gecdsb subject specific pd - gamifying formative assessment with knowledgehook gameshow

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Gamifying Formative Assessment With Knowledgehook Gameshow tapintoteenminds.com/kh Subject Specific MATHEMATICS PROFESSIONAL DEVELOPMENT

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  • Gamifying Formative Assessment With

    Knowledgehook Gameshowtapintoteenminds.com/kh

    Subject SpecificMATHEMATICSPROFESSIONAL DEVELOPMENT

    https://tapintoteenminds.com/kh

  • @MathletePearce www.tapintoteenminds.com @JustinLevack

    STUDENT SUCCESSSuperintendent Dan Fister

    Lauren SegedinSHSM

    Jay LynnStudent Success School

    Support Initiative

    Justin LevackeLearning Contact / MYCI

    Natalie Middleton-BondyStudent Success Consultant

    Angela Ciarlariello-BondyRe-engagement &

    Alternative Education

    Ed KotevichOntario Youth

    Apprenticeship Program

    Kyle PearceTeacher / MYCI

    Shelley HudsonInformation and

    Innovation Services

  • QUESTIONS? INSIGHT?

    #myciTWEET YOUR QUESTION AND HASHTAG:

    @MathletePearce www.tapintoteenminds.com @JustinLevack

    TWEET IT OUT!

  • QUESTIONS? INSIGHT?

    #myciTWEET YOUR QUESTION

    AND HASHTAG:

    TWEET IT OUT!

    @MathletePearce www.tapintoteenminds.com @JustinLevack

    @gecdsbssFOLLOW:

  • #MTBoS

    The Best Teacher PD is FREE on Twitter

    Follow the Math Twitter Blogosphere

    @MathletePearcewww.tapintoteenminds.com

  • ESTIMATION 180

  • HOW MANY SMALL VASES WILL IT TAKE TO FILL THE TALL VASE?

  • HOW MANY SMALL VASES WILL IT TAKE TO FILL THE TALL VASE?

  • www.estimation180.com

    http://www.estimation180.com

  • @MathletePearce www.tapintoteenminds.com @JustinLevack

    NEWOLD

    PROGRESSIVETRADITIONALACTIVITYLECTURE

    INQUIRY BASEDDIRECT INSTRUCTIONTECHNOLOGYPEN & PAPER

    MATH WARS

  • @MathletePearce www.tapintoteenminds.com @JustinLevack

    BALANCE

    NEWOLD

    PROGRESSIVETRADITIONALACTIVITYLECTURE

    INQUIRY BASEDDIRECT INSTRUCTIONTECHNOLOGYPEN & PAPER

  • @MathletePearce www.tapintoteenminds.com @JustinLevack

    BALANCENEW

    OLD

    PROGRESSIVETRADITIONAL

    ACTIVITYLECTURE

    INQUIRY BASEDDIRECT INSTRUCTION

    TECHNOLOGYPEN & PAPER

  • @MathletePearce www.tapintoteenminds.com @JustinLevack

    BALANCESKILL PRACTICE

    PARALLEL TASKS

    3 ACT MATH TASKSOPEN-ENDED TASKS

    RICH TASKSDESCRIPTIVE FEEDBACK

    DISCUSSIONCONSOLIDATION

    COLLABORATIONNOTE TAKING

    ~ Simon Breakspear

  • @MathletePearce www.tapintoteenminds.com @JustinLevack

    Honour the past while on a journey towards a compelling

    learning future.~ Simon Breakspear

  • @MathletePearce www.tapintoteenminds.com @JustinLevack

    BALANCE

    DIRECT INSTRUCTION

    SKILL PRACTICE

    PARALLEL TASKS

    3 ACT MATH TASKS

    OPEN-ENDED TASKS

    RICH TASKS

    DESCRIPTIVE FEEDBACK

    DISCUSSION

    CONSOLIDATION

    COLLABORATION

    NOTE TAKING

    RECIPROCAL TEACHING

    CORNELL NOTES

    THINK, PAIR, SHARE

    MIXED GROUPING

    SPIRALLING

    ABILITY GROUPING

    GAMIFICATION

  • @MathletePearce www.tapintoteenminds.com @JustinLevack

    BALANCE

    LECTURE

    INQUIRY BASEDDIRECT INSTRUCTION

  • @MathletePearce www.tapintoteenminds.com @JustinLevack

    BALANCE

    LECTURE

    INQUIRY BASEDDIRECT INSTRUCTION

    DESCRIPTIVE FEEDBACK

  • @MathletePearce www.tapintoteenminds.com @JustinLevack

    BALANCE

    INQUIRY BASEDDIRECT INSTRUCTION

    DESCRIPTIVE FEEDBACK

    RICH TASKSLECTURE

  • @MathletePearce www.tapintoteenminds.com @JustinLevack

    BALANCE

    3 ACT MATH TASKS

    RICH TASKSLECTURE

    INQUIRY BASEDDIRECT INSTRUCTION

    DESCRIPTIVE FEEDBACK

  • @MathletePearce www.tapintoteenminds.com @JustinLevack

    BALANCE

    3 ACT MATH TASKS

    RICH TASKSLECTUREINQUIRY BASED DIRECT INSTRUCTION

    DESCRIPTIVE FEEDBACK

    MAXIMIZE RETURN ON INVESTMENT

  • PROCEDURAL vs. CONCEPTUAL

    @MathletePearce www.tapintoteenminds.com @JustinLevack

    Such evidence clearly shows that the current debate over what kind of math curriculum to adopt is ill-

    informed and focuses on false extreme dichotomies that paint students as either learning one way or the other when the evidence demonstrates that both conceptual and procedural knowledge are required

    for successful math learning.

    MATH WARS:

    Dr. Daniel Ansarikylep.ca/endmathwars

    http://kylep.ca/endmathwars

  • PROCEDURAL vs. CONCEPTUALSuch evidence clearly shows that the current debate

    over what kind of math curriculum to adopt is ill-informed and focuses on false extreme dichotomies

    that paint students as either learning one way or the other when the evidence demonstrates that both conceptual and procedural knowledge are required

    for successful math learning.

    MATH WARS:

    Dr. Daniel Ansarikylep.ca/best-way

    http://kylep.ca/best-way

  • @MathletePearce www.tapintoteenminds.com @JustinLevack

    kylep.ca/gecdsbvision

    Math Vision

    http://kylep.ca/gecdsbvision

  • CONCEPTUAL UNDERSTANDING

    PROCEDURAL FLUENCY

    STRATEGIC COMPETENCEADAPTIVE REASONING

    PRODUCTIVE DISPOSITION

    @MathletePearce www.tapintoteenminds.com @JustinLevack

    kylep.ca/gecdsbvision

    Math Vision

    http://kylep.ca/gecdsbvision

  • CONCEPTUAL UNDERSTANDING

    PROCEDURAL FLUENCY

    STRATEGIC COMPETENCEADAPTIVE REASONING

    PRODUCTIVE DISPOSITION

    @MathletePearce www.tapintoteenminds.com @JustinLevack

    kylep.ca/gecdsbvision

    Math Vision

    http://kylep.ca/gecdsbvision

  • @MathletePearce www.tapintoteenminds.com @JustinLevack

    PROCEDURAL FLUENCY

    STRATEGIC COMPETENCE

    ADAPTIVE REASONING

    PRODUCTIVE DISPOSITION

    Math VisionCONCEPTUAL

    UNDERSTANDING

  • @MathletePearce www.tapintoteenminds.com @JustinLevack

    STRATEGIC COMPETENCE

    ADAPTIVE REASONING

    PRODUCTIVE DISPOSITION

    Ability to understand mathematical concepts, operations, and relationships

    CONCEPTUAL UNDERSTANDING

    PROCEDURAL FLUENCY

  • @MathletePearce www.tapintoteenminds.com @JustinLevack

    STRATEGIC COMPETENCE

    PRODUCTIVE DISPOSITION

    PROCEDURAL FLUENCY

    Understanding and using a variety of mathematical procedures

    Ability to understand mathematical concepts, operations, and relationships

    CONCEPTUAL UNDERSTANDING

    ADAPTIVE REASONING

  • @MathletePearce www.tapintoteenminds.com @JustinLevack

    PRODUCTIVE DISPOSITION

    PROCEDURAL FLUENCY

    Understanding and using a variety of mathematical procedures

    ADAPTIVE REASONINGCapacity for logical thought, reflection,

    explanation, and justification

    Ability to understand mathematical concepts, operations, and relationships

    CONCEPTUAL UNDERSTANDING

    STRATEGIC COMPETENCE

  • @MathletePearce www.tapintoteenminds.com @JustinLevack

    PROCEDURAL FLUENCY

    Understanding and using a variety of mathematical procedures

    ADAPTIVE REASONINGCapacity for logical thought, reflection,

    explanation, and justification

    Ability to understand mathematical concepts, operations, and relationships

    CONCEPTUAL UNDERSTANDING

    Ability to formulate, represent & solve mathematical problems using an effective strategy

    STRATEGIC COMPETENCE

    PRODUCTIVE DISPOSITION

  • @MathletePearce www.tapintoteenminds.com @JustinLevack

    PRODUCTIVE DISPOSITION

    Ability to formulate, represent & solve mathematical problems using an effective strategy

    STRATEGIC COMPETENCE

    PROCEDURAL FLUENCY

    Understanding and using a variety of mathematical procedures

    ADAPTIVE REASONINGCapacity for logical thought, reflection,

    explanation, and justification

    Inclination to see mathematics as useful and valuable.

    Ability to understand mathematical concepts, operations, and relationships

    CONCEPTUAL UNDERSTANDING

  • @MathletePearce www.tapintoteenminds.com @JustinLevack

    STRATEGIC COMPETENCE

    Math Vision

    PROCEDURAL FLUENCY

    ADAPTIVE REASONING

    PRODUCTIVE DISPOSITION

    CONCEPTUAL UNDERSTANDING

    STRATEGIC COMPETENCE

  • @MathletePearcewww.tapintoteenminds.com

    STRATEGIC COMPETENCE

    PROCEDURAL FLUENCY

    ADAPTIVE REASONING

    PRODUCTIVE DISPOSITION

    CONCEPTUAL UNDERSTANDING

    STRATEGIC COMPETENCE

    The Four Stages of Learning

  • @MathletePearcewww.tapintoteenminds.com

    The Four Stages of

    Learning

  • @MathletePearcewww.tapintoteenminds.com

    The Four Stages of

    Mastery

  • @MathletePearcewww.tapintoteenminds.com

    The Four Stages of Mastery

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

  • @MathletePearcewww.tapintoteenminds.com

    The Four Stages of Mastery

    Learning journey begins at the origin (0, 0)

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

  • @MathletePearcewww.tapintoteenminds.com

    The Four Stages of Mastery

    Learning journey begins at the origin

    (0, 0)

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

  • @MathletePearcewww.tapintoteenminds.com

    The Four Stages of MasteryLearning journey

    begins at the origin(0, 0)

    Competence

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

  • @MathletePearcewww.tapintoteenminds.com

    The Four Stages of MasteryLearning journey

    begins at the origin(0, 0)

    Competence Consciousness

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

  • @MathletePearcewww.tapintoteenminds.com

    The Four Stages of MasteryLearning journey

    begins at the origin(0, 0)

    Competence

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

    Consciousness

    Unconsciously Incompetent

  • @MathletePearcewww.tapintoteenminds.com

    The Four Stages of Mastery

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

    I dont know what I dont know.

    Unconsciously Incompetent

  • @MathletePearcewww.tapintoteenminds.com

    The Four Stages of Mastery

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

    I dont know what I dont know.

    Unconsciously Incompetent

    1

    Count how many candies there are.

  • @MathletePearcewww.tapintoteenminds.com

    Count how many candies there are.

    The Four Stages of Mastery

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

    I dont know what I dont know.

    Unconsciously Incompetent

    1

  • @MathletePearcewww.tapintoteenminds.com

    The Four Stages of Mastery

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

    I dont know what I dont know.

    Unconsciously Incompetent

    1

    Count how many candies there are.

    Student Might Be Thinking:

    Ill count the candies.

  • @MathletePearcewww.tapintoteenminds.com

    Count how many candies there are.

    Student Might Be Thinking:

    Ill count the candies.

    The Four Stages of Mastery

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

    I dont know what I dont know.

    Unconsciously Incompetent

    1

    1 2 3 4 5 6 7

    8 9 10 11 12 13 14

    15 16 17 18 19 20 21

  • @MathletePearcewww.tapintoteenminds.com

    Count how many candies there are.

    Student Might Be Thinking:

    Ill count the candies.

    The Four Stages of Mastery

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

    I dont know what I dont know.

    Unconsciously Incompetent

    1

    1 2 3 4 5 6 7

    8 9 10 11 12 13 14

    15 16 17 18 19 20 21Answer & Justification:

    I counted each candy and there are 21 total.

  • @MathletePearcewww.tapintoteenminds.com

    The Four Stages of Mastery

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

    1

  • @MathletePearcewww.tapintoteenminds.com

    The Four Stages of Mastery

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

    1

    2

  • @MathletePearcewww.tapintoteenminds.com

    The Four Stages of Mastery

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

    1

    2 Consciously Incompetent

  • @MathletePearcewww.tapintoteenminds.com

    The Four Stages of Mastery

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

    1

    2 Consciously Incompetent

    I know what I dont know.

  • @MathletePearcewww.tapintoteenminds.com

    The Four Stages of Mastery

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

    1

    2 Consciously Incompetent

    I know what I dont know.

    Count how many candies there are.

    Student Might Be Thinking:

    Ill count the candies.

    1 2 3 4 5 6 7

    8 9 10 11 12 13 14

    15 16 17 18 19 20 21Answer & Justification:

    I counted each candy and there are 21 total.

  • @MathletePearcewww.tapintoteenminds.com

    The Four Stages of Mastery

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

    1

    2 Consciously Incompetent

    I know what I dont know.

    Count how many candies there are.

    Student Might Be Thinking:

  • @MathletePearcewww.tapintoteenminds.com

    The Four Stages of Mastery

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

    1

    2 Consciously Incompetent

    I know what I dont know.

    Count how many candies there are.

    Student Might Be Thinking:

    I know Im supposed to multiply, but Im not sure how.

  • @MathletePearcewww.tapintoteenminds.com

    The Four Stages of Mastery

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

    1

    2 Consciously Incompetent

    I know what I dont know.

    Count how many candies there are.

    Student Might Be Thinking:

    I know Im supposed to multiply, but Im not sure how.

    1 2 3 4 5 6 7

    8 9 10 11 12 13 14

    15 16 17 18 19 20 21Answer & Justification:

    I counted each candy and there are 21 total.

  • @MathletePearcewww.tapintoteenminds.com

    The Four Stages of Mastery

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

    1

    2

  • @MathletePearcewww.tapintoteenminds.com

    The Four Stages of Mastery

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

    1

    2 3

  • @MathletePearcewww.tapintoteenminds.com

    The Four Stages of Mastery

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

    1

    2 3 Consciously Competent

  • @MathletePearcewww.tapintoteenminds.com

    The Four Stages of Mastery

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

    1

    2 3 Consciously Competent

    I grow and I know; it starts to show.

  • @MathletePearcewww.tapintoteenminds.com

    The Four Stages of Mastery

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

    1

    2 3

    Consciously Competent

    I grow and I know; it starts to show.

    Count how many candies there are.

    Student Might Be Thinking:

    I know Im supposed to multiply, but Im not sure how.

    1 2 3 4 5 6 7

    8 9 10 11 12 13 14

    15 16 17 18 19 20 21Answer & Justification:

    I counted each candy and there are 21 total.

  • @MathletePearcewww.tapintoteenminds.com

    The Four Stages of Mastery

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

    1

    2 3

    Consciously Competent

    I grow and I know; it starts to show.

    Count how many candies there are.

    Student Might Be Thinking:

    Answer & Justification:

    I see 7 groups of 3 candies.

  • @MathletePearcewww.tapintoteenminds.com

    The Four Stages of Mastery

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

    1

    2 3

    Consciously Competent

    I grow and I know; it starts to show.

    Count how many candies there are.

    Student Might Be Thinking:

    Answer & Justification:

    I see 7 groups of 3 candies.

    I added 3 candies, 7 times. There are 21 total candies.

    3 6 9 12 15 18 21

  • @MathletePearcewww.tapintoteenminds.com

    The Four Stages of Mastery

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

    1

    2 3

    Consciously Competent

    I grow and I know; it starts to show.

    Count how many candies there are.

    Student Might Be Thinking:

    Answer & Justification:

    I see 3 groups of 7 candies.

    I added 7 candies, 3 times. There are 21 total candies.

    71421

  • @MathletePearcewww.tapintoteenminds.com

    The Four Stages of Mastery

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

    1

    2 3

  • @MathletePearcewww.tapintoteenminds.com

    The Four Stages of Mastery

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

    1

    2 3

    4

  • @MathletePearcewww.tapintoteenminds.com

    The Four Stages of Mastery

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

    1

    2 3

    4

    Unconsciously Competent

  • @MathletePearcewww.tapintoteenminds.com

    The Four Stages of Mastery

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

    1

    2 3

    4

    Unconsciously Competent

    I simply go because of what I know.

  • @MathletePearcewww.tapintoteenminds.com

    The Four Stages of Mastery

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

    1

    2 3

    4

    Unconsciously Competent

    I simply go because of what I know.

    Count how many candies there are.

    Student Might Be Thinking:

    Answer & Justification:

    I see 3 groups of 7 candies.

    I added 7 candies, 3 times. There are 21 total candies.

    71421

  • @MathletePearcewww.tapintoteenminds.com

    Count how many candies there are.

    Student Might Be Thinking:

    There are 3 groups of 7 candies.

    Answer & Justification:

    There are 21 candies because 7 times 3 is 21.

    The Four Stages of Mastery

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

    1

    2 3

    4

    Unconsciously Competent

    I simply go because of what I know.

    7

    3

  • @MathletePearcewww.tapintoteenminds.com

    Four Stages of

    Mastery

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

    2 3

    41

  • @MathletePearcewww.tapintoteenminds.com

    Four Stages of

    Mastery

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

    2 3

    41Unconsciously Incompetent

  • @MathletePearcewww.tapintoteenminds.com

    Four Stages of

    Mastery

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

    2 3

    4

    Consciously Incompetent

    1Unconsciously Incompetent

  • @MathletePearcewww.tapintoteenminds.com

    Four Stages of

    Mastery

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

    2 3

    4

    Consciously Competent

    Consciously Incompetent

    1Unconsciously Incompetent

  • @MathletePearcewww.tapintoteenminds.com

    Four Stages of

    Mastery

    COMPETENCE

    CO

    NS

    CIO

    US

    NE

    SS

    2 3

    4

    Consciously Competent

    Consciously Incompetent

    1Unconsciously IncompetentUnconsciously

    Competent

  • @MathletePearcewww.tapintoteenminds.com

    Consciously Incompetent

    The Four Stages of

    Mastery

    COMPETENCEC

    ON

    SC

    IOU

    SN

    ES

    S

    1

    2 3

    4Unconsciously Competent

    Consciously Competent

    Unconsciously Incompetent1

    2

    3

    4

  • @MathletePearcewww.tapintoteenminds.com

    12 x

    12

    x =

    = =

    ?

    ?

    ?

  • @MathletePearcewww.tapintoteenminds.com

    12 x

    12

    x= =?

  • @MathletePearcewww.tapintoteenminds.com

    12 x

    12

    x= =?

  • @MathletePearcewww.tapintoteenminds.com

    12 x

    12 = =

    14

    x

  • @MathletePearcewww.tapintoteenminds.com

    23 x

    34 = =?

    x

  • @MathletePearcewww.tapintoteenminds.com

    23 x

    34

    x= =?

  • @MathletePearcewww.tapintoteenminds.com

    23 x

    34

    x= =?

  • @MathletePearcewww.tapintoteenminds.com

    23 x

    34 = =

    612

    x

  • @MathletePearcewww.tapintoteenminds.com

    = =612??

  • @MathletePearcewww.tapintoteenminds.com

    = =612??

  • @MathletePearcewww.tapintoteenminds.com

    = =612??

  • @MathletePearcewww.tapintoteenminds.com

    = =61212

  • @MathletePearcewww.tapintoteenminds.com

    35 x

    27

    x= =?

  • @MathletePearcewww.tapintoteenminds.com

    35 x

    27

    x= =?

  • @MathletePearcewww.tapintoteenminds.com

    35 x

    27

    x= =?

  • @MathletePearcewww.tapintoteenminds.com

    35 x

    27

    x= =635

  • @MathletePearcewww.tapintoteenminds.com

    = =635??

  • @MathletePearcewww.tapintoteenminds.com

    = =635??

  • @MathletePearcewww.tapintoteenminds.com

    = =635??

  • @MathletePearcewww.tapintoteenminds.com

    =635

  • @MathletePearcewww.tapintoteenminds.com

    23

  • @MathletePearcewww.tapintoteenminds.com

    2 313

  • @MathletePearcewww.tapintoteenminds.com

    2 313

  • @MathletePearcewww.tapintoteenminds.com

    2 313

  • @MathletePearcewww.tapintoteenminds.com

    2 313

  • @MathletePearcewww.tapintoteenminds.com

    2 313 = 2

    = 2

  • @MathletePearcewww.tapintoteenminds.com

    2 313 = 2

    = 2

    Two thirds can be split up into two groups of one third

    groups

  • @MathletePearcewww.tapintoteenminds.com

    34

  • @MathletePearcewww.tapintoteenminds.com

    3 424

  • @MathletePearcewww.tapintoteenminds.com

    3 424

  • @MathletePearcewww.tapintoteenminds.com

    3 424

  • @MathletePearcewww.tapintoteenminds.com

    3 424

  • @MathletePearcewww.tapintoteenminds.com

    3 424

  • @MathletePearcewww.tapintoteenminds.com

    1.53 424 =

    = 1.5

    =

  • @MathletePearcewww.tapintoteenminds.com

    1.53 424 =

    = 1.5 = 32

    = 32

  • @MathletePearcewww.tapintoteenminds.com

    1.53 424 =

    = 1.5 = 32

    = 32

  • @MathletePearcewww.tapintoteenminds.com

    1.53 424 =

    = 1.5 = 32

    = 32

    = 121

    = 121

  • @MathletePearcewww.tapintoteenminds.com

    1.53 424 =

    = 1.5 = 32

    = 32

    = 121

    = 121

    Three quarters can be divided into one and a half groups of two quarters.

  • @MathletePearcewww.tapintoteenminds.com

    45

  • @MathletePearcewww.tapintoteenminds.com

    45

    35

  • @MathletePearcewww.tapintoteenminds.com

    45

    35

    = 43

    43=

  • @MathletePearcewww.tapintoteenminds.com

    45

    35

    = 43

    43=

  • @MathletePearcewww.tapintoteenminds.com

    45

    35

    = 43

    43=

  • @MathletePearcewww.tapintoteenminds.com

    45

    35

    = 43

    43=

  • @MathletePearcewww.tapintoteenminds.com

    45

    35

    = 43

    43= =

  • @MathletePearcewww.tapintoteenminds.com

    45

    35

    = 43

    43=

    = 131

    = 131

  • @MathletePearcewww.tapintoteenminds.com

    45

    35

    = 43

    43=

    = 131

    = 131

    Four fifths can be divided into one and a third groups of three fifths.

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    233

  • @MathletePearcewww.tapintoteenminds.com

    23

    133 1 =

  • @MathletePearcewww.tapintoteenminds.com

    23

    133 1

  • @MathletePearcewww.tapintoteenminds.com

    = 114

    23

    133 1

    114=

  • @MathletePearcewww.tapintoteenminds.com

    = 114

    23

    133 1

    114=

  • @MathletePearcewww.tapintoteenminds.com

    = 114

    23

    133 1

    114=

  • @MathletePearcewww.tapintoteenminds.com

    = 114

    23

    133 1

    114=

  • @MathletePearcewww.tapintoteenminds.com

    = 114

    23

    133 1

    114=

  • @MathletePearcewww.tapintoteenminds.com

    = 114

    23

    133 1

    114=

  • @MathletePearcewww.tapintoteenminds.com

    = 114 =342

    23

    133 1

    114= =

    342

  • @MathletePearcewww.tapintoteenminds.com

    = 114 =342

    23

    133 1

    114= =

    342

    Three and two-thirds can be divided by one and one-third into two and three-quarter groups.

  • @MathletePearcewww.tapintoteenminds.com

    12

    234 1

  • @MathletePearcewww.tapintoteenminds.com

    12

    234 1

  • @MathletePearcewww.tapintoteenminds.com

    12

    234 1

    1 1 1 1 12

  • @MathletePearcewww.tapintoteenminds.com

    12

    234 1

  • @MathletePearcewww.tapintoteenminds.com

    12

    234 1

    1 23

  • @MathletePearcewww.tapintoteenminds.com

    12

    234 1

  • @MathletePearcewww.tapintoteenminds.com

    12

    234 1

    1 Whole = 2 Candies

    1 Whole = 3 Candies

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    12

    234 1

    1 Whole = 4 Candies

    1 Whole = 3 Candies

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    12

    234 1

    1 Whole = 6 Candies

    1 Whole = 3 Candies

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    12

    234 1

    1 Whole = 6 Candies

    1 Whole = 6 Candies

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    12

    234 1

  • @MathletePearcewww.tapintoteenminds.com

    12

    234 1

  • @MathletePearcewww.tapintoteenminds.com

    12

    234 1 =

  • @MathletePearcewww.tapintoteenminds.com

    12

    234 1

    = 2710

    2710=

  • @MathletePearcewww.tapintoteenminds.com

    12

    234 1

    = 2710

    2710=

  • @MathletePearcewww.tapintoteenminds.com

    12

    234 1

    = 2710

    2710=

  • @MathletePearcewww.tapintoteenminds.com

    12

    234 1

    = 2710

    2710=

  • @MathletePearcewww.tapintoteenminds.com

    12

    234 1

    = 2710

    2710=

  • @MathletePearcewww.tapintoteenminds.com

    12

    234 1

    = 2710

    2710=

  • @MathletePearcewww.tapintoteenminds.com

    12

    234 1

    = 2710

    2710=

    = 7102

    = 7102

  • @MathletePearcewww.tapintoteenminds.com

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