Started number sets in #mth1w by forgetting everything we know and building a number system coming up with numbers as we need them. Started as a class counting then students went to the boards to discuss when there will be a need for other numbers. They were buzzing #iTeachMath

What was the game? I am new to using relational rods and see their power but am short on ways to get students to use them.

Mathematical belief. This avoids some of the associations with confidence.

26 squares All the squares of side lengths 1 to 26 In looking for an activity to demonstrate "Pythagorean theorem", a colleague and I decided to cu...

Here is a hands on exploration from Al Overwijk’s blog slamdunkmath.blogspot.com/2013/04/26-s...

Right now I’m emailing them to myself and not opening the emails so I think I need a better solution.

One thing I think about in terms of fidelity to the curriculum is do we add things in to keep some students challenged at the expense of other students not getting the time they need on a topic. I am trying to find ways to go deeper into a topic for those who are ready so everyone gets time needed.

Circle Properties Circle Properties The Set-Up Place an even number of pattern blocks creating an angle at the center of a circle. Draw line segments that form the angle from the center of the circle to the edges o...

#MTH1W students explored circle properties using pattern tiles in this activity. Lots of great conversations about relationships. docs.google.com/document/d/1...

#iteachmath

Value the brilliance that students come in with.

A trust of teachers

Siobhan here. Math teacher in Ottawa, Canada.

Favourite breakfast is oatmeal.

I have been thinking a lot about creating math rich spaces and all the nuance involved in doing this. Not sure what the question is yet.

Thank you for sharing your thoughts. I am getting ready to write a proposal for a conference and you have inspired me to think about how I will be learning in the session that I facilitate.

Who Won the Paris 2024 Olympics Who Won the Paris 2024 Olympics? You will be using this data set which includes the country name, number of each type of medal (gold, silver and bronze) and the population of the country for this act...

My students really got into this Olympic activity that I put together. docs.google.com/document/d/1...

Thank you. I learned something new today before 7 am.

Something that works for me is coffee,dry peanut butter, a banana and chocolate protein powder made into a shake (I add milk). I find after a big workout I want coffee and protein so I just combined them and drink right after the workout to avoid the I want to eat everything in the fridge feeling

Great. I will share with my students who will be pretty excited by their impact.

Now I am even more curious since it works for you.

So strange. I am very curious about what is going on. We did this with marble paint paths. Every other groups who'se path crossed the x-axis was able to do the regression in factored form no problem. Thanks for looking at it. This group is pretty proud that they were able to confuse Desmos.

Thanks Nick. Here is the link www.desmos.com/calculator/v...

Can anyone tell me what is going on with this Desmos regression? If I do it in standard and vertex form the R^2 value is very close to 1 but in factored form this happens. @desmos.bsky.social

I also wonder if we are increasing the cognitive load by moving too quickly through the procedural. If the conceptual understanding leads to a certain level of procedural fluency can we stay there and play before we add all the things?

You really got me thinking about the way I introduce quadratics. In the past I have talked about the zero property but you have inspired me to think about how they could play around to get there. Starting with this screen teacher.desmos.com/activitybuil...

You need to know that I am happy to see you here 😀

“When someone has trouble in mathematics, we should bolster our support, not lower our expectations.” - Francis Su

Woke up at pi o’clock today. It must be the first day of semester 2. I hope that everyone has a great start.

I am incorporating intentional small group instruction. Students do a learning check with a few questions then I give small group instruction based on what they indicated they need. This is for all students.

Favourite comment heard during an assessment yesterday: "Oooh, I can use that muffin strategy" in reference to solving systems of equations by elimination.

Thoughts welcome.

I am trying use a version of portfolios that grade 10 students see as useful. I am starting with them putting in a piece of work that they have received feedback on paired with their interpretation of the feedback. When they have an opportunity to used said feedback they will include the new work

Thank you. I always saw them as tricks and can now see the value as a visualization.

Can you say more about how this is used in a conceptual way? I have seen them used as a way of getting around understanding mathematical relationships and it seems that you have a different approach that I would like to learn more about.