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Would You Rather Math - ASKING STUDENTS TO CHOOSE A PATH AND JUSTIFY IT WITH MATH

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Teachers, sign up for my mini-workshop to learn about how to implement Would You Rather Math into your classroom routines. We will explore some sentence frames, what happens when things don't go as planned, how to use the prompts in a remote learning setting, and much more. See you there!

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Open Middle - Challenging math problems worth solving

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Open Middle offers interactive math problems designed to foster critical thinking. Explore unique challenges that boost problem-solving skills and creativity.

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L'idée de ce site a pris naissance grâce à une conversation avec Tracy Zager et Chris Hunter. De plus, d'autres personnes en dehors de la conversation initiale ont inspiré, d'une façon ou d'une autre, ce site.
The idea for this site was born out of a conversation with Tracy Zager and Chris Hunter. Furthermore, other people, in one way or another, have inspired the creation of this site. ​

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Custom Number Talk Images Créer vos propres images! Voici une ressource de Berkeley Everett . Offert en format PowerPoint ou Google Slides, vous n'avez qu'à modifier les diapositives afin de...

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​​"Give students several copies of the same image - along with ample space to notice - and they will amaze you." Steve Wyborney (@SteveWyborney)

See the Re(s)sources section for more info on how to go about using the following images.​..

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​​"Give students several copies of the same image - along with ample space to notice - and they will amaze you." Steve Wyborney ( @SteveWyborney ) See the Re(s)sources section for more...

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Teacher: Time for our morning Number Talk.
Everyone consider this question. (She writes 9 + 17 on the board).
(A student starts waving his arm in the air.) When you have the answer, show me with a thumb at your chest. (The student puts his arm down and holds up a thumb.)
If you get more answers, show me by holding up more fingers. (She waits for 30 seconds. Several students are holding up multiple fingers, though many have just a thumb.
The teacher is noting to see if anyone hasn't solved the problem-this is a great opportunity for formative assessment.
Finally, she begins calling on students for their answers, starting with those who have only one solution.)

Teacher: Lucy?
Lucy: 26. (Teacher writes 26 on the board.)

Teacher: Charles?
Charles: 107 (Teacher writes 107 on the board.)

Teacher: Michelle?
Michelle: 25. (Teacher writes 25 on the board.)

Teacher: Any other answers? (No one has any.)
Who would like to explain how they got their answer? Tyrone?
(The teacher records what the students write as they explain.)

Tyrone: I know that 9 + 7 is 16, and then I added another 10 to get 26.
Sarah: 10 + 17 is 27, and 10 is 1 more than 9, so 9 + 17 must be 26.
Charles: 9 + 1 is 10, and then you put a 7 after, so it's 107.
Lucy: I counted one by one, but I just realized that I miscounted.
I agree with 26
(Teacher crosses out 25 and replaces it with 26.)
Sam: I respectfully disagree with Charles.
You can't add the 9 + 1 because the 1 stands for 10.
Charles: But that's how you add. I did it right.
(Teacher lets conversation continue until class consensus, or near-consensus, is reached.
Meanwhile, she's noting where students are in their understanding of place value and addition.)

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Teacher: Time for our morning Number Talk. Everyone consider this question. (She writes 9 + 17 on the board). (A student starts waving his arm in the air.) When you have the answer, show me with a thumb at your chest. (The student puts his arm down and holds up a thumb.)

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Steve Wyborney's Blog: I'm on a Learning Mission.

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Steve Wyborney's Blog: I'm on a Learning Mission. - Sharing Thoughts About Education

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Test scores, school report cards and Facebook posts complaining about homework problems often drive critiques of how math is taught in schools.

Amid the debates, it has become increasingly clear that one ingredient is necessary for success: opportunities for students to talk about math. Unfortunately, these are often lacking in U.S. classrooms.

We are both math education researchers. While we focus on different levels of the K-12 span, a common theme across our work is the role of talk in math classrooms - what talk can sound like, how talk impacts student learning, and how teachers can support math talk.

Want to support your student's understanding of math? Talking will play a critical role. And a good place to start is to talk about math yourself.

Why talking matters

For some educators and researchers, learning math means coming to know and use terms and procedures in order to quickly solve problems. Others may prioritize learning the range of ways to solve a given problem. Others, still, point to the value of skills to solve problems that may come up in "the real world."

Those are all important aspects of mathematical proficiency, but we believe that learning to communicate about the subject is an equally important goal.

By "math talk," we mean sharing, analyzing and making sense of math. Students might discuss their strategies for solving a problem, explaining not only what they did but also the reasoning behind their work. They can also make observations, pose questions and express uncertainties.

It's also key for students listen to their peers - to understand what they did and respond with a comment or question. In the process, disagreements or errors might emerge. These are not things to avoid; rather, they are opportunities to extend learning. Engaging in math talk helps all involved understand the ideas at hand.

Research, such as the work led by education researchers Suzanne Chapin and Beth Herbel-Eisenmann, has shown how math talk supports learning. It can improve memory and understanding; aid the development of language and social skills; and boost confidence and interest in math.

Learning math is not a process of acquiring a set of facts or procedures, but a process of becoming one who participates in a community that does mathematical work. People use math to collaborate and communicate with others. They make sense of problems that are interesting and complex. They justify their ideas and work to convince others of the validity of those ideas. They make sense of the justifications posed by others to understand, critique and build on their thinking. These skills are not reserved for mathematicians or engineers, but apply to wide range of careers.

How to support math talk

The classroom in which math talk is not supported is a familiar scene: desks in rows, a teacher presenting a new procedure, and students working individually, focused on copying problems, getting an answer, and doing so as quickly as possible.

There are many ways in which a teacher can foster a classroom rich in opportunities for math talk. One recommendation, from research in cognitive science, is the use of "worked examples" - problems that have been worked out by someone else, perhaps a hypothetical student - to improve student learning. For example, students can be presented with two different but correct strategies to a problem and be asked to compare and contrast them, looking for the benefits and drawbacks of each approach. As a class, students can compare their ideas and raise new questions, all facilitated by the teacher.

But math talk is not just something that can happen in a classroom. In our positions, we each often get asked by friends and family about how to help their children in math. Our answer? Talk more about math - and preferably not just about homework assignments.

Math can be found in anything in ways that are appropriate for different ages. Say you are out shopping: How many people are in the store? How high is the ceiling? How many beach balls would it take to fill up the room? How do you know? Taking the time to engage with your student around any of those questions is math talk.

Many of these questions might not have a readily available answer, and that can be a good thing. Talking about what you would need to know or do to find an answer is just as valuable, and likely even more valuable, than time spent with flash cards and apps with math "games" that only focus on speed with procedures. Blogs and social media have become spaces to share the ways in which you can be "talking math with your kids" (#tmwyk on Twitter).

Whether in second grade or in an AP calculus classroom, mathematics achievement will continue to lag without value placed on math talk.

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Test scores, school report cards and Facebook posts complaining about homework problems often drive critiques of how math is taught in schools. Amid the debates, it has become increasingly clear that one ingredient is necessary for success: opportunities for students to talk about math. Unfortunately, these are often lacking in U.S.

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with special thanks to Christopher Danielson and his Which One Doesn’t Belong - A Shapes Book.

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with special thanks to Christopher Danielson and his Which One Doesn’t Belong - A Shapes Book.

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Explore Tamiko O's board "Primary WODB" on Pinterest. | See more ideas about Which one doesnt belong, Kindergarten math and Math talk.

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ESTIMATION 180 is a place for both students and teachers to enjoy making sense of math and develop their number sense together.

Pick from over 200 visual estimation tasks that invite all your students to be part of rich math conversations and learning.

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How do I get started? 1 USE THE FREE MATH LESSONS Estimation 180 Tasks 3-Act Tasks 2 SUBSCRIBE Email Newsletter Podcast

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Visual patterns

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Explore these patterns with your students and watch their natural tendencies to see patterns morph into powerful algebraic thinking and reasoning. It’s an ideal routine to foster mathematical practice #7 - look for and make use of structure.

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Sharing these fun puzzles with your kids is a great way to get them thinking mathematically and solving problems in a fun and engaging way! Try these free puzzles with YOUR kids today!
Do you want the latest Free Math Puzzles for All Grade Levels in your inbox every week? ➜ Sign-up for our weekly newsletter and start getting free stuff today!

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Sharing these fun puzzles with your kids is a great way to get them thinking mathematically and solving problems in a fun and engaging way! Try these free puzzles with YOUR kids today! Do you want the latest Free Math Puzzles for All Grade Levels in your inbox every week?

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Esti-Mysteries: Estimation Meets Math Mysteries - Steve Wyborney's Blog: I'm on a Learning Mission.

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Introducing Esti-Mysteries! Each image invites students to wonder what number is represented by the image. As you click through the each Esti-Mystery, clues

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Cathy Humphreys Teaching a Number Talk - YouCubed

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Cathy Humphreys teaches a number talk to elementary teachers in Stanford's STEP program.

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Steve Wyborney's Blog: I'm on a Learning Mission.

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Steve Wyborney's Blog: I'm on a Learning Mission. - Sharing Thoughts About Education

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Here is a chance to play a version of the classic Countdown Game.

The challenge is to use the numbers available and the four standard operations (addition, subtraction, multiplication and division) to hit the target.

Start by choosing any six cards. The top row always contains the numbers 25, 50, 75 and 100, and the bottom row contains the numbers 1 to 10. Alternatively you could click on "Quickstart". Then click on "Generate new target" and the computer will choose a target.

You can only use each card once in your solution, and it is always possible to find a solution.

You may like to explore different levels of the game using the Settings menu (the purple cog).

Once you've had a go, click on "Show solutions" to show some possible ways in which the target can be reached.

You may also like

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md number operations and calculation methods

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Here is a chance to play a version of the classic Countdown Game.

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kung-fu

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Discover Mathigon, the Mathematical Playground. Learning mathematics has never been so interactive and fun!

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Récréomath Site de mathématiques récréatives

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Ce site est consacré aux mathématiques récréatives. Il contient une banque de problèmes récréatifs et une banque d'outils mathématiques.

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Bienvenue à Menu Math ! Une idée de Nat Banting qui voulait présenter une collection d'idées impliquant une structure de tâches en jouant avec des fonctions selon certaines spécifications. Cette collection se trouve sur la page " Custom Functions"].

Un Menu Math est un ensemble de contraintes qui apparaissent sous la forme d'une liste non ordonnée d'environ 6 à 10 contraintes. Chaque menu prescrit un type d'objet mathématique qui doit être conçu pour répondre à ces contraintes. Cet objet peut être un certain type de fonction (comme l'idée originale), une expression, une forme, un nombre, etc.

La clé d'une tâche Menu Math est la suivante : Chaque contrainte doit être satisfaite au moins une fois, et les élèves essaient d'atteindre cet objectif en utilisant le moins d'objets mathématiques possible. Ce mécanisme préserve un point d'entrée bas (où les enseignants pourraient demander aux élèves de concevoir des objets qui satisfont à une ou deux contraintes), mais augmente les possibilités à mesure que les élèves analysent quelles contraintes s'apparient bien ensemble et lesquelles ne peuvent s'apparier.

Les menus ont été rassemblés dans le tableau ci-dessous. Chacune a été formatée en un document Google. Il s'agit de faciliter le temps de préparation et d'encourager la modification des contraintes en fonction du contexte particulier de votre classe. Ces menus sont publiés sous cette licence Creative Commons. Ils sont disponibles en français et en anglais (sur le site de Nat Banting, http://natbanting.com/menu-math/)

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Bienvenue à Menu Math ! Une idée de Nat Banting qui voulait présenter une collection d'idées impliquant une structure de tâches en jouant avec des fonctions selon certaines spécifications. Cette collection se trouve sur la page " Custom Functions"]. Un Menu Math est un ensemble de contraintes qui apparaissent sous la forme d'une liste non ordonnée d'environ 6 à 10 contraintes.

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Ressources en français:

Ressources en anglais:
Ressources pour vivre la résolution de problèmes autrement
Ressources en français

Ressources en anglais
Pour vivre l'approche des maths en 3 temps:

Pour aller sur le site de Tap into teen minds de Andrew Stadel, cliquez ici.

Pour aller sur le répertoire de Andrew Stadel, cliquez ici.

Pour aller sur le site de Jon Orr, cliquez ici.

Pour aller sur le site de Jean-François Blanchet, cliquez ici.

Pour aller sur le site de Robert Kaplinsky, cliquez ici.

Pour aller sur le site de Graham Fletcher, cliquez ici.

Pour aller sur le site m@ths et tiques, cliquez ici.

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Ressources en français: Ressources en anglais: Ressources pour vivre la résolution de problèmes autrement Ressources en français Ressources en anglais Pour vivre l'approche des maths en 3 temps: Pour aller sur le site de Tap into teen minds de Andrew Stadel, cliquez ici. Pour aller sur le répertoire de Andrew Stadel, cliquez ici.

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same or différent