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- students initially are not necessarily noticing the connection to numbers, but more the design and shape that are familiar to them (ie. "this looks like a house....)

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- some students realize when they did it wrong, and are hesitant to let others see what they did
- some students (who are usually strong academically) experience difficulty when doing the symmetry flash; instead, they did the 'slide' (translated image) *could this have anything to do with something similar to those kids who tend to inverse their letters?*
- students were getting really creative when finding their lines of symmetry (ie. using the crack between desks, or using lines on the carpet)
- surprise to see that many who are strong in math (numeracy) actually struggle with this activity (wondering: are they just not dev. there yet? )

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Can you draw this:
-In different classrooms and different grades very similar drawings
-the way students approach the task may not be how teacher would but still successful in drawing
-one student marked the center points before drawing
-more comfortable with tasks using manipulatives rather than the drawing
-in SSC of grade 4&5, most of the students were very successful in the Can You Draw This task.
-Wondering if their LD has an impact
-when it was more linear students had more success
-once there was overlapping it was less accurate
-noticed that students who make reversals in their writing and numbers had less accurate drawings
-tried the same task a second time three weeks later and noticed some students were much more precise (the students who had already fairly accurate drawings)
-what are the prompting questions?
-we don't want to be teaching them one way of drawing, so then what comes next?
-Do we compare their drawing to the finished drawing and ask certain questions?

Whole Group Discussion Notes:
-needs to be more about what the students see, not how they drew it
-can we help kids within this activity learn about mid point, intersecting lines, parallelism
-there's a lot to learn from this activity - may need to revisit activity many times
-it's the discussion with the students about how they see it and hearing different students' perceptions
-using positional language to describe how they drew it could be a good next step
-an idea for extension could be not showing the drawing but orally giving directions and students draw:
ex: put your pencil midpoint on the top line and draw a line down

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-some students change the orientation of the lines; some do not yet understand what 'midpoints' are; many do not see the diagrams as lines and shapes, but rather, connect to a real life object (ie. it looks like a pyramid or upside down ice cream cone)
- when doing the task, one student did not see the two lines perpendicular to each other; rather, this student sees the four boxes (squares), and drew them separately.
- many felt the need to draw a square inside the given square (*for future reference; might have prompted them about this from the get go)
- many experience challenge extending lines all the way to the edge
- perhaps one to one conference may help move the student further, how tend to struggle with the explicit instructions of the task
- FI and language acquisition may play a part in student understanding the task

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-  they were very engaged
- great conversations and language came out of it
- they really liked building with their hands on the manipultive
- the drawing one was more challenging for students
- the flat shapes were easier for students than the 3D
- amazing to see the language used and how it has developed
- forced the kids to be more specific and the intentionality of the language they used
- the more they do all these tasks, the easier that they become
- their visual memory seems to improve so quickly!
- these tasks are good for all the grades!
- just because we think it might be challenging, it might not be for the kids
- There is a visual spatial component in more than just geometry
- They notice and connect more than we might anticipate them to
- some kids who excelled in one area (like NS) struggled
- some kids seemed to have an easier time with the spatial reasoning tasks
- resiliency came out
- they had fun without realizing that they were doing math

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- next time, before beginning the task, give them some vocabulary
- going back and giving them some language that would make the task more accessible
- language is key in kindergarten
- needs lots of visualization opportunities
- "see it, build it" was challenging or some students
- explicit instruction helps to support the learners
- some were distracted by others around them when working on " Can you draw it?" - maybe work in very small groups.. even one-on-one

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- "Can You Draw This?" Activity: some of the students made a square within the square before drawing in the lines. Also noticed that there was a difference between the ability of Grade 1 and 2 students. Some students seeing the shapes as parts (sequential) vs the whole picture (simultaneous)
- "Pattern Blocks Quick Image" Students talked about remembering the image in their brain and then making it. Then students moved towards become more descriptive with their language, more refined (e.g., I see squares or triangles). As it went on they started to compare it to their environment (e.g., this looks like a timer at home, or something they saw at the Science Centre)
- Students were so engaged in the activities and didn't realize how fast the time was passing
- Students that would normally need a "break" from their learning did not ask for time away from the learning because they were engaged and having fun

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- hadn't done symmetry YET, but they were able to figure it out (using the line btw their desks)
- went really well overall
- Next Time - more structure with the task, "I need more time", "I'm done"...perhaps give a card to hold up instead of yelling out
- had a group that was stuck, and wasn't sure how to help them ?
- students were interested in what it looked like, "looks like a bow tie"

- asked students where the line of symmetry would be
- identifying some transformations (slide instead of reflection)
- ran out of green tiles, able to make the same shape out of different blocks
- some students got stuck with the symmetry - ODD student
- TRY- magnetic shapes with the line, just to let the student play (more time to play before the flashes)
- want students to have more practice to verbalize their thinking

- Just joined the collaborative --> building on the wipe board, or lego wall to work with symmetry (100 min of on task behaviour), used pentominoes and the grid and each put one piece at a time

- Just joined the collaborative--> Halloween symmetry tasks, wanted to carve a pumpkin, looking at emojis, and seeing which ones are symmetrical.... then went and then carved them into pumpkins !

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- many students drew the outside square and then the pattern inside their square
- most Ss did very well.
- when asked to describe, positional language developed and were moving towards more precise language...this is work that is to be continued
- final pictures were correct, but many had different ways of getting there
- depending on how they saw the picture,  there simpler ways to create patterns
- is there a connection b/n how Ss drew the patterns and how they form letters?
- what about how the pencil is held?
- heard often "this is easy and fun"
- challenge to create intersection points
- how important is past experience in completing these tasks?
- in blocks tasks, Ss explored different perspectives and symmetry successfully