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Amazing with the Ss !!! Ss discussed orientation, size, quantity, doubles, equality, even/odd numbers & so much more! Ask your child "which one doesn't belong" and "why?" Try to find a reason for each square! Great vocabulary development!







Purposeful ✅ Engaged ✅ Framework✅ 3rd Grade fraction lesson was FULLY engaging! Ss collaborated throughout a variety of math stations to better understand the objective and one another’s reasoning.







Read alouds are a great way to inspire ! We enjoyed the books 'Pattern Block City' and 'Pattern Fish' this week and then invited students to extend their learning using concrete materials. Children explored patterning, shapes and area.




We were loving Splat at afternoon transition time! Even more reserved students participated and there was a lot of number talk! We counted on, subitized, used our fingers to figure out how many were under the splat.










Have you ever used counters to assist in the conceptual development of division? Great idea from the NCTEM latest podcast.




Mathematicians warming up their brains by discussing their estimates of how many dice are in the glass




"There's more to academic discourse if you look at it from a human standpoint." - A Broader Approach to Academic Discourse 💬 by







Did we mention that the new mathspace release enables you to give shapes dotted or dashed lines with different weights?! Check it out today!




This simple kit of manipulatives beautifully illustrates the interconnectedness between dimension and while seeking to remedy the misconception that edge length and volume scale equally.







On Tuesday our "Emerging Teacher Leaders in K-4 Mathematics Education Academy" members discussed Chapter 11 (Principles 5 & 6) of “The Math Coach Field Guide”! Mathematicians learn & grow together!







On Tuesday our "Emerging Teacher Leaders in K-4 Mathematics Education Academy" members explored vertical alignment of the fraction TEKS via assessment items! Mathematicians learn & grow together!




In this pic, are Ss learning or being assessed? I bet it’s an easy answer for you. What irks me: Why do moments of assessment look so differently from our moments of learning? And how can we support Ts align the two in the face of “Big Testing”?



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This is called Crazy Towers. A version of Towers of Hanoi with 15 pieces jumbled.

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Pretty amazing #3dthinking here. #origami #geometry #mathchat This kid has mad skills.

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What I learned about teaching math in 2011

1.  Timers are awesome.

 Put a timer over the top of a problem (if you use PPT or Keynote) with an opacity of 50%, and give the students 1, 2, or 3 minutes to try the problem.  I intially called this “Silent See What You Know”, but eventually dropped that headline and just used the timer, and they understood the rules.  I get about 50% of students strongly engaged during the timer session, and the other 50% are at least silent.

When I am using the timer, I do not let them ask me a question, or any of their friends a question.  I tell them if they are confused, then just spend the time being confused.  

Students tend to believe there are only two states of learning:  1.  Not knowing how to do the problem.  2.  Knowing how to do the problem.  They don’t realize there are a bunch of intermiate steps inbetween those two states.  This timer section of the class is meant for them to discover those extra steps.  When the timer is up, I call for all answers, and don’t care if they are right or wrong.  I praise them all for getting to a solution, for getting pencil to paper.

2.  Do things in small chunks. 

Do a couple examples, then have the students do one problem.  Then go over that problem.  Then have them do one more problem as a pair/share.  Then go over it in front of the class.  Then give them three more problems.  Have those problems are the board and ask students who are done fast to put their work on the board.  Have the class set up in small time intervals, rather two long intervals ( I show you how to do it, then you do it).

My first year I would introduce the concept with a few examples, and then give them problems #1-10.  The result would be that I would spend too much time talking at the start, and then they would too much time to work, which due to shorter attention spans, caused a lot more conversation than work.

…  and some other stuff.