fawnnguyen.substack.com
Mom, wife, classroom teacher for 30 years
Director, STEM Initiatives @Amplify
https://fawnnguyen.substack.com/
http://visualpatterns.org
87 posts
1,256 followers
50 following
Regular Contributor
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I'm still trying to advocate installing them into the curriculum, say 1 every 2 weeks, or even 1 a month.
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Probably my favorite theorem, and such an amazing exploration. Sometimes I'll launch with a magic act, of tell me your count and I'll tell you your area.
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Yes, damn you, Matt. I was thinking that too! 😜 Like I'm trying too hard. But the work, and sticking with it, gave me a little pattern that I always appreciate.
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Oh wow. I think I have it, surprising for sure. The key for me was figuring out how many terms this had to include. Thanks, Matt!
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I miss you already, sis!! Next time, I must meet the family. Thank you so much for coming to my session, even though you HAD to leave early. :p
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Oy, I travel so much these days that I have to look week-by-week only. But, yes, my first American home state! I sure hope we get a chance to connect. ❤️
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I hope there'll be another chance, Annie! Thank you!
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The weather is beautiful, Mary, so I get to work and look out my window to see the hummingbirds and orioles!
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How they got to the wrong answer. :)
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Popsicle sticks. Singles, bundles of 10, and 10 10s to make 100. Great for developing conceptual place value.
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I really enjoy giving elem teachers experiences from elementary concepts up through A2 to show how something we do in grade 4 connects to what they’re doing in those courses. Makes elementary teachers really think about the choices they make. I’m wondering if the same should be done for HS teachers!
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Yes, Courtney! This is so important for all K-12 teachers to see. It goes both ways.
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Also, there might be people (like me) who aren’t able to participate in the chat but check in later.
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(I'm here after the fact.) In T's mind, different means non-congruent, but there are many ways to define different, depending upon the situation. Maybe Ss could create WODB exercises to clarify what meaning we want.
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I’m waaaay late to the party on this one, but many times (not all) you can give the problem AND the answer, then to quote the Backstreet Boys, “Tell Me Why…”
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A7. “How do you know the answer isn’t 10?” #ElemMathChat
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A7:
Write down your mathematical thinking.
Or
Find two different ways to get the answer.
Or
How would you explain this {problem} to a classmate/younger student.
#ElemMathChat
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the three at the bottom vanish... and an extra "top middle" one vanishes too!
I saw the growth of 4 each time and noticed the first one wasn't 4 but rather 3 (one less); so, I didn't actually imagine Step 0 before your comment. I just adjusted algebraically to make the first term fit the pattern!
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Yup. Love that, Shelby!
Wait. You had something more important than #ElemMathChat?! :p
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:) But I know you're great with sharing, Annie.
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It's never too late! Pull it out tomorrow. :)
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Pretty much. Having the discipline to not rush to the answer is a pretty mature problem solving move, so we suggest helping by not making it answer-able without more information. Avoiding calculation compulsion! #ElemMathChat
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Love this thinking. Thank you, Mike!
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A7: and, in that culture, The Answer is just one thing we can say about a particular problem. Every problem is so much more than its answer. #ElemMathChat
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www.youtube.com/watch?v=srJW...
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This reminds me of "my favorite no."
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Thanks, Mark! This is a different way for sure. Nice!
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Ha! Don't have a question, so they can't rush to The Answer so easily. Or don't even have numbers. #ElemMathChat
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Perfect, yes, the "scenarios" that you had at Math Forum!