I can demonstrate mathematical flexibility to show what I know in more than one way.
Learning target and pathway:
UED: 8:45 – 11:15 / EED: 1:15 – 2:45
|8:45/12:15||15 min||Norm and Purpose Setting|
|9:00/12:30||15 min||Read Aloud: The Pout-Pout Fish Goes to School
by Deborah Diesen (@DebbieDiesen)
|9:15/12:45||15 min||WODB form and lesson design
|9:30/1:00||30 min||Apples and Bananas Task
|10:00/1:30||30 min||Select, sequence, and connect
|10:30/2:00||30 min||Estimation 180 from Andrew Stadel
|11:00/2:30||15 min||Closing this session with purpose|
- Boaler, Jo. “How to Learn Math: For Students.” Lagunita, Courses List. Stanford University, n.d. Web. 04 June 2017.
- Boaler, Jo. Mathematical Mindsets: Unleashing Students’ Potential through Creative Math, Inspiring Messages and Innovative Teaching (p. 58). Wiley. Kindle Edition.
- Bourassa, From Mary, and From Andrew Gael. “Which One Doesn’t Belong?” Wodb.ca. N.p., n.d. Web. 01 June 2017.
- Diesen, Deborah, and Dan Hanna. The Pout-pout Fish Goes to School. New York, NY: Scholastic, 2015. Print.
- Gough, Jill. “#LL2LU Learning Progressions.” Experiments in Learning by Doing. WordPress, 04 Aug. 2014. Web. 11 Mar. 2017.
- Stadel, Andrew. “Day 146.” Estimation 180. N.p., n.d. Web. 06 June 2017