Draw a rectangle on grid paper and draw a diagonal. Is there a way to predict the number of squares the diagonal will pass through?
I have been thinking about MP3 from the Common Core, specifically about how to get students to make conjectures, to test those conjectures and to refine their conjectures when it turned out they were not always true. I was also thinking about student perseverance and helping them not get too frustrated. I’ve done some activities like Marilyn Burns’ consecutive sums problem (see additional resources below), but I want something that feels messier and a little more unwieldy. Continue reading “Making and Testing Conjectures: The Diagonal Problem”
April’s meeting was in two parts: First we played a dice game named Roller Derby, developing and analyzing game strategies. Then we discussed some of the odds of the TASC.
After introductions and a brief discussion of how we’ve each used dice in our classes in the past, Mark gave out a Roller Derby board – basically a sheet divided into twelve columns, numbered 1-12 – and twelve colored chips to each person and invited everyone to distribute their chips across their board any way they wanted.
Then he broke up the group into pairs, gave out a red and white die to each pair and gave out the rules: Continue reading “Roller Derby (& probabilities in passing HSE exams)”
Facilitating a meeting in Dallas, while live-tweeting with teachers in NYC, we explored a visual pattern to model what our teachers’ circle is all about.
This CAMI Roadshow involved about 35 teachers in a ballroom at the Sheraton at the 2016 COABE conference and 3 additional teachers who were back in NYC, participating through Twitter.
We wanted to maximize teachers’ time working on the problem but we also wanted to convey some important norms about how we run CAMI meetings, so we began with an ice breaker. The instructions were simple. First, everyone sat down (including the facilitators). After that, the only goal was that there be 5 people standing and the only rule was we had to do it without talking. Continue reading “CAMI Roadshow: COABE 2016”
Many of us are familiar with the 3, 4, 5 right triangle, and maybe the 5, 12, 13. Do you know any others? Is there a pattern to these triples?
As we came in the room, Eric asked us to place a post-it with our name on a voting spectrum he’d drawn on the board, ranging from “Never” to “This morning” under the statement, “The last time I thought about multiplication”.
As we settled in, Eric shared his goals for the meeting. He’s been working on a lesson for students combining some work he’s been doing on area models with a problem that has been consuming him for weeks. Continue reading “Keep it in the Family (with Pythagorean Triples)”
The CAMI Roadshow did a workshop at the CUNY NYC Adult Literacy Institute, January 22, 2016
Tyler and Solange facilitated a problem-posing with visual patterns activity, bringing the exploration from our February 2015 meeting to a wider audience.
Continue reading “CAMI Roadshow: 2016 CUNY NYC Adult Literacy Institute”
What are the odds of winning at craps? Is craps a fair game? What’s your chance of making the point? A three-act math task inspires some questions in probability.
Act One: Launch
We began by watching a clip from the move, A Bronx Tale. (Be warned: there is some… colorful language in this clip)
Continue reading “Three-Act Math: Probability in Craps”
Our work on this month’s problem led us to the beginning of a larger exploration of a very curious repeated loop in a certain sequence of numbers.
This month’s problem comes from the 2015 Stanford-Math League Tournament Individual Questions for grades 6 & 7.
Continue reading “Happy Numbers and the Melancoil”
This was the third time CAMI tried out using a 3-Act math task. This one is called Royal Flush and is organized around the probability of a poker hand in Texas Hold’em.
Do you play cards? What kinds of cards do you play? What do cards have to do with probability?
Continue reading “Three-Act Math: The Royal Flush”
The CAMI Roadshow worked with teachers at the 2015 NYC ABE Conference
We talked about problem-posing and inspiring student curiosity in math as we tried out a three-act math task created by Dan Meyer
To start off the meeting, in pairs we discussed – “Real life math”: What does it mean to you? In your classrooms?
Continue reading “Three-Act Math: Pyramid of Pennies”