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.
Today’s post is written by the magnificent Brandon Dorman. You can find it here. Join the #TT4T conversation and submit your comments on his post!
Billboards have been around for centuries. They’re effective at creating a message for political, social, or economic purposes. Many of us have some sort of small billboard in front of our classrooms. Sometimes they’re inspirational messages or quotes. Sometimes they express a value or a classroom norm about how people should be treated. Sometimes they are content specific, sometimes not.
I’m going to start a book study, and I’d like you to join me. Waitwaitwait!!!! Don’t go anywhere. I’m not asking for much. Because this is a book study where you don’t actually have to read the book.
I’m reading Tim Ferriss’s book Tools of Titans. I’ve found his incredibly enlightening podcast “The Tim Ferriss Show” to be filled with ideas that can relate to the professional development of teachers and to the creation of a productive learning culture in the math classroom. His book is no different.
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I was moved by Jamie Garner’s (@mavenofmath) recent post about her #mathconfession. I encourage you to read it here. Here are a few rambling thoughts and musings she’s sparked in my brain. I think most of use walk through this world with an unconscious fear that we will be exposed as a fraud…that we are not […]
I’ve been thinking a lot about the phrase “differentiated instruction” because it’s always felt redundant to me. How is “differentiated instruction” different from “effective instruction”? Are there ever really times when we want instruction to be “undifferentiated”? What are the implications for lesson design? I bring this point up because, in my humble opinion, thinking about […]
Here’s a link to Think Like A Fitbit: Measure What We Value, my Ignite! talk from CMC South given November 4th, 2016 in Palm Springs.
Feel free to download and share with others. I’m particularly curious how you are able to use this video in your own PD sessions with teachers to further professional growth for all math educators. What conversations does it create? What cognitive conflict does it spark? What change and instructional shifts does it inspire?
Comments are encouraged; feedback welcomed. Let’s keep the dialogue going.
Welcome back math nerds! And if you’re new to Undercover Calculus, WELCOME! I gave an Ignite! talk at the California Math Council’s conference in Palm Springs. It was called “Think Like a Fitbit: Measure What We Value.” It was an honor to be asked to speak, and I was grateful for the opportunity.
It’s challenging to frame an inspiring argument with enough specific detail so that the call to action is, you know, actually actionable.
So, if you came to my talk and want to know more about these ideas, here are some resources. I hope they further your thinking as much as they’ve furthered mine. If you missed my talk, fear not! I’ve attached a recording of the slide show and attached the movie at the end of this post. Just scroll down. Or you can stream the video of my actual talk on Vimeo.
Welcome back math geeks! Dusting off the old blog to share some of what I’ve been thinking about. I spent the summer asking math teachers the following question: At the end of the school year, how do you want your students to feel about themselves as mathematical thinkers? In other words, imagine asking your students: […]