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This is a new routine in my class to support language and the idea that more than one answer is correct.

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I would like to incorporate more group work into class problems by using a discussion protocol for a lesson on interpreting standard deviation. Skew the Script lesson: Skew The Script Lesson 1.4 [AP Stats] • Activity Builder by Desmos

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Using systems of linear equations to model situations

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Using systems of linear equations to model situations

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Students are learning about systems of equations and I want to have a project where they model something with two linear equations and explain different parts of the equations and graphs

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Math Talk: Number Sense and Integer Operation Review (Naomi)

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Math Talk: Number Sense and Integer Operation Review (Naomi)

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MFA Copy of A1.6 and A1.7: Math Talk and  1-2-3-4 Problem

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Claim, Evidence, Reasoning in Math (Genesis)

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Claim, Evidence, Reasoning in Math (Genesis)

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Our school is having students do CER in every subject. For math it looks different in that we do Evidence first (showing work), Claim second (answer question in a complete sentence) and Reasoning last (explain strategy for solving in at least 2 sentences). Here is an example with a question from the 2019 state exam. Students are given a checklist and there is a rubric that is used for grading. Would like for this to be/feel more meaningful for students.

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Paired activity on evaluating functions to make decisions about their futures 

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Paired activity on evaluating functions to make decisions about their futures 

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Students work together to use functions in order to determine a future value and then use that information to make decisions- should a family give supplemental formula to their baby, should the city implement lockdown measures, how many hours of homework should teachers assign, decisions about actions to combat climate change, etc. (goal is to guide students to seeing the value in modeling with functions and how people in many different industries use them every day to make real life decisions)

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Things like domain, range, extreme values, intervals of increasing and decreasing of polynomial, exponential, linear,  rational functions, etc.

Would love help finding a possible tie-in to social justice. (e.g. finding graphs for students to analyze)

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This is an "excursion" activity within a Grade 6 lesson on factors and multiples. (GCF, LCM)

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Always, Sometimes Never_ (Session 2.3 Extension)

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Students will use desmos and their knowledge of piecewise functions to create drawings of their choice.
-Trisha

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Still in draft form. Students took a pre assessment to demonstrate what they know about fractions. Based on the pre assessment data, students use the menu of learning activities to learn and practice skills they have not yet mastered. Mix of videos, activities, etc. students can choose from.

These fraction skills are not 6th grade standards, but students this year do not have these foundational skills based on the pre assessment. Planning on spending 3-5 days on this menu activity.

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Different ways/contexts to approach the content?? -- Or ideas on how to generate generative themes :)

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Different ways/contexts to approach the content?? -- Or ideas on how to generate generative themes :)

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https://cdn.emathinstruction.com/bcdn_token=IEB3fp9r70olQ7GpS5kNIJ3yRTT1YofFd1YgJMcFxkI&expires=1632896637/wp-content/uploads/2019/01/N-Gen-Math-6.Unit-1.Lesson-3.Division-of-Whole-Numbers.pdf

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Students are going to be sharing findings from projects with each other and I'm thinking about roles and structures for feedback,etc.

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Your job this week is to figure out how much money you need per month to love the lifestyle you would like as a single 25 year-old adult. Here is what you will need to do in order to complete this task successfully.

1.   Consider what kind of lifestyle you would like to have when you are 25 years old

2.   Consider what your monthly expenses are. On the reverse side is a ledger that will help but is INCOMPLETE. Think about everything you need to survive monthly.

3.   You will have to document how you determined your expenditures. For instance, a 1 bedroom apartment in Jackson Heights, Queens or Upper East Side, Manhattan or DUMBO, Brooklyn, etc.

4.   After you figure out your expenses, the figure out what your NET salary should be. Federal tax is 22%. Please visit this site for a list of state taxes https://www.irs.gov/tax-professionals/government-sites

5.    Prepare a 1 page infographic that summarizes your monthly expenses and net income. Here are some inforgraphic resources to help you:

·      https://www.picmonkey.com/design/infographics?utm_source=google&utm_medium=cpc&utm_campaign=nb-performancemax-usa&utm_content=usa_notfree_nb_core_dsa_u-c_search&gclid=Cj0KCQjwtMCKBhDAARIsAG-2Eu_dJd1ggfH16fMz1quZ4eNsiWnuwgWh4avosLLMst9YsqaUJRGWaAcaAmEAEALw_wcB

·      https://www.canva.com/create/infographics/

6.    Submit pictures of your work along with your infographic in Google Classroom

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I like this as an abstract extension of basic functions that we do in algebra, and I am expected to cover it...I know it has applications but am wondering if I can keep it in the realm of the abstract and still have it feel playful and relevant.

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Click on the pink plus sign, bottom right corner. Then add your links, files, etc. and add commentary below, like this.

When you're done, comment and/or like other posts that you may want to help redesign with the author.