#eduread

Loves when a book gives me space to think... meaning it gets my wheels turning and wondering, How might I... #eduread #forshelli

Okay #mtbos friends - summer is approaching! What's on your #eduread Reading List?

#iteachmath #mathsky

absolutely! That video also made me think of the distance, velocity, acceleration graphs I've seen in upper maths. #eduread

Towards the end when they discussed on Ss would mix up shapes of the graph with speed vs. distance; asking students to explain their thinking; ask what they're doing? It may be a great way to begin the semester. #eduread

I like that idea. There is a FAL you could steal 4 equations from. That task made me think of @saravanderwerf.bsky.social Stand and Talks - I will look for the file of the equations and graphs I used #eduread

I think for starting the semester with Alg2, it would be interesting to see what they do with Ch 1's task on writing a story. I remember using Graphing Stories several times in Alg2 #eduread

#eduread I know I look forward to reading the chapters on Geo and Stat and stealing ideas for my classroom

But in Ch 1, I liked the first classroom video on the parallel lines and how I could use something like that in Geo

#eduread I think I'll begin new semester using some of the empty graphs

Will have to think a little and pick your brain about early Stats!

Thanks for the chat!

Some of the ex shared also reminded me of FALs lessons from mathshell - so I can see maybe looking there for an example to use. #eduread

As we wrap up - What changes will we make in our planning and instruction based on what we've read in CH1? How might we use this in our own classrooms?

and maybe keeping track of ideas / tasks from the book that you could use?

I have tried that before but life gets in the way LOL. I need a better way to plan!

#eduread

If anyone wants to join us, here is the book we are reading: Making Sense of Mathematics for Teaching High School www.amazon.com/dp/194249648...

This term is going to busy with teaching full time, 2 grad classes, and a broken right pinky but I am so grateful to be chatting again #eduread

I feel like with Alg 2 it may be easier for me in my planning. Wondering if I could start a unit with a blank graph, use the structure of the videos, tie in to the algebraic / numerical models and finall making connections to a concrete scenario for Ss to tie back to ? #eduread

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Thank you for doing this #eduread with me! I've missed our chats!!

Any last minute thoughts on the Intro or Ch 1?

#eduread
I can see that! The order being different knocks us off guard and we dont see the connections until much later. A strong PLC would be helpful I think

The lessons and the structure are so well thought out imo; So much that I question the order, approach - can be uncomfortable and I think that every time I used it; but the pay off for Ss retention supports. #eduread

#eduread
One of the chapter reflections questions was about any challenges you see in using these strategies...

For me, I think time to develop and explore... overall, I don;t teach a ton of algebra, but I want to look for some tie-ins that I can help make better connections

#eduread They mention the TQE process and using it to frame the observations: Task to support the learning goals, productive questioning to engage learners and looking for ways to collect and use evidence of learning. Much of this ties back to FA cycle and use of #5pracs

#eduread I feel like @samjshah or Kate posted about this many years ago and it fascinated me how it to a "complex" idea and simplified it. the the beauty of it within the graph, too

#eduread The TQE (Task, Question, Evidence) process mentioned in this book reminded me a lot of the 5 Practices as well. I enjoyed watching the classroom snippetts to illustrate the process

I've looked at bits and pieces of OUR, but not in a lot of detail as they dont align to our state standards (we aren't a CCSS state). I need to find time to explore them more in depth #eduread

#eduread In Ch 1, I found the discussion on inverses quite interesting as well. I had never thought about the function of y=2x+5 and its connection to solving an equation such as 13=2x+5 and how you could use that to really teach the idea of inverse functions

#eduread I feel like Open Up Resources for HS also does a fantastic job making these connections in algebra with functions, helps Ss make connections and interpret within the context -

#eduread Agree! I remember a textbook many years ago (Holt, maybe 2000-ish) that used graphical representations for quadratic inequalities (and others) and thinking how rarely I had seen that. I think it gives an a-ha moment to some kids that get lost in the algebraic manipulation as well

#eduread agree. most will teach the way they were taught until they see the connections and can realize how powerful listening to student ideas and helping them see the connections between different reps can be in solidifying their understanding

#eduread back toyour first mention of this - it confirms how I feel about equation solving - it *should* happen within context / or as part of systems solving. y=y; which led me to think about ineq, solved along side the graph ya>yb would be "when is function a above function b on the graph?

#eduread
One concern I had while reading is how many teachers in my state are emergency / noncertified... how do we get this kind of PD into their hands to help them make connections in order to teach their students?

#eduread

In the intro, where they showed the graph at different points along the solution path was interesting. I know we often connect to the graph when looking at the solution as the x-intercepts (zero product property), but I also like the graph where it shows the horizontal line of y=-2

#eduread Yes! And the snippet videos are short/sweet but packed full of examples in presentation, classroom language, modeling for teachers to see how to implement the structures/tasks.

#eduread your first point here is an actual learning standard in KY-KAS, cannot remember if it is in CCSS or not. But I often feel that the latter - they are only focused on the ordered pairs.

#eduread Giving Ss the graph w/o labels, made me think of a Malcom Swan book and it really encouraged giving students the graphs and allowing them to tell the stories; makes me think of Slow Reveal Graphs; Graphing STories, then when you add the context, it allows Ss to make sense within the story