Ms. Yee plays fetch with her dog, Abbey. Abbey starts by sitting beside Ms. Yee. After Ms. Yee throws the ball, Abbey runs to get the ball, and he brings it back. Ms. Yee throws the ball 3 times. Each time, Ms. Yee throws the ball 5 meters. How far does Abbey run, in total?
Source: Task shared by Tara Washburn from Brookline Public Schools, MA
Back to 3 Reads Tasks
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.
Asynchronous from
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
For more information
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.
More information
Comments are closed.
I taught this routine with the Playing Fetch math story to a small group of ELL students. My student with the highest language proficiency was able to process the fact that the dog had to run back and forth each time the ball was thrown. (He drew arrows, indicating that the dog runs back and forth.) He also wrote 5 + 5 = 10 and 10 x 3 = 30. My other three students did not draw as much and seemed to possibly miss the fact that the dog runs the 5 meters twice each time. Their equations were: 5 x 3 = 15 and 15 x 2 = 30. Students learned from the discussion and possibly just knew that they could double the 15 at the end, to account for the dog going back and forth. We discussed this tricky part of the story at the end.