New TikTok video - Place Value in the Upper Grades featuring @123CHELbytheSEA
I challenge you to try this with a colleague - tag someone you want to try this with!
#countingcollections
If our automatic first step is to break 16x23 into four chunks, we're missing an opportunity to be strategic. How else could you solve 16x23? (Thanks to @KeplerTrish who has influenced my understanding of area models).
New post: https://t.co/XUCwE5X1cK
School is in session!
Introducing #EarthSchool, an immersive nature adventure from TED-Ed, @UNEP and partners. Dive into 30 Days of videos, quizzes and challenges that will leave you marveling at our planet and ready to take on the future: https://t.co/nwkRCC0vKW #EarthDay
Remember everyone - if you are not getting pushback you are probably not being disruptive enough. The system is failing students and we need to disrupt the status quo. Some people are always going to find that hard. Pushback means you are making a difference!
"Everything You Need for Mathematics Coaching: Tools, Plans, and a Process that Works for An Instructional Leader, Grades K-12" is your must-have guide to designing a professional learning plan and leading with clarity and purpose. Order yours today! https://t.co/FR9rnma0Ag
Although implemented with elementary school teachers to encourage them to consider area and perimeter simultaneously, this task also offers insight into how students might approach it: https://t.co/amW33QAlKE
How we handle classroom relationships between teachers and students plays an important role in how all students experience mathematics. Read this month's #TCMchat article, "Strategies for Caring Mathematical Interactions" here: https://t.co/HeKQayitvc
Continue to take risks. Ask the, "is it ok?"questions. Honor children’s mathematical thinking, identities, and learning as u reflect upon you risk taking. Do all of these things with others! THANK YOU, @Angelaturrou @CarrythZero
Thinking about how we can leverage students’ ideas about a choral count to engage them in proportional reasoning. “How many groups of 3/5 would we need to get 54?” “How can you reflect that using a table? A graph?” @UCLAMathProject#CGIRegionalConference2018