Imperfect and Unfinished
I had the opportunity to talk about math on a recent episode of “Rad Parenting” hosted by author and parenting expert Anea Bogue and comedian and record label owner Joe Sib. Math in the Common Core era is a hot button for many parents. So I was asked to speak about how parents can best … Continue Reading
What are 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 an ongoing, weekly instructional routine that teachers can use to invite students to have meaningful and … Continue Reading
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 some ideas on how we can … Continue Reading
Welcome back math geeks! I love teaching young students about data and statistics. And I enjoy finding ways to make data and statistics matter more to young students. But I’m troubled by two curriculum practices about how we teach students to think about data and statistics, especially at the K-6 level. This post is Part … Continue Reading
Note: This post is a third in a series about my learning and thinking about argument and how it relates to our work in the math classroom. Click here to read the first post. Click here to read the second. What is Abductive Reasoning? I’m going to share my new favorite term: abductive reasoning. Maybe … Continue Reading
How do we invite 6th (and 7th) grade students to authentically engage with an equation in a way that invites students (1) to appreciate how the structure of an equation models a context and (2) to dive deeper in to the meaning of the relationships between variables?
Instead of teaching students how to use the properties of equality to solve “one-step” equations first (which is like using a bazooka to kill a cockroach by the way), I’m wondering if there’s a way to start the exploration of equation solving by inviting students to experience the dynamic relationship between variables first.
Welcome back Math Geeks! I’ve been thinking a lot about the objectives of lesson objectives, and I’m committing to writing a series posts to spark a conversation. I’m curious about how you frame lesson objectives to maximize student joy, and I invite you to tell me. If you missed my first post about ways to make … Continue Reading
This lesson write-up is for teachers who want 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 allows for many different conceptual approaches to a solution including using repeated subtraction or repeated addition, equal groups with or without manipulatives, number lines, arrays, bar models, and multiplication or division equations to model a real world problem.
This write-up contains a lesson pathway with specific questions/moves to consider, analysis of the opportunities for student learning, and other wisdoms and insights we learned from teaching this lesson as a part of a lesson inquiry.
Give it a try with your own students. And then tell me how it went. Let’s make it better together.
This lesson write-up is for teaching a two-digit by two-digit multiplication 3-Act Math lesson where students estimate the number of Skittles in a jar before using information and math to find a more accurate estimate. It uses Graham Fletcher’s Array-Bow lesson and while it addresses standard 4.NBT.5, it’s appropriate for 4th and 5th grade students of all levels. The write-up contains a lesson pathway with specific questions/moves to consider, analysis of the opportunities for student learning, and other wisdoms and insights we learned from teaching this lesson as a part of a lesson inquiry.
Give it a try with your own students. And then tell me how it went. Let’s make it better together.
This lesson write-up is for teaching 6th (and 7th) grade proportional reasoning skills (6.RP.1, 6.RP.2, 6.RP.3) using Graham Fletcher’s Rope Jumper lesson. The write-up contains a lesson pathway with specific questions/moves to consider, analysis of the opportunities for student learning, and other wisdoms and insights we learned from teaching this lesson as a part of a lesson inquiry.
Give it a try with your own students. And then tell me how it went. Let’s get better together.
