An open box is to be made by cutting a square from each corner of a 12-in by 12-in piece of metal and then folding up the sides. What size square should be cut from each corner to produce a box of maximum volume?
Source: Calculus with Applications, Lial, Greenwell and Ritchey, 2008. Shared by Stephanie Piantedosi, Mathematics Teacher at Newton North High School.
Back to 3 Reads Tasks
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Learn more about the seminar and pre-session - Leverage the Repeatable Nature of Reasoning Routines to Develop Equitable Math Teaching Practices - on the Teachers Development Group website https://www.teachersdg.org/leadership-seminar/
Essential Strategies for Teaching Students with Learning Disabilities to Think Mathematically
Amy and Grace are Speaking Friday at 2:30 and Saturday at 8:00
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New Year, New Ideas: Curriculum Associates National Mathematics Summit. More info
Participants will develop a deep understanding of what it means to think and reason mathematically. They will learn three distinct ways of thinking mathematically championed in the Common Core State Standards for Mathematical Practice: reasoning quantitatively, thinking structurally, and reasoning through repetition. In addition, participants will learn how to develop these avenues of thinking in their students.
Register here by June 7th at noon EDT
Are you thinking about how to address students’ unfinished learning? We are too! In this webinar, we will share our current thinking on how to leverage reasoning routines to assess and advance underdeveloped math concepts from the previous year. We will discuss how students’ capacities to reason quantitatively and think structurally hold the keys to building new mathematical understandings and connections. We will focus on critical concepts in middle school mathematics: ratio and proportional relationships, algebratizing arithmetic, rational number concepts, geometric relationships, and/or functions. Join us to explore this building-on-strengths approach to accelerating unfinished learning.
Register by August 2nd at noon, EDT
Synchronous sessions will take place between 11:00 AM and 3:00 PM EDT
Register here by August 16th at noon EDT
Participants will develop a deep understanding of how five research-based strategies (ask yourself questions, sentence frames and starters, annotation, the Four R’s, and turn-and-talks) can be used to help students with learning disabilities develop mathematical thinking. They will learn about six accessibility areas (conceptual processing, visual-spatial processing, language, attention, organization, and memory) math learners must use when doing mathematics. They will see how the essential strategies support students as they work in each of the accessibility areas by engaging in an instructional routine designed to develop mathematical thinking. Participants coalesce their learnings as they apply the course ideas to draft IEP goals that focus on students’ mathematical thinking.
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Oct 6 - Nov 30, 2021
2 recorded synchronous sessions, Oct 27th and Nov 9th 7-8 pm Eastern
Reasoning Routines: A window into the process to design your own
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Sessions
Saturday 10:30-12:00 Designing A Reasoning Routine to Develop Mathematical Thinking
Saturday 1:15-2:45. Build Student Agency through Mathematical Modeling
Sessions
Do your students struggle to make sense of word problems on their own? In this 90-minute webinar, you’ll learn why students struggle to interpret math word problems. We’ll talk about how word problems are written and why their design often creates a stumbling block for students. You’ll learn about the Three Reads reasoning routine and how it can help your students develop into powerful math readers. Participants will leave the webinar with concrete strategies they can implement immediately to help their students read with a mathematician’s eye.
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Are you looking for effective and efficient ways to address students’ unfinished learning? In this 90-minute webinar, we will share our current thinking on how to leverage reasoning routines to assess and advance underdeveloped math concepts from the previous year. We will discuss how students’ capacities to reason quantitatively and think structurally hold the keys to building new mathematical understandings and connections. We will focus on critical concepts in middle school mathematics: ratio and proportional relationships, algebratizing arithmetic, rational number concepts, geometric relationships, and/or functions. Join us to explore this building-on-strengths approach to accelerating unfinished learning.
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https://tec-coop.org/event/what-is-mathematical-thinking-and-how-do-we-teach-it/
Keynote with follow up sessions: What is Mathematical Thinking and How Do We Foster it in All Students?
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https://www.escweb.net/tx_esc_04/catalog/multivenue.aspx?isSearch=0&event_id=1645569
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https://delawaremathcoalition.org/event/triple-crown-conference-2022/
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https://www.nctm.org/indy2022/
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Join us online for our math thinking course! Registration deadline is 12PM Eastern on January 23, 2023. More information and registration.
Our Session: Leveraging the Math Practices to Grow Confident, Creative, and Joyful Math Doers and Learners
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Title: Essential Strategies for Teaching Students with Learning Disabilities to Think Mathematically. Click here for more info.
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Click here for more info and to register.
Essential Strategies for Teaching Students with Learning Disabilities to Think Mathematically. Click here for more info and to register.
Curriculum Associates Strategies for Success Webinar Series. Click here for more info and to register.
Curriculum Associates Strategies for Success Webinar Series. Click here for more info and to register.
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
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.
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.
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.
Click here for more info and to register.
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.
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.
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.
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.
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.
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.
Re-envisioning IEPs (FREE) Webinar January 22nd at 7 pm Eastern. Register here
Essential Strategies to Teach Students with Learning Disabilities to Think Mathematically
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Comments are closed.
Stephanie,
Thank you for sharing this Three Reads task. I am curious how your high schoolers read and interpreted it. Please share.
This was the second problem/task we did this year and we did the 3-reads to help students understand the problem before trying to solve it. This is a typical optimization problem and although does not require a lot of reading, students in the past, while solving, tend to not focus on the idea and just write down such things as 30*70. The students have been responding well to the 3 reads. They close their eyes for the 1st read and visualize the problem, and then they have done a great job rephrasing the question for the second read. Some ways they rephrased the question are: “How can we create a box to hold the most things?” and “What size should we cut to make up a box with the most space?” They struggled a bit with the third read, where they identified the important quantities. They stated things such as “volume formula, what are we putting in the box, shape of the box.” Overall, the 3-read strategy helped the students enter the problem more slowly focusing on the “story” rather than on “how do we get the answer.”