Follow+Up+Day+3

Follow Up Day 3 (2/11 and 2/12)

Watch the following videos about the app [|Classkick] (don't worry...each of them are only about a minute or two in length).

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Watch the following video featuring. At the 4:30 mark, Dr. Boaler introduces a task created by Ruth Parker. After she introduces the task, please pause the video and complete the task before proceeding with the video.

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Watch the following video of Cathy Humphreys teaching "The Border Problem" (I know...the title is unfortunate. But if you ever search for versions of the same, decades old mathematics problem, you will only find some of the older, original resources under that name). Make sure to pause the video and attempt the problem before filling out the form below.

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One of the fears that teachers hold regarding the Common Core State Standards (CCSS), is that there is not enough tie to teach all of the concepts. However, open-ended problems often result in unintended connections to mathematics content that make teaching that content much easier in a relevant context. Take, for example, The Border Problem. One of the discussions that can arise from this problem is how the students completed their arithmetic calculations. When I've shown this problem to students, I noticed that they would multiply before adding because in the context of this problem it makes sense. It's only half of the order of operations but there's no need to teach all of the order of operations at once. Creating a strong foundation with multiplication and adding, in the context of this problem, made teaching order of operations to those students quite simple and it took far less time than the traditional 3 day method of direct instruction using PEMDAS or GEMS (both of which can be confusing).