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Joey Grabowski Dec 13
Anyone else’s phone camera rolls filled with pictures of the white board and student work?
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Robert Kaplinsky Dec 13
Hey math teachers, on average, how many minutes do you have for teaching math each week? Please reply with your grade level and the number of minutes. Thanks!
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Deanna McLennan Ph.D 31m
Hear it! Write it! Using a ten frame and dry erase markers, say a number from 1 to 10 and encourage the child to write it in the corresponding place on the ten frame. Thinking about sequence on this ‘number path’.
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Dave Martin Dec 14
You meet a 3 headed 3 tailed dragon. You can cut either 1 or 2 heads, or 1 or 2 tails in one swing of a sword If you cut 1 head, 1 head will grow back cut 2 heads, nothing happens cut 1 tail, 2 tails will grow cut 2 tails, 1 head will grow. Can you slay the dragon?
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Ann Arden Dec 14
I understand long division. Many other ways to do this math. Am unfamiliar with notation on right side (obviously place value connection). Is this common practice/notation? New to me (pic from Making Number Talks Matter, Humphries & Parker, 2015, p.98)
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Deanna McLennan Ph.D Dec 13
Race up the ladder! Each player rolls 2 dice (or more for a challenge), and adds the sum of squares to his or her side of the ladder. Counting, adding, measuring, comparing... First to reach the top wins!
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Deanna McLennan Ph.D Dec 14
Many children aren’t clear as to the meaning of the equal sign. They think it means ‘answer’. Equivalency lines - encourage children to clip subitizing cards that are equal on each side of the symbol, reinforcing the meaning of the equal sign.
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Chris Kalmbach Dec 15
Great ideas to help shift your stance from one of being the "Sage on the Stage" to being the "Guide on the Side."
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Siddhi Desai 17h
So impressed by my students’ scale drawing projects - their drawings, reflections and self-evaluations are incredible. They loved understanding that math is not just about numbers and calculations! - Thanks for the great idea!
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Jim Doherty Dec 14
Hey Which is 'simpler' Sqrt(80) or 4Sqrt(5)? Conversation in the halls this morning about simplifying in Algebra. By the way, I think the first term is simpler and more tangible.
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Mike Altman Dec 13
Having trouble with understanding this.
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Sara VanDerWerf Dec 14
I'm sitting with some HS students (who I don't know) at a coffee shop and they are wondering what function would fit the points on this graph? Can you help them? (I told them the online math community was powerful).
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Deanna McLennan Ph.D Dec 10
Children can create number paths in many different ways using laminated white paper, dry erase markers and links. Write the rule for your path at the beginning of your links, or challenge a friend to create a certain number order by following your rule.
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Jocelle Skov Dec 12
Created a new INB page to get students to think about WHY things work, rather than teaching rules like same sign=add numbers, different signs=subtract numbers. Hopefully it works!
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Joe Herbert Dec 14
*S seems to be unengaged & staring off into space* Me: Would you like some help or more time to think? S: More time to think *5 min later she's doing the work perfectly w/zero T intervention* Sometimes we really have to resist the urge to rush in with support.
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Coach Dicus Dec 13
welcome to the future— used test mode in class today—v. popular all around!! (I stamped kids papers if they were using it, then they had to show me their time stamp before they ended their test & I initialed their stamp!)
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Meg Knapik Dec 14
To make the most of those last few days before winter break...Oh What Fun: Math Games! Shout out to ⁦⁩ ⁦⁩ ⁦⁩ in the post w/links to their ideas too!
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Mark Oudshoorn Dec 14
After a 90 minute crash course on the hyperbola, truncus, square root and circle graphs, two weeks later my students created some sensational art. Some samples attached. Very proud!
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Sarah Donaldson Dec 14
I'm excited to announce that I was offered a spot on the Remote Multi-Classroom Leader pilot project for Pre-Calculus teachers! I can't wait to collaborate with other Pre-Calculus teachers across NC during this project!
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MindShift 14h
"There's lots of evidence that what we think about is what we know later. I want to increase the amount of thinking going on in class."
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