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Discussion: What we like/don't like classmates to say to us during math class

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Discussion: What we like/don't like classmates to say to us during math class

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First I ask students to reflect on
things they don’t like people to say or do in a group when they are working on math together. Students come up with quite a few really important ideas, such as not liking people to give away the answer, or to rush through the work, or to ignore other people’s ideas. After they have thought of a few of the ideas I ask them to think of the
converse – what DO they like people to do and say when working in a group. When students have had enough time in groups brainstorming the teacher then collects the ideas. I usually do this by making a “What we don’t
like” list/poster and asking each group to contribute one idea, moving around the room until a few good ideas have been shared (usually about 10). Ten I do the same for the “what we do like” poster/list. I usually present
the fnal posters to the class as our agreed upon classroom norms that we will refer back to through the year. If any student shares a negative comment, such as “I don’t like waiting for slow people” do not put it on the poster,
instead use it as a chance to discuss the issue. Tis rarely or never happens and students are usually very thoughtful and respectful in the ideas they share

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To do instead of 4s activity. Let kids decide if they want to cooperate or compete. Either way, they should be practicing the do’s of working with partners and not the don’ts.

May need a second day to do name that number or discuss strategies then play again (1-2 days)

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Brain Crossing makes us learn math more powerfully

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Brain Crossing makes us learn math more powerfully

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Importance of visualizing and symbols.

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Might skip this year and instead continue to focus on the dot patterns from previous day if they get into it. Really emphasize that depth is more important than speed. Have a few kids share their observations, then see what else they can discover. Have them keep track of observations in notebook. Under "patterns I see." Demonstrate how to use notebook.

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Only do the number patterns- 1st activity. I had them start by setting up their math notebooks. Put title/date/ and I see. . . This worked better than trying to get them to document later. Put up the number visuals and asked them what they saw. . . We talked as a group then they went back to desk groups to work together or individually to write down additional  observations. Came back and shared.

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Only do the blank triangle activity. Skip the others. To follow up show the fibbonnacci sequence videos below. Maybe bring in some examples to look at of fibbonnaci sequence in nature.

Consider doing several days in pattern seeking and then transition into problem solving strategies: Look for patterns to start tying in problem solving strategies from Hee’s collection of problems.

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Day 4 print out/power point on pascal's triangle

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Day 4 print out/power point on pascal's triangle

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Next day: How do you see the pattern Growing 

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Next day: How do you see the pattern Growing 

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Instead of doing this after day 5 video, do as a second lesson related to patterns and using patterns to solve problems as a strategy. Start by having the kids look at the patterns and then build the first with one color of snap cubes. Have them demonstrate how they see the pattern growing with a second color of snap cubes. Then have them add a 3rd with an additional color so we can see all three cases in one shape. Then have them color in their paper in their notebook to match their design. They should describe in words. Then try to draw with template the next pattern. Share out if time or the following day.

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Video of strategies when things get hard. 

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Video of strategies when things get hard. 

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A good way to transition into Friday problem solving strategies-- Reflect on Mistakes help your brain grow. Discuss strategies discovered from the tile puzzles. How strategies can help you when things feel hard. (draw, work together, experiment, look for different resources,  use a smaller case)

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Strategies for Learning Mathematics - Subtitled

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Doodling in Math: Spirals, Fibonacci, and Being a Plant [1 of 3]

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Roger Antonsen: Math is the hidden secret to understanding the world

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Unlock the mysteries and inner workings of the world through one of the most imaginative art forms ever -- mathematics -- with Roger Antonsen, as he explains how a slight change in perspective can reveal patterns, numbers and formulas as the gateways to empathy and understanding.

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Grade: K - College

Ask students to reflect on the struggles they had while they explored the activity. Invite them to share the moments when they were challenged the most and what they learned from going through that challenge. Remind them of the idea that they are learning the most when they are struggling at the edge of their understanding.

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Ask students to reflect on the struggles they had while they explored the activity. Invite them to share the moments when they were challenged the most and what they learned from going through that challenge. Remind them of the idea that they are learning the most when they are struggling at the edge of their [...]

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The mathematical secrets of Pascal’s triangle - Wajdi Mohamed Ratemi