What was the game? I am new to using relational rods and see their power but am short on ways to get students to use them.

Mathematical belief. This avoids some of the associations with confidence.

Here is a hands on exploration from Al Overwijk’s blog slamdunkmath.blogspot.com/2013/04/26-s...

Right now I’m emailing them to myself and not opening the emails so I think I need a better solution.

One thing I think about in terms of fidelity to the curriculum is do we add things in to keep some students challenged at the expense of other students not getting the time they need on a topic. I am trying to find ways to go deeper into a topic for those who are ready so everyone gets time needed.

Value the brilliance that students come in with.

A trust of teachers

Siobhan here. Math teacher in Ottawa, Canada.

Favourite breakfast is oatmeal.

I have been thinking a lot about creating math rich spaces and all the nuance involved in doing this. Not sure what the question is yet.

Thank you for sharing your thoughts. I am getting ready to write a proposal for a conference and you have inspired me to think about how I will be learning in the session that I facilitate.

Thank you. I learned something new today before 7 am.

Something that works for me is coffee,dry peanut butter, a banana and chocolate protein powder made into a shake (I add milk). I find after a big workout I want coffee and protein so I just combined them and drink right after the workout to avoid the I want to eat everything in the fridge feeling

Great. I will share with my students who will be pretty excited by their impact.

Now I am even more curious since it works for you.

So strange. I am very curious about what is going on. We did this with marble paint paths. Every other groups who'se path crossed the x-axis was able to do the regression in factored form no problem. Thanks for looking at it. This group is pretty proud that they were able to confuse Desmos.

Thanks Nick. Here is the link www.desmos.com/calculator/v...

I also wonder if we are increasing the cognitive load by moving too quickly through the procedural. If the conceptual understanding leads to a certain level of procedural fluency can we stay there and play before we add all the things?

You really got me thinking about the way I introduce quadratics. In the past I have talked about the zero property but you have inspired me to think about how they could play around to get there. Starting with this screen teacher.desmos.com/activitybuil...

You need to know that I am happy to see you here 😀

I am incorporating intentional small group instruction. Students do a learning check with a few questions then I give small group instruction based on what they indicated they need. This is for all students.