Each year Quinn plants 24 flowers in his garden. This year he planted only red and purple flowers. Quinn prefers purple, so he planted twice as many purple flowers as red flowers. [How many purple flowers did Quinn plant?]
Back to Capturing Quantities Tasks
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Wed13Jan2021Virtual
New Year, New Ideas: Curriculum Associates National Mathematics Summit. More info
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Thu21Jan2021
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Fri22Jan2021
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Tue26Jan2021
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Mon01Feb2021Sat06Feb2021
NCTM 2021 Virtual Conference: On-demand Session #63 More Info
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Wed03Feb2021
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Thu04Feb20215-6PM Eastern
NCTM 2021 Virtual Conference. More info
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Thu11Feb2021
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Wed17Feb2021
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Wed10Mar2021Sat13Mar2021
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Mon22Mar2021
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Tue13Apr2021Tue25May2021
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Tue13Apr2021
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Wed21Apr2021Sat01May2021
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Wed05May2021
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Tue08Jun2021Tue20Jul2021Remote
What is mathematical thinking and how do we teach it?
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
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Wed09Jun20217 pm - 7:50 pm EDT, 4 - 4:50 pm Pacific
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.
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Thu10Jun2021Fri11Jun2021Virtual
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Tue15Jun2021Memorial Middle School, Fitchburg, MA
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Tue22Jun20211:00 pm - 3:00 pm EDT, 10 am - 12 pm pacificAre you worried about how your students will approach learning mathematics in a post-pandemic classroom? Quantitative reasoning, a building-on-strengths approach, and reasoning routines are three critical ingredients to address unfinished learning. In this webinar, we will explore how to integrate all three as we develop students’ capacity to make sense of new mathematical content and contexts with confidence. We will focus on quantitative reasoning in critical concepts in middle school mathematics: ratio and proportional relationships, algebratizing arithmetic, and/or rational number concepts. Leave the webinar with concrete strategies to advance your students’ unfinished learning while teaching grade level content.
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Wed23Jun20211:00 pm - 3:00 pm EDT, 10 am - 12 pm pacificAre you worried about how your students will approach learning mathematics in a post-pandemic classroom? Structural thinking, a building-on-strengths approach, and reasoning routines are three critical ingredients to address unfinished learning. In this webinar, we will explore how to integrate all three as we develop students’ capacity to interpret mathematical content, including expressions, equations, graphs, and representations, with confidence. We will focus on structural thinking in critical concepts in middle school mathematics: ratio and proportional relationships, algebratizing arithmetic, rational number concepts, geometric relationships, and/or functions. Leave the webinar with concrete strategies to advance your students’ unfinished learning while teaching grade level content.
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Tue03Aug20213 pm - 4:30 pm EDT, 12-1:30 Pacific
How to Use Three Reads to Create Independent Math Problem Solvers
Register by August 2nd at noon, EDT
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Tue17Aug2021Thu19Aug2021
Essential Strategies for Teaching Students with Learning Disabilities to Think Mathematically
Synchronous sessions will take place between 11:00 AM and 3:00 PM EDT
Register here by August 16th at noon EDT
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Thu26Aug2021Attleboro, MA
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Wed06Oct2021Tue30Nov2021Remote
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
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Tue19Oct20217 pm - 8:30 pm ESTRemote
Reasoning Routines: A window into the process to design your own
For more information
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Tue02Nov2021Attleboro, MA
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Thu04Nov2021Sat06Nov2021Palm Springs, CA
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
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Wed17Nov2021Sat20Nov2021
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Fri03Dec2021Sun05Dec2021Asilomar
Sessions
- Accelerating unfinished learning with reasoning routines
- Build student agency through mathematical modeling
- Design a reasoning routine to develop mathematical thinking
- 5 essential strategies to ensure all students think mathematically
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Tue07Dec20217 pm - 8:30 pm ESTremote
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
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I introduced this routine the first time during our first full week of school. We’ve been talking about growth mindset, and students had identified math (and specifically work problems) as an area where there was a need. The first go round was hardest for the students who just wanted to solve the problem. By the second time, students were more fluid and fluent within the routine. By our last presentation of this routine, students were able to talk about the story and (excitedly) explore each other’s thinking. The meta reflections were very informative! I was pleased and surprised by a couple of students’ reflections that indicated a better acceptance of and understanding of the routine as well as their mathematical thinking.
I also thought that the meta reflections were informative. Sometimes I forget to do this step, but it truly is valuable.
I used this task as a introduction to the Capturing Quantities Routine with my 7th grade special education students. I was pleasantly surprised with how quickly they jumped into the routine and that they all created fraction models (bar and pie) to represent the important information accurately. We had already done the Three Reads Routine multiple times, so I think that helped and I noticed them applying their strategies and vocabulary of quantities and relationships. It was a positive first experience for all of us and they were excited for a more challenging problem to follow!
I introduced this routine to a small group of students during a WIN (What I Need) block. I focused on this group of students because they are the typical general education student who needs to focus on the important information in the question. These students have decided their goal with me and capturing quantities (and the 3 reads they have already explored) should help them with their goal.
The first go around with this routine the students were hesitant, but pushed through the routine. They were able to identify the important quantities and relationships between the colors of flowers and how many flowers were planted each year. This routine allows students to slow down and really understand the relationships in the given problem.
I used this as my second task with a fifth grade class learning the Capturing Quantities routine. I had left off the question with the first task I had done – with great success – so I left it off again. The best part of this one was the diagrams students drew – they were much clearer (partly due to the content, partly due to the fact that it was the second time) in terms of how they showed the relationships between the flower colors. Many used an area type model because it was a garden and few students used a bar model which they had a lot of previous experience with in fourth grade. On this problem, we were really able to focus in on stating quantities as quantities, and not just giving the number, so “the number of red flowers”, etc. The problem lent itself well for this! I knew students were getting comfortable with the routine so for the 3rd task, I chose a pretty challenging one for them: Nuna’s Age