CAMI plays around with a way to practice multiplication, think about area and extend into algebra and generalizations. Through art!
For our final CAMI meeting of 2017, I wanted to spend some time at a CAMI meeting doing some math that would create some thing visual and beautiful. As I was looking around for activities to bring to the group, I came across the website, Math Pickle (as in “Put your students in a pickle”). They had a trove of math problems that I look forward to exploring in future CAMI meetings. The one I chose for this one is at its core an opportunity for students to practice multiplication in a way that is much more engaging than just memorizing facts and doing worksheets. And it builds works of art. As I started to play around with it, I started to notice different ways to think about how to make designs with the best score. Continue reading “Mondrian Art Puzzle”
This task, from Mathematical Mindsets, by Jo Boaler, asked us to explore how area and volume are affected when shapes are scaled up in size. For example, if you double the dimensions of a square, how is the area affected? What if you triple the dimensions?
We used this meeting to explore a problem from Mathematical Mindsets by Jo Boaler. I had worked on it a few weeks ago as part of an online book group with LINCS. I decided not to give out all the questions in the task at once, but you can look at the problem URL above to see the whole thing. Continue reading “Growing Rectangles”
What happens when we let students write the questions?
Tyler opened the meeting by giving us a situation adapted from one he’d seen on Twitter posted by Fawn Nguyen. He then asked two questions: What do you notice? What do you wonder? Continue reading “The Lawn Mower Problem”
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”
What do you notice? What questions do you have?
Many of us teach area and perimeter but I’m guessing that most of us have not spent a lot of time thinking about the relationship between the two. This meeting began a investigation that was totally new to me. Continue reading “Graphing Area vs. Perimeter”