More Peas, More Carrots: Student Agency in Representations While Problem Solving

16 Dec 2021

Today, the first graders revisited "Peas and Carrots." They had spent several days exploring part-part-whole thinking in the context of games like "how many are hiding?" and "counters in a…

“Never Say Anything a Kid Can Say”: Peas and Carrots Edition

10 Dec 2021

Yesterday was an exciting day in first grade: the launch of peas & carrots! This is the first "how many of each?" problem in first grade. Students wrestle with two…

How Much Is Enough: Using Student Feedback to Reflect on Practice

28 Jun 202112 Jul 2021

Do students need to finish every problem? When I have asked this of colleagues, everyone has responding with a resounding no! Definitely not!Not every student needs that much practice.It's okay…

Which Shape Covers More: Orchestrating a Sixth Grade Math Debate

27 Sep 202022 Jun 2021

First, we must mourn for the loss of the Way We Used to Teach. I love my work. If I let you scroll through the photos on my phone, you'd…

Reflections on the Problem-Based Learning (Symmetry Mini-Unit)

10 Jan 20206 Feb 2022

This is the last post in the series on experimenting with problem-based learning in Claire's fourth grade class. The other posts in the series are: Getting Started with Problem Based…

Problem Based Lesson #3: Learning From One Another in Grade 4

9 Jan 202026 Jun 2020

This is a post in a series about problem based instruction in fourth grade -- centering on a series of lessons classroom teacher Claire* and I taught about symmetry. This…

Problem Based Lesson #2: Making Connections with Symmetry in Grade 4

8 Jan 20205 Feb 2022

This is a post in a series about problem based instruction in fourth grade -- centering on a series of lessons classroom teacher Claire* and I taught about symmetry. This…

Problem Based Lesson #1: Launching Symmetry in Grade 4

7 Jan 202026 Jun 2020

This is a post in a series about problem based instruction in fourth grade -- centering on a series of lessons classroom teacher Claire* and I taught about symmetry. Part…

Getting Started with Problem Based Learning in Grade 4

6 Jan 202026 Jun 2020

What are the conditions that inspire teachers to take on problem based instruction? This isn't a story about how you can determine when a teacher -- novice or experienced --…

Choosing a Story to Tell: Examining a Lesson Close in 1st Grade

28 Aug 20196 Feb 2022

I had planned to spend my first time in Room 12 observing the classroom teacher and getting to know her students. Instead, the teacher texted me the day before to…

The Cookie Recipe: Learning Math from Students

1 Apr 20195 Feb 2022

Fourth grade teacher Alicia and I have a beautiful habit of doing math together when planning. We try out problems, and anticipate ways we think students.* *This work is made…

You’re Both Right: Examining and Honoring Mathematical Assumptions

21 Mar 201922 Jun 2021

Even from across the room, there was no mistake: Jacob and Ian were deep into a mathematical debate. Jacob had pulled his chair up to Ian's desk, and they were…

Leading Act 3: Using the 5 Practices & Intentional Talk To Deepen Discourse About the “Whopper Jar”

3 Oct 201727 Oct 2022

The books 5 Practices for Orchestrating Productive Mathematics Discussions (Smith and Stein, 2011) and Intentional Talk (Kazemi and Hintz, 2014) have helped me transform how I facilitate discussions. I try my best…

The Intersection of Fraction Talks & Clothesline Math: Formative Assessment and the Five Practices

8 Feb 201722 Jun 2021

My sixth graders are weary of pre-assessments. No matter how many times we discuss the goal of a pre-assessment – for me to learn more about their current strategies and…