Narrowing down to just 5 favorite Which One Doesn’t Belong images was difficult. Not only are there a wealth of resources on the site, following @WODBMath and #wodb on Twitter, and this Google folder expands your options to even more treasures.
Continue readingOver the last year or 2 I’ve accepted the fact that there is a rather large subset of educators that love the #MTBoS resources I send out as links or share at sessions I lead, but they are not even close to ready to join twitter. This post is for you.
Continue readingSo this summer I am spending 1 hour at each of the 5 websites below. I have 8 word docs (one for each unit I teach) ready to add all the resources I find. You can organize what you find any way you like. Join me in doing some teacher summer homework and search these sites with me.
Continue readingHow long will a fidget spinner spin? I used this current craze to engage my 4th graders in a math review. Students started by making an estimate of how long the spin would last.
Continue readingPost-recess and lunch excitement is in the air as we walk back to our classroom; where our next subject to begin is math. As we all know, routines are crucial in the classroom so we begin our student-led, mindful breathing to focus our bodies and minds for learning.
Continue readingThis was a wonderful opportunity for discussions around making sense of the problem, communicating clearly and making sense of each other’s thinking. Yes, in first grade.
Continue readingLast month we looked at what constitutes a rich task. How can we open up the tasks in our curriculum to be more engaging for all our learners?
Continue readingWe hear a lot about Rich Tasks these days. But…what does a “rich task” look like to you? What separates a rich task from an ordinary one? Where do we find them?
Continue readingThere are so many questions that float through my head when I see something new that piques my interest. Let’s look at one of those resources, Open Middle. Open Middle sprang from the mind of Robert Kaplinski after attending to Dan Meyer’s talk Video Games and Making Math More Like Things Students Like.
Continue readingOnce we have guided our students to connect the geometric representation with the algebraic representation of the relationship, we can further deepen their conceptual understanding, broaden their concept image, and promote reasoning and sense making through a series of tasks such as these.
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