Helping Students Make Sense MP1: Make sense of problems and persevere in solving them

Exploring what the Standards of Mathematical Practice look like in action in real classrooms. #mtbos #iteachmath kristensmith.substack.com/p/helping-st...

The case for including inquiry Why inquiry belongs in the math classroom

For all my Trig teachers out there, I’ve included some of my favorite activities in this post. #mtbos #iteachmath #trigonometry #inquirylearning

open.substack.com/pub/kristens...

What the Math Crisis Looks Like From the Classroom And where we can go from here

open.substack.com/pub/kristens...
#mtbos #iteachmath

Why the Do Now is the the key to student confidence in math class The most underrated part of a lesson is the first five minutes

Building student confidence before inquiry is key. A well-structured Do Now is how I make sure all my students are set up for success. #mtbos #iteachmath

open.substack.com/pub/kristens...

The Power of Iteration in Teaching I had a reflection the other day that came from observing the work of a teacher who I’ve now coached for four years.

This is a lesson that failed the first time but through years of improvements has turned into a project that students love. If you teach rational functions, definitely check it out. #mtbos #iteachmath

open.substack.com/pub/kristens...

Where to position our hardest-to-reach students to make them more reachable A deep dive into purposeful seating arrangements

This post is for anyone who puts in the work to try to figure out how to support every student: open.substack.com/pub/kristens... #mtbos #iteachmath

The Skill Builder: A Routine for Building Procedural Fluency and Confidence There is no problem that is more consistently named as a barrier in math teaching than students arriving in our classrooms without strong mastery of the foundational skills from prior grade levels.

This is my go-to routine for building procedural fluency with my students. #mtbos #iteachmath

open.substack.com/pub/kristens...

Using Exemplars to Unlock the Highest Level of Bloom's Why exemplars are the on-ramp to creativity

This is one of my favorite end-of-unit tasks for Quadratics. I love seeing students’ creativity, so I wrote a post about it! #iteachmath #mtbos

open.substack.com/pub/kristens...

The Power of the Preview An intervention strategy that builds confidence BEFORE instruction

I've been using a new format for intervention that I had to share because it has totally shifted how I think of support for students. #mtbos #iteachmath open.substack.com/pub/kristens...

I have come to understand that being a math teacher is also being a language teacher. #iteachmath #mtbos
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Surfacing and Addressing Math Mindsets A sometimes uncomfortable deep dive into our students' feelings about math

First post on the new substack is live! Diving into noticing and addressing student mindsets about math. #iteachmath #mtbos

open.substack.com/pub/kristens...

Building fluency with math vocabulary How one teacher uses evidence-based instructional techniques to strengthen math vocab

This was a super fun conversation about how to build our students’ math vocabulary and why it matters. #iteachmath #mtbos

open.substack.com/pub/hollykor...

Does anyone know about @desmos.com switching over the teacher site and activity builder to Amplify? All of my custom
activities were gone when I tried to log in—it says I have authored zero activities. I really hope that isn’t the case! Any help is appreciated #mtbos #iteachmath

My Thinking Classroom In the spring of 2022, our building’s instructional coach walked into my classroom and handed me a bright orange book.

Great description of a way to implement Thinking Classrooms that combines inquiry with explicit practice. This combines them across days while I combine them in a single lesson but the idea is that students benefit from both types of learning. #mtbos #iteachmath open.substack.com/pub/adrianne...

We did a model problem of a roof truss where they calculated the total lengths of wood. We discussed how the shape needs to be symmetrical and each triangle needs to have measurements that are mathematically sound. Other than that, the design was up to them. Here’s the model problem:

Roof truss design with measurements and triangles

Roof truss design with measurements and triangles

Roof truss design with measurements and triangles

I started doing this end of unit extension project for trigonometry and similarity where students can design their own roof truss. There were some pretty cool design this year! #mtbos #iteachmath

The Phantom Tollbooth is a classic. It is still my favorite accessible explanation of averages.

This problem was so much fun! It was really exciting to see how many different solution paths students could come up with to find the perimeter of the square. Beautifully knits together properties of trigonometry and Pythagorean theorem. #iteachmath #mtbos @illustratemath.bsky.social

I couldn’t agree more with @dylanpkane.bsky.social approach to online tools in the classroom. I use @desmos.com activity builder for my Warm Up questions each day because the batch feedback is so useful but I set a timer for 7 minutes and students close laptops before we debrief. #iteachmath #mtbos

I have them write it in their class notebook. They try it independently first and then have an opportunity to share and workshop with a partner and then we come up with a class exemplar which they also write down. They can go back to reference these as notes.

Celebrating Pi Day Across the Curriculum Engaging, informative Pi Day activities designed for middle school math, ELA, science, and social studies.

Celebrate Pi Day in any subject! 𝜋 🎉 These engaging, informative activities help students explore pi’s history, applications, and more.

#EduSky #ITeachMath

After we wrap up an investigation task, I have students try to write their own one sentence summary of the big idea. For example: “Write one sentence to explain why the sine ratio for a reference angle like 30 degrees always has the same value even when the triangles have a different size.”

The two triangles made students think more deeply about WHY they had two different equations and yet came to the same solution. It kept the work simpler on the front end but then allowed them to draw the conclusion that they are in fact the same triangle.

This problem was great! A student said: “Wait but I just realized it also works if you switch them! Sin(41) still equals cos(49) even though it’s a totally different value!” And then another student said: “Wait, does it also work for 30 and 60?” And the whole class was like YES! 🤯 #iteachmath #mtbos

We launched trigonometry today in Math II. I’ve been using this resource for years and it’s still my favorite way for students to investigate the ratios. Students walk away understanding where the values in the calculator “come from”. #iteachmath #mtbos www.projectmaths.ie/documents/T&...

They are also a great way to support MLL students with language development in math. I’ve seen a lot of impact from using them with those students.

I love teaching right triangle trigonometry. Just when my Math II students start to think that math has taken a turn toward abstract symbols and equations and is not “real” enough, trigonometry shows up with all of its lovely simplicity and real-world applications. It really saves the day.

This is super helpful! As an IM teacher I’m familiar with the MLR’s but I’ve never thought of associating them with specific parts of the lesson flow.

A screenshot of the five components of a teaching through problem-solving lesson: 1. introduce the lesson. 2. pose the question 3. students work on problem 4. full class conversation 5. reflect and summarize Throughout these five components, some of the eight math language routines are highlighted as possible options at each of the five components.

Our Math Team has mapped the math language routines onto the Teaching Through Problem-Solving lesson format. Teachers can see where there might be opportunities to integrate a MLR into the lesson. MLRs are not add-ons. They are essential.
#iTeachMath

docs.google.com/pres...

I use IM for an inquiry cycle to begin the lesson (~20 mins start to finish) and then transition to direct instruction followed by independent practice. That gives students a chance to build problem solving habits but also plenty of time for clarity of instruction and practice with feedback.