Goal:
Think like a mathematician! Connect visual representations to algebraic expressions by chunking, changing the form, and/or connecting to math you know.
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Tue09Jan2024Thu11Jan2024Washington, DC
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Wed24Jan2024Lawrence, MA
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Tue26Mar20247 PM - 8 PMOnline
Do you find that your students often need your help to get started on math problems, or that they shut down when they don’t know how to begin? This webinar can help. Click here for more information and to register
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Thu28Mar2024Washington, DC
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Wed10Apr2024Sat13Apr2024
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Tue23Apr20247 PM - 8 PMRemote
Do your students struggle to remember math procedures or see math as a disconnected collection of topics to be mastered? This upcoming webinar can help. Click here for more info and to register.
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Wed24Apr2024
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Thu25Apr2024
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Tue07May20247 PM - 8 PMRemote
Are you looking for ways to help all of your students stay engaged and involved during full group conversations in math class? If so, this upcoming webinar can help. Click here form more info and to register.
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Tue21May20247 PM - 8 PMRemote
It can be frustrating when you ask a question in class and receive no response or when you try to facilitate a discussion, and no one participates. If you’ve experienced this, you may be interested in the upcoming webinar on Mathematical Discourse for all. Click here for more info and to register.
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Mon10Jun2024Fitchburg, MA
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Our sessions include, Strategies to Shine a Light on Student Thinking and Voice; and Reasoning Routines that Develop Individual and Collective Brilliance and Agency through Discourse. Click here to see our presentations.
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Mon07Oct2024Remote
In this course, participants will dive deeply into engagement routines to support students throughout three major components of mathematics learning experiences: sense-making, sharing and developing concepts and ideas, and solidifying understandings. Click here for more info and to register.
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Tue08Oct2024
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Wed16Oct2024Lawrence, MA
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Wed16Oct2024Remote
Authors Grace Kelemanik and Amy Lucenta are hosting this opportunity to unpack ideas, learn, practice, and understand how a relatively small number of instructional routines can support high-quality classroom teaching and learning. Grace and Amy will share why they wrote the book, answer questions, and bring experience from their work in classrooms around the country. Click here for more info and to register.
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Mon21Oct2024
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Wed23Oct2024Lawrence, MA
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Authors Grace Kelemanik and Amy Lucenta are hosting this opportunity to unpack ideas, learn, practice, and understand how a relatively small number of instructional routines can support high-quality classroom teaching and learning. Grace and Amy will share why they wrote the book, answer questions, and bring experience from their work in classrooms around the country. Click here for more info and to register.
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Tue19Nov2024Wed20Nov2024
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Wed20Nov2024Remote
Authors Grace Kelemanik and Amy Lucenta are hosting this opportunity to unpack ideas, learn, practice, and understand how a relatively small number of instructional routines can support high-quality classroom teaching and learning. Grace and Amy will share why they wrote the book, answer questions, and bring experience from their work in classrooms around the country. Click here for more info and to register.
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Wed04Dec2024Remote
Authors Grace Kelemanik and Amy Lucenta are hosting this opportunity to unpack ideas, learn, practice, and understand how a relatively small number of instructional routines can support high-quality classroom teaching and learning. Grace and Amy will share why they wrote the book, answer questions, and bring experience from their work in classrooms around the country. Click here for more info and to register.
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Fri06Dec2024Sun08Dec2024Asilomar, CA
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Comments are closed.
Typically we provide just one visual, but in this task set we played with providing three terms of a visual pattern. The annotation remains the same on each of the three terms so students can key in on the way the chunks grow, or do not grow.
I did this task today with my students and left out the representation for 3(n+1) +3. After the students matched the other two expressions with two pictures, I had them draw a representation for the lonely expression. It went really well! When I do it again next year though, I’ll have the W pattern already printed out for the students so it is easier for them to then just show the representation by grouping, circling, moving, etc. It was a hard pattern for them to draw. I watched Amy model a “Connecting Representations” task in Delaware 2 weeks ago, so I modeled after her. It went really well!!!
Sounds like it went well! I agree that drawing the representation is tedious, and annotating a copy of it is more effective. Grace and I typically recommend that you provide one copy per partnership so that students continue to work together rather than transitioning to individual work. Please keep us posted as you test-drive additional tasks. These reflections are so valuable for others as they implement. Thank you!