There are two bins of pumpkins

How many pumpkins can fit in the crate?

what is the average # of seeds per pumpkin?

They all have stalks, I wonder what the variety is and What is the average weight of each pumpkin?

How many pumpkins are there in total?

what would you estimate the total weight to be for all of these pumpkin

what is the range of sizes of pumpkins?

Estimated weight of this pile of pumpkins

What is the average circumference the pumpkins?

Which pumpkin is the biggest/smallest?

How much might that crate with the pumpkins weigh?

volume of pumpkins

What kind of lines do you see? (Ex, the crates, pallet) How many pumpkins are there?

What happened to the stem of the pumpkin in the bottom right?

Can we make another crate with that pallet?

If these pumpkins belonged to a headless horseman, how many legs would there be if each horseman had two legs and each horse has four legs?

Just logged in

We have class until 4:45…I have students on a video during the class spa no camera…sorry

donald

donald

My identity is Superman with fractions, decimals, and percents

I’ve never thought about having a math identity. I see my students as perceiving they either can or cannot do math.

confidence builds competence by embracing the fun and the terror of the unkown

How many times have we heard people say they aren’t math people

If I can see something done step by step I can do it, I look for patterns, I do, we do, you do with students. I see students get answers, but they don’t know how they got there

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

Where is the HS instructional focus course clusters?

I plan on integrating lessons to prioritize. We have less time, we need to get more out of each lesson

Especially when we are expected to teach twice as fast on the quarter system here in Anchorage it will be good to know what to emphasize

Helps narrow down what to focus on since we are only seeing our students half the time as usual. Wish I had seen this at beginning of year!

For me I think it takes some of the weight off our shoulders. Instead of us having to arbitrarily decide what to emphasize or not emphasize, we can do it consistently across the board

This defiantly removes a few of the more challenging lessons. A time saver for sure.

I was worried that I won’t cover much this year but having this document will help me cover the essential topics that need to be taught.

I have to look at what students missed last year to determine if I can actually skip something or if I need to cover it.

Trying to integrate topics. Tells us what to focus on. Excited to see “which one doesn’t belong?” Suggested for 6th grade, want to try this distantly.

I like how it describes how to incorporate concepts that have less priority into the lessons that ARE taught.

Really work on pacing, would like to do more progress monitoring, little assessments to know when to move on

There is a lot of book between ratios qt ch 3 and connecting with variable in ch 7 which is the other HUIGE emphasis that never gets reached at village pacing “uh, stereo type”

I think this will be helpful- especially looking at combining different content areas. I also really love the acknowledgement of social/emotional needs- more important in any subject!

I am logging out on this computer and back in my own….my wife is grouchy….grades are due

I think I do a good job at the mathematical practices standards during in-person classes, however, I’m really struggling with the deeper applications with online learning — inequitable supplies, resources, time, scheduling collaboration, etc. Deep math projects are messy online.

I think we’re always going to be in a hybrid model, whether we like it or not

It’s pretty rough

I got 78 gals as an answer.

18/3= 6 per minute, 6x13= 78

Sounds right

Ratios and proportions

how to express rates

The position in the ration is not set in stone

using units

They need to know how multiply and divide.

Division / multiplication

Ability to read

had to decide to solve with decimals or fractions

Rates and proportion

1 step algebra

multiplication, division, ratios/proportions, equivalent fractions

cross products, linear equations, multiply, divide, label units

Long division- You could solve by finding how many 3’s go into 13

sequencing

steps

I can add this into class easily

Survey 2 - https://www.surveymonkey.com/r/CRQ3KSS

On the AKPLN website there are two webinar 2 assignments for this webinar and neither is complete. It seems a mistake was made in creating it, are they going to fix it?

Thanks, do we just go to the teaching channel?

Okay, thanks

Teaching Channel: https://www.teachingchannel.org/

Are all of the assignments/paper due November 24?

bgoen@ alaskaaasc