and watched black and white televisions. But NUMBERLESS WORD PROBLEM 2: DATA EXPLORATION IN 1ST GRADE The content of this lesson centers around the Measurement and Data standards for 1st grade. Specifically, we wanted students to interpret data, make statements about graphs, and share their thinking (1.MD.4). The lesson allowed students to apply their previously learned skills about measuring and comparing lengths (1.MD.1, 1.MD.2). USING TILE PROBLEMS TO INTRODUCE FRACTIONS AND CREATE Using Tile Problems to Introduce Fractions and Create Intellectual Need. I had a chance to use Steve Wyborney’s tile images as a part of a 3rd grade lesson inquiry. The tile problems are an effective tool to engage students in discourse about their mathematical reasoning. Furthermore, it allows teachers to identify student misconceptions SEESAW 2: A 3-ACT LESSON FOR 6TH GRADE EXPRESSIONS AND Students can infer that g = 12 b and analyze about the meaning of the variables and the coefficient 12 in the context of a problem. The equation becomes the Act 2: it’s the tool that allows them to describe possible solutions. Furthermore, as students make estimations about either the weight of the girl or the weight of bricks, they willbe
NUMBERLESS WORD PROBLEM 3: DATA EXPLORATION IN 2ND GRADE Numberless Word Problem 3: Data Exploration in 2nd Grade. I worked with a team of amazing 2nd grade teachers this week as a part of an ongoing lesson study. They were in the latter chapters of their curriculum where the Measurement and Data content is often stuffed away as an afterthought because they aren’t “Focus Standards.”. DESMOS CARD SORT ARCHIVES Traditionally, Desmos has been used mostly by middle and secondary teachers as a teaching tool. But recently they’ve introduced Card Sort as a way to make Desmos a useful instructional tool for elementary teachers and students as well. I wrote a bit more about this on my post here. Annie Forest made some brilliant screencastvideos about how
NUMBERLESS WORD PROBLEM 1: DIVISION IN THE 3RD GRADE Numberless Word Problem 1: Division in the 3rd Grade. I had the pleasure of working with 2 amazing 3rd grade teachers last week. They had the usual concerns and frustrations about teaching word problems and were eager to find a better way to get their kids enthused and engaged. So, we chose to do something different. DECIMAL DIVISION STRATEGIES AND SENSE MAKING FOR 5TH GRADE Decimal Division Strategies and Sense Making for 5th Grade. It’s my hope that there are other 5th and 6th grade teachers out there that might find this analysis useful if they want to use this lesson in their classrooms to engage their students in exploring decimal division ( 5.NBT.6 , 5.NBT.7, and 6.NS.3 ). Please feel free toplagiarize and
KNOTTY ROPE 3-ACT: INTRODUCING DIVISION IN 3RD GRADE It’s my hope that there are other elementary teachers out there that might find this analysis useful if they want to use this compelling and fun lesson by Graham Fletcher in their classrooms to engage their students in exploring division reasoning and problem solving strategies (3.OA.2, 3.OA.3 and 3.OA.7).. It’s appropriate to use before and/or after students have explored division andUNDERCOVER CALCULUS
Last week, I wrote about Pair Drawings, one of my favorite ways to establish classroom norms at the beginning of the school year. Starting on the first day of school, I want my students to know these two fundamental norms. (1) Learning mathematics is a collaborative effort. It’s something we do together; it’s not something that Ido to you.
I'M ON A MISSION: CALCULUS FOR ALL! Myth #1: Calculus is hard. My mission is about convincing people that calculus is not hard. The math behind the calculus can be hard to master. If you are not fluent in algebra and trigonometry, then it can be hard to do a lot of calculus by hand, the old fashioned way when we didn’t have computers and watched black and white televisions. But NUMBERLESS WORD PROBLEM 2: DATA EXPLORATION IN 1ST GRADE The content of this lesson centers around the Measurement and Data standards for 1st grade. Specifically, we wanted students to interpret data, make statements about graphs, and share their thinking (1.MD.4). The lesson allowed students to apply their previously learned skills about measuring and comparing lengths (1.MD.1, 1.MD.2). USING TILE PROBLEMS TO INTRODUCE FRACTIONS AND CREATE Using Tile Problems to Introduce Fractions and Create Intellectual Need. I had a chance to use Steve Wyborney’s tile images as a part of a 3rd grade lesson inquiry. The tile problems are an effective tool to engage students in discourse about their mathematical reasoning. Furthermore, it allows teachers to identify student misconceptions SEESAW 2: A 3-ACT LESSON FOR 6TH GRADE EXPRESSIONS AND Students can infer that g = 12 b and analyze about the meaning of the variables and the coefficient 12 in the context of a problem. The equation becomes the Act 2: it’s the tool that allows them to describe possible solutions. Furthermore, as students make estimations about either the weight of the girl or the weight of bricks, they willbe
NUMBERLESS WORD PROBLEM 3: DATA EXPLORATION IN 2ND GRADE Numberless Word Problem 3: Data Exploration in 2nd Grade. I worked with a team of amazing 2nd grade teachers this week as a part of an ongoing lesson study. They were in the latter chapters of their curriculum where the Measurement and Data content is often stuffed away as an afterthought because they aren’t “Focus Standards.”. DESMOS CARD SORT ARCHIVES Traditionally, Desmos has been used mostly by middle and secondary teachers as a teaching tool. But recently they’ve introduced Card Sort as a way to make Desmos a useful instructional tool for elementary teachers and students as well. I wrote a bit more about this on my post here. Annie Forest made some brilliant screencastvideos about how
NUMBERLESS WORD PROBLEM 1: DIVISION IN THE 3RD GRADE Numberless Word Problem 1: Division in the 3rd Grade. I had the pleasure of working with 2 amazing 3rd grade teachers last week. They had the usual concerns and frustrations about teaching word problems and were eager to find a better way to get their kids enthused and engaged. So, we chose to do something different. DECIMAL DIVISION STRATEGIES AND SENSE MAKING FOR 5TH GRADE Decimal Division Strategies and Sense Making for 5th Grade. It’s my hope that there are other 5th and 6th grade teachers out there that might find this analysis useful if they want to use this lesson in their classrooms to engage their students in exploring decimal division ( 5.NBT.6 , 5.NBT.7, and 6.NS.3 ). Please feel free toplagiarize and
KNOTTY ROPE 3-ACT: INTRODUCING DIVISION IN 3RD GRADE It’s my hope that there are other elementary teachers out there that might find this analysis useful if they want to use this compelling and fun lesson by Graham Fletcher in their classrooms to engage their students in exploring division reasoning and problem solving strategies (3.OA.2, 3.OA.3 and 3.OA.7).. It’s appropriate to use before and/or after students have explored division andUNDERCOVER CALCULUS
Last week, I wrote about Pair Drawings, one of my favorite ways to establish classroom norms at the beginning of the school year. Starting on the first day of school, I want my students to know these two fundamental norms. (1) Learning mathematics is a collaborative effort. It’s something we do together; it’s not something that Ido to you.
LESSON PLANS
1st/2nd Grade. This lesson and write-up uses images in a Number Talk to help 1st grade students practice comparing numbers using the words “more” and “fewer.”. Then students practice these skills by examining a Numberless Data Problem. 1.MD.4. This Numberless Data Problem lesson and write-up and was created to help 2nd graders learnhow
LESSON STUDY
Why Lesson Study? Teaching math effectively is a demanding task that requires a high degree of craftsmanship and focus. If teachers are going to become better at creating classroom environments filled with learning opportunities where all students have opportunities to develop their mathematical mindsets, they need opportunities to deliberately practice the craft of math instruction together.ESTIMATION STATIONS
Estimation Stations are 10-minute activities for teachers to use to build number sense, promote statistical literacy, and foster purposeful student discourse about estimations in the elementary, middle, and high school classroom. These activities can be a part of an ongoing, weekly instructional routine that teachers can use toinvite students
"ELICIT" AND OUR ROLE AS ILLUSIONISTS Question: If someone asks you what "elicit" means, could you nail the definition? A good lesson that elicits students to talk about their thinking is designed so that students inevitably tell you what the objective is without us having to tell them. A good lesson traps students into a discovery. NUMBERLESS WORD PROBLEMS ARCHIVES Numberless Word Problem 3: Data Exploration in 2nd Grade. I worked with a team of amazing 2nd grade teachers this week as a part of an ongoing lesson study. They were in the latter chapters of their curriculum where the Measurement and Data content is often stuffed away as an afterthought because they aren’t “Focus Standards.”. CLOTHESLINE MATH FUN 1 (4TH GRADE) The clothesline is a simple low-tech visual and effective manipulative for fostering student engagement around ordering numbers on a number line. Clotheslines allows teachers to: and help students attend to precision. Just watch this short video of PAIR DRAWINGS: AN ACTIVITY TO BUILD CLASSROOM NORMS Pair Drawings Activity: Set-Up. Put students in pairs. If there is an odd number of students, I give the student a special task later in the activity. Each pair needs paper and pencil. Have pairs stand back to back with one student facing the front of the classroom and the other student facing the back of the classroom holding the paper and pencil. KNOTTY ROPE 3-ACT: INTRODUCING DIVISION IN 3RD GRADE It’s my hope that there are other elementary teachers out there that might find this analysis useful if they want to use this compelling and fun lesson by Graham Fletcher in their classrooms to engage their students in exploring division reasoning and problem solving strategies (3.OA.2, 3.OA.3 and 3.OA.7).. It’s appropriate to use before and/or after students have explored division and FOSTERING "MATHUSIASM" WITH JO BOALER'S TASK "HOW CLOSE TO This game is played in partners. Two players share a blank 100 grid. The first partner rolls two number dice. The numbers that come up are the numbers the player uses to make an array on the 100 grid. They can put the array anywhere on the grid, but the goal isSkip to content
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US AND MATH: USING PLAY TO HEAL A BROKEN RELATIONSHIP “I am not a math person.” As we all know, there’s a certain social hazard that comes with our occupation in math education. Folks often feel compelled to tell us their math stories, often declaring )with some amalgam of shame, pride, anger, and resentment): “I am not a math person.” And when they do, we’re left with a choice to make. Do we defend math? Do we unpack their story more, offer condolences, comfort, or a hug? Do we try to change their mind and convince them that they are a math person? Ignore the comment and shift the conversation? Stare awkwardly into the distance until they walk away?Flee?
The trouble with any of these approaches is that they inevitably lead into (or actively avoid) a conversation about math identities with one side declaring “I am not a math person” and the other side trying to change their mind. And changing someone’s mind about their identity is a terrible context for productive social conversation. So I’ve started to use this simple and earnest reply: “I am not a math person either.” The shift has had some profound impacts on how the conversation moves forward, and I want to share more about my approach with you. Read more __ June 5, 2019 __ Ramblings andMusings __
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US AND MATH: HOW PLAY AND CREATIVITY CAN HEAL A BROKEN RELATIONSHIP Welcome! If you saw my “Us and Math” talk at the Creative Edge conference at West LA College, you’ll find several resources I mention in my talk below. Feel free to scroll ahead to the “Resources” section. To my regular readers: This post is a little different than my usual posts, but there’s still something in it for you! I gave a 12-minute talk at a creativity conference to a non-math-educator audience that was very different from our usual audiences at math conferences. The premise of the talk was about why and how we need to move the conversation of our math identities beyond the simple polarity of “I am a math person” and “I am not a math person.” (Spoiler Alert: I am not a math person.) I invite you to watch a screencast of my talk. I’d love to hear what thinking it sparks for you and how we can build the message together. Read more __ April 27, 2019April 27, 2019 __ Ramblings and Musings__ Leave a
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3 TIPS FOR BECOMING THE MATH PARENT YOU WANT TO BE I had the opportunity to talk about math on a recent episode of “Rad Parenting” hosted by author and self-esteem expert Anea Bogue and comedian and record label owner Joe Sib. Anea asked me to speak about math in the Common Core era and how parents can best support the mathematical development of their children. You can find the episode here. In our conversation, I referenced three tips to guide parents in their math conversations with their children. I also mention several resources parents can use to support and guide their efforts. This post recaps those three tips and shares links to resources. I hope it also starts a math conversation with parents. If you’re a parent and have questions about how best to support your child’s mathematical development, please submit them in the comments on this post. Anea and I hope to have a follow-up conversation on the podcast to answer questions from parents.Read more
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September 23, 2018September 24, 2018__
Becoming Math Parent,
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HELP ME HAVE A CRITICAL CONVERSATION My Dilemma I had an experience last week that has me in a professional dilemma, and I’m looking for your input. My dilemma may be emotionally charged to you; it is to me, but I assure you that I want to seek a positive outcome for everyone involved (the student, teacher, parent, and me) inRead more __
September 4, 2018September 22, 2018__ Classroom
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STUDENT VOICE AND BUILDING CLASSROOM NORMS Last week, I wrote about Pair Drawings, one of my favorite ways to establish classroom norms at the beginning of the school year. Starting on the first day of school, I want my students to know these two fundamental norms. (1) Learning mathematics is a collaborative effort. It’s something we do together; it’s not something that I do to you. (2) How you respond to frustration when you’re struggling reveals more about your talents and character than your ability to avoid struggling altogether. Simply telling my students these norms won’t be as effective as having them practice these norms and uncover them for themselves by reflecting on their experiences. That’s why I appreciate PairDrawings so much.
But the learning students make from this activity won’t endure unless we do two things: 1. Allow students to see themselves reflected in these norms. 2. Post a physical, visual reminder of the classroom norms in theright place.
Here’s a way to do that.Read more
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PAIR DRAWINGS: AN ACTIVITY TO BUILD CLASSROOM NORMS Welcome back math nerds! This is my favorite time of year. Clean slate, clean classrooms, fresh ideas, and refreshing optimism. I also love this time of year because I love building classroom norms and setting the tone for the classroom culture that is necessary for productive and rich mathematical thinking and discourse. Starting on the first day of school, I want my students to know thesenorms:
Learning mathematics is a collaborative effort. It’s something we do together; it’s not something that I do to you. How you respond to the frustration of struggling reveals more about your talents and character than your ability to avoid strugglingaltogether.
But I don’t want to tell my students these norms; I want them to practice these norms and uncover them for themselves by reflecting on their experiences. “Pair Drawings” is one of three activities I use in the classroom to build culture and outline norms at the beginning of the schoolyear.
Read more __ August 15, 2018August 23, 2018 __Classroom Culture
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THE FIRST SIX “ESTIMATION STATIONS” ARE HERE! Estimation Stations are 10-minute activities for teachers to use to build number sense, promote statistical literacy, and foster purposeful student discourse about estimations in the elementary, middle, and high school classroom. These activities can be an ongoing, weekly instructional routine that teachers can use to invite students to have meaningful and purposeful conversations about their reasoning and work together to refine their accuracy as estimators (individuallyand as a class).
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July 31, 2018
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WHICH PASSION DESCRIBES YOU BEST? I facilitate a lot of lesson studies, lead workshops, and orchestrate other professional learning opportunities with teachers around the country. I’ve learned that teaching is a professional and personal act of passion. We teach who we are, and we have deeply held cultural beliefs about our work. Teaching is an action that is informed by our beliefs, and before any good, productive professional learning can happen, we need to hold space to share these personal beliefs witheach other.
I often start my work by having teachers reflect on their passions and identity as a teacher. In the past, I’ve used the National School Reform Faculty’s document called Passion Profiles, but I’ve found the document has some limitations. So I created my own based on their amazing work and my experiences of what works. I’ve inserted the full activity in this post. What do you think? Is this valuable to you as a teacher? As a facilitator or leader? How can we make this better? Feedback welcomed. Please share your thoughts in the comment section or keep the conversation going on Twitter (@mathgeek76).Read more
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June 5, 2018September 19, 2018__
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LOVE STATISTICS? LOVE DESMOS? WANT TO MAKE SOMETHING AMAZING? I have a problem, and I need your help. I love teaching young students about data and statistics. And I enjoy finding ways to make data and statistics matter more to young students. I’m troubled by how we teach students to think about data and statistics, and I have someideas on how we can
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“ELICIT” AND OUR ROLE AS ILLUSIONISTS Question: If someone asks you what “elicit” means, could you nail the definition? Try it. How’d you do? Confession: I was an English Literature major in college. I tutored college-level math and fell in love with teaching because of math. But back then, words and expression and theater were my jam. And in many ways they still are. I was co-writing an article the other month about instructional routines that elicit student discourse in the math classroom. And at one point, the word-nerd in me paused to ponder, “What the does ‘elicit’ really mean? Is it an invitation? Is it a pulling or a pushing? What other words have the same root as elicit? Illicit? Were they opposites? Did they have related etymologies?” I figured it was worth exploring and down the rabbit-hole I went. Onceagain.
Read more __ April 23, 2018 __ Objectives of Objectives,
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