Emily Allman

@JustinAion For example 9^1/2 means break into two multiplicative pieces (3*3) and take one. Likewise, 8^5/3 means break into three equal pieces (2*2*2) and take 5 of them: 2^5

@JustinAion Here it’s easier to reason why zero nines is one, negative exponents mean ‘inverse’ and fractions still mean to break into pieces… just in a multiplicative kind of way.

@pwharris First do 75*12 as 3*25*4*3=900, then add on one more 75… 975!

It's time for #MathStratChat!Rules: post your favorite or a clever solution! It's also fun to comment on other's strategies. Tell us about your reasoning. Like/Retweet so others can see! #MTBoS #ITeachMath #MathIsFigureOutAble #Elemmathchat #MSmathchat

@MandyMathEd I wish I could be there. Good luck!

@RyanLlopezryan I also love messy math!

Excited to be with lime-minded new friends at #BTCC23

@Mathgarden I will add one caveat - 28 of these in one assignment seems unnecessary and is likely to suck away any joy a student might have!

@Mathgarden … but as a math educator now, I find joy in showing my students mathematics from all angles. I think there are still plenty of students who find this type of exercise interesting. No judgement on those who don’t… there is so much beauty to share with them too.

I wish I was making this up, but no. In 2023, trig identities is where math interest goes to die—in spite of the self-proclamation that it is fun! I am embarrassed to be a math educator some days. We still don’t get it, do we? No wonder kids hate math decade after decade…

@MrSurti @pwharris Love this use of benchmark fractions

@pwharris 3/4 of 24 is 18. Then 75 x 24 is 1800. #MathStratChat

Ok actually this is the #MathStratChat for this week. Sorry! Rules: post your favorite or a clever solution! It's also fun to comment on other's strategies. Tell us about your reasoning. Like/Retweet so others can see! #MTBoS #ITeachMath #MathIsFigureOutAble

@pwharris 25x3x4x6=25x4x3x6=100x18=1800

@mathyawp Of the three, the stairs feel the most human to me. They are playful, surprising, imperfect, and full of potential. That’s closest to the emotions I felt when reading your beautiful book.

@howie_hua I used your recent one about subtracting integers as distance just today with a ninth grader and she was smiling ear to ear by the time she left. It ‘finally’ made sense to her!

I know it's awkward to ask but since it's Teacher Appreciation Day, can people "like" this tweet if you've learned from my math videos? I just want to see who I've impacted. Thank you.

@MrsSheehanMath The student is correct. My guess is that the author of the answer key made a hasty misapplication of the Hinge Theorem, but you’d need QP = QR to apply that theorem.

This question was on our last assessment. I didn’t think too much about the answer and now I’m second guessing myself. The answer key said the answer is >. But many students made a very reasonable argument for equal. Can anyone explain this a little better? #mtbos #iteachmath

@ShowTheWork @AEF_Program @TeachingLC Sorry I’m not there to see this!

Let's connect Math and History! Come to my #NCTMLA2022 session on Saturday morning where I'll share some of what I learned while in the @AEF_Program working with @TeachingLC! #EinsteinFellows #PAEMST

@ShowTheWork How did it go the next day?

One of my lessons completely bombed today. Tomorrow I will try something completely different.

@ShowTheWork I’m using lots of ideas from #thinkingclassroom in my classes this year too. Thanks for the share. I love the discussion around ‘linear or not’… exactly the kind of thing that gets missed otherwise!

I am really enjoying being back in the classroom! Watching the students think is amazing. showingtheworkpd.blogspot.com/2022/09/constr… #NPVS #thinkingclassroom

@ShowTheWork Congratulations!

"I am pleased to inform you that your proposal, “Using Historical Graphs to Increase Student Engagement and Cross-Curricular Connections” has been accepted." And I am pleased and excited!!