Kristen Smith

Does anyone know about @desmos.com switching over the teacher site and activity builder to Amplify? All of my custom
activities were gone when I tried to log in—it says I have authored zero activities. I really hope that isn’t the case! Any help is appreciated #mtbos #iteachmath

My Thinking Classroom In the spring of 2022, our building’s instructional coach walked into my classroom and handed me a bright orange book.

Great description of a way to implement Thinking Classrooms that combines inquiry with explicit practice. This combines them across days while I combine them in a single lesson but the idea is that students benefit from both types of learning. #mtbos #iteachmath open.substack.com/pub/adrianne...

We did a model problem of a roof truss where they calculated the total lengths of wood. We discussed how the shape needs to be symmetrical and each triangle needs to have measurements that are mathematically sound. Other than that, the design was up to them. Here’s the model problem:

Roof truss design with measurements and triangles

Roof truss design with measurements and triangles

Roof truss design with measurements and triangles

I started doing this end of unit extension project for trigonometry and similarity where students can design their own roof truss. There were some pretty cool design this year! #mtbos #iteachmath

The Phantom Tollbooth is a classic. It is still my favorite accessible explanation of averages.

This problem was so much fun! It was really exciting to see how many different solution paths students could come up with to find the perimeter of the square. Beautifully knits together properties of trigonometry and Pythagorean theorem. #iteachmath #mtbos @illustratemath.bsky.social

I couldn’t agree more with @dylanpkane.bsky.social approach to online tools in the classroom. I use @desmos.com activity builder for my Warm Up questions each day because the batch feedback is so useful but I set a timer for 7 minutes and students close laptops before we debrief. #iteachmath #mtbos

I have them write it in their class notebook. They try it independently first and then have an opportunity to share and workshop with a partner and then we come up with a class exemplar which they also write down. They can go back to reference these as notes.

Celebrating Pi Day Across the Curriculum Engaging, informative Pi Day activities designed for middle school math, ELA, science, and social studies.

Celebrate Pi Day in any subject! 𝜋 🎉 These engaging, informative activities help students explore pi’s history, applications, and more.

#EduSky #ITeachMath

After we wrap up an investigation task, I have students try to write their own one sentence summary of the big idea. For example: “Write one sentence to explain why the sine ratio for a reference angle like 30 degrees always has the same value even when the triangles have a different size.”

The two triangles made students think more deeply about WHY they had two different equations and yet came to the same solution. It kept the work simpler on the front end but then allowed them to draw the conclusion that they are in fact the same triangle.

This problem was great! A student said: “Wait but I just realized it also works if you switch them! Sin(41) still equals cos(49) even though it’s a totally different value!” And then another student said: “Wait, does it also work for 30 and 60?” And the whole class was like YES! 🤯 #iteachmath #mtbos

We launched trigonometry today in Math II. I’ve been using this resource for years and it’s still my favorite way for students to investigate the ratios. Students walk away understanding where the values in the calculator “come from”. #iteachmath #mtbos www.projectmaths.ie/documents/T&...

They are also a great way to support MLL students with language development in math. I’ve seen a lot of impact from using them with those students.

I love teaching right triangle trigonometry. Just when my Math II students start to think that math has taken a turn toward abstract symbols and equations and is not “real” enough, trigonometry shows up with all of its lovely simplicity and real-world applications. It really saves the day.

This is super helpful! As an IM teacher I’m familiar with the MLR’s but I’ve never thought of associating them with specific parts of the lesson flow.

A screenshot of the five components of a teaching through problem-solving lesson: 1. introduce the lesson. 2. pose the question 3. students work on problem 4. full class conversation 5. reflect and summarize Throughout these five components, some of the eight math language routines are highlighted as possible options at each of the five components.

Our Math Team has mapped the math language routines onto the Teaching Through Problem-Solving lesson format. Teachers can see where there might be opportunities to integrate a MLR into the lesson. MLRs are not add-ons. They are essential.
#iTeachMath

docs.google.com/pres...

I use IM for an inquiry cycle to begin the lesson (~20 mins start to finish) and then transition to direct instruction followed by independent practice. That gives students a chance to build problem solving habits but also plenty of time for clarity of instruction and practice with feedback.

I think I do agree with what you call “just tell them” after the inquiry portion if it’s what you were describing in the podcast i.e. clear notes, examples, guided practice in a highly structured environment. I must not be articulating that clearly. The point of the inquiry is to introduce the need

I wouldn’t call it a warm up because the purpose of it is to reproduce the conditions in which the need for the mathematics becomes evident without needing to be told and properties of mathematics become clear. But to do it well it is a highly planned experience and students are not floundering.

Formalize means that after students explore a problem and either discover something interesting or potentially make an interesting but important error then they will review collectively the solution and derive the important mathematics through discourse and later stamped as notes, definitions etc.

I’m wondering if this has something to do with how you are defining “inquiry”? Would you consider the Illustrative Mathematics curriculum inquiry? Students investigate first and formalize later. I would consider that inquiry.

CLopen Mathdebater speaking with a clopen mind...and a portmanteau or two...

I got back into blogging!

Do we need a clear objective?
clopendebate.wordpress.com

I believe there is a lot of merit to the idea that explicit instruction is highly effective when done well and is key to effective instruction. I also believe inquiry can be highly effective when done well and @mrzachg.bsky.social focuses on the ways it can fall short when not done well. #iteachmath

Screenshot of the article that reads: The Institute of Education Sciences, the research arm of the U.S. Department of Education, appears to be the latest agency in the crosshairs of President Donald Trump and billionaire Elon Musk’s Department of Government Efficiency office. Dozens of researchers and contractors received notices Feb. 10, directing them to immediately stop work on research projects and program evaluations financed by IES, a federal agency with a roughly $800 million budget, sources say. It was not immediately clear which—or how many—of IES’ hundreds of contracts are affected, though one source estimated roughly 170.

Here's why your education friends had a real rough one today. It's... it's the entire education data collection apparatus of the United States.

www.edweek.org/policy-polit...

Trump Admin. Suddenly Cancels Dozens of Education Department Contracts The Trump administration abruptly terminated dozens of contracts financed by the research arm of the U.S. Department of Education.

www.edweek.org/policy-polit...

Who would have thought that I would by chance put a “someone who is wearing a red shirt…” protocol in a presentation in Kansas City on Red Friday before the Super Bowl 😂 #NCTMKC25 #mtbos

I certainly wouldn’t promote their definition but it’s interesting to see that there doesn’t seem to be a strictly agreed upon definition out there.

Really enjoyed hearing from Gail Burrill about ways to integrate AI with math teaching to empower students as learners #NCTMKC25 #mtbos #iteachmath