Yesterday's DEI training at New Teacher Induction was fantastic. Great job, Lindley and APS facilitators! The young teachers are so much more aware than I was when I started. They give me hope!
Spent half an hour helping my son use scissors to discover the formula for the area of a parallelogram. Then he watched the video that was assigned, which justifies the formula with a 10-second animation. Sense-making takes work!
Mr. Grenon at Lindley led his 7th grade mathematicians in a discussion about student strategies for finding the area of part of a circle. This student work shows understanding of how the part relates to the whole circle.
Mr. Allen's 3rd grade mathematicians at Lindley explored unit fractions by dividing various objects into equal parts. Amazing discussions justifying their partitions!
Pre-2010, 50g of crack-cocaine got you a mandatory minimum 10 years in prison.
Post-2010, that threshold was raised to 280g, which resulted in this .... uhhh suspicious drug seizure graph.
#OMGraph#iteachmath h/t @JohnHolbein1
https://t.co/q8L2lX9rx7
For math teachers who grew up in a procedural answer-getting tradition, there is a real challenge in understanding a conceptual approach to learning mathematics. How might we learn to see the "new ways" as something deeper than just another procedure? #MTBoS
Mrs. Ross at Tacony facilitated a discussion about her 3rd graders' attempts to cut a paper into 6 equal pieces. What do you notice? Are these pieces equal? How do you know?
Powerful questioning by Mrs. Troiani today...
T: Is there a pattern?
S: No because there's no straight line.
T: If I bought a 6000-lb truck, could you guess the fuel efficiency?
S: Yes.
T: Is there a pattern?
S: Oh yeah, the heavier the truck, the lower the efficiency!