None

F6

d3

E6

D2

Exactly

D2

D4

D4

D4

C3: I’m not a coffee drinker either

D4 for me

Tea drinker

F6

A1

D3

But would most likely go for B5

How many cups are in the array?

What is the ratio of milk to coffee in each row/column?

What is the ratio of milk to coffee in each drink?

What is the ratio of cream to coffee?

Which quadrant do you think this might located in

percentage of cups you would actually drink?

Which coffees are the same according to the diagram? Why?

How many total fluid ounces of liquid are held in the cups?

Are the ratios between species return the same each year?

Whoops. ( didnt mean to hit enter!)

Why is there so much less pink salmon in district 2 lower Yukon river?

I notice District 2 has fewer of everything. I wonder if the district 1 has more people? Why

What is the difference between districts 1 and 2?

What percent of the salmon are Chinook for District 1 and District 2?

why are there no chinook, pink and chum in upper Yukon?

What is the average number of salmon in each region?

What might be the average speed of this team?

If it takes 30 seconds to feed each dog, how long will it take to feed the team?

What is the ratio of legs to eyes?

Is there an odd or even number of dogs on the team?

What is the average speed that the team can pull the sled? How do changes in the weight of the sled affect their average speed?

What is the average rate of speed for dog sled teams? How does that compare to the speed of an individual dog?

How many legs are in the picture?

What information do we need to determine the speed of the team?

yes

yes

Neither do I

Still can’t find them

Do they have cell phones and can they take pictures of what they do to send you?

Are virtual manipulatives as effective as the physical ones?

Algebra tiles that allows both positive and negatives.

Algebra Tiles, spreadsheets for seeing large patterns

Integer Chips

cubes for representing square roots and cube roots

Cubes (longs and shorts)

beans with each side a different color

I made homemade Algebra Tiles and they are great for explaining factoring and FOIL

Lima bean, colored on one side, shake them out (starting with a certain number). Create addition equations

Fraction bars= equivalent fracitons, dividing fractions

pattern blocks

Counting bears, colors and sizes

The fractions are the same and the answer but the part in-between appears to be different.

different is the 78. same is the 2/3

In the second one, students would need to have backgrond in solving equations…

You are having to put “together” and then divide, you have to start with what you know, and what you have to find out.

First one more accessible to more students.

5

Introducing forms of representations that canoe useful

4

Introducing forms of representations

3 (introducing forms of representation)

2. substantial time

4

1

4: as in the case of beginning division to understand the remainder

2. Allocating time

I think I need to work on them all. I don’t feel like I”m strong in any of them. Not sure how to do representations for many of the Algebra II and higher maths

4

desmos.com

I use desmos all the time

Desmos is the most awesome thing!

It shows discontinuities better than a ti calculator

I need the link

can you put the link >

Please drop the link

Resource page: https://asdn.org/webinar-resource-page-where-to-start-determining-priorities-for-math-instruction-fall-2020/

thanks!

Enough time!

Read it all

Quality contribution - teaching them what that is. Never thought about that aspect.

I liked the comment about providing 3 ways to participate because some students need a way to participate without having to come up with original material.

when they work together in pairs they can find similarities and differences between their approaches

prior experiences to encourage discourse

1. Choices, 2. Real-world context 3. Justify solutions

I agree Tracey! I like think pair compare/revise with problem solving. I have used it in other contexts but having a discussion question included is helpful

I like the ask a question about what you heard, then restate it in to your own words.

It forces them to listen and summarize

The “Think, pair, compare” also stood out to me: I like rewording it also so they aren’t just sharing their thoughts, but then they are also comparing them with each other about what is the same, what is different, etc

I also like the idea of re-phrasing textbook questions- it would be cool to have students think of ways to re-write them too

Like the idea of modifying existing tasks as well. Not just going by the book!

ok

ok

ok

Math Talk?

I have done the dot number talks previously, but on Zoom it actually worked pretty well too

Survey 4 - https://www.surveymonkey.com/r/CTCMTSV

the Four ways doc isn't opening for me....is it on class page?

Thank you!

Thank you!

Resource page: https://asdn.org/webinar-resource-page-where-to-start-determining-priorities-for-math-instruction-fall-2020/

It should be on the resources page, Lacey

Thank you!

Thanks so much!

Great info, thank you