We got things started with a community builder…
before moving into our launch.
Ribbit!
Tag: problem-posing
Finding Our Way
We started this meeting with a collection of four images and asking what is the same and what is different:
Setting the Table
At the heart of this meeting was the following table, shared by math educator Howie Hua:
What do you notice? What patterns do you observe?
What do you see?: Attention & imagination in math
Sometimes CAMI meetings have a mind of their own. This one followed a direction we didn’t expect!
We started with a question about this image:
The catch? We wanted to spark our creativity by exploring the world of wrong answers.
What is the Area? WRONG ANSWERS ONLY
Continue reading “What do you see?: Attention & imagination in math”Sarah’s Passing Drill
In another edition of revisiting problems from the CAMI vaults, at this month’s meeting we went back to further explore a number pattern we first looked at in January 2017 (Carl’s Basketball Problem).
We started off discussing WHAT IS SIMILAR? WHAT IS DIFFERENT? looking at these four expressions:
Making and Testing Conjectures: The Diagonal Problem
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”
CAMI Roadshow: COABE 2016
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”
Three-Act Math: Probability in Craps
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)
Three-Act Math: The Royal Flush
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.
Introduction
Do you play cards? What kinds of cards do you play? What do cards have to do with probability?
Three-Act Math: Super Stairs
For our second three-act math task, we learn it is sometimes just as interesting when mathematical models do not work and we have to figure out why.
This week, CAMI continued learning about Dan Meyer’s three-act math model by working on the Super Stairs problem. In keeping with the three-act framework, we started the meeting by watching the short video
below a few times and then posing some questions. Continue reading “Three-Act Math: Super Stairs”