In this 3-Act Task students will be presented with a puzzling video of 3 “hour glass” sand timers. Students will solve a brain-teaser like problem while ultimately learning about common multiples and the least common multiple (LCM).
HOW CAN WE HARNESS THE POWER OF PRODUCTIVE STRUGGLE TO TEACH STUDENTS TO BE RESILIENT PROBLEM SOLVERS?
One common misconception around how we should plan our lessons is that planning and creating lessons, course outlines, and assessments is all done in isolation.
This fall themed activity asks students to predict how many rubber bands will implode a pumpkin. Use data collected from over 120 exploded pumpkins and create scatterplots to make predictions.
Have your students experience similar triangles by getting them curious and out of their seats. Your students will prove and disprove why two people can or can’t see eye to eye in a mirror.
How do we incorporate practice and procedural fluency in lessons while building resiliency in problem solving — without sacrificing time? A lesson we can learn from The Dot & The Line.
Let’s start with this one question: For me, I use a set of 4 criteria to evaluate all resources, tools, and lesson ideas. It helps
Seth Godin brought up an interesting idea: If you think about it, everyone at the airport is in one of two modes. In a hurry,
What makes students remember the math they are learning? Is it because you’re using a real world problem that they can relate to? Is it
Are you looking to avoid “Lesson Flops” and bring on a “Lesson Successes?” I sure do. That’s why I plan with anticipation of student thinking
Have you played the game of Nim before? Do you know what lessons we can pull from the game? Watch me play the game with
Ok so you tried using a problem based lesson like a 3-Act Math Task or maybe you had students solve a task in groups with
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