Big Idea: I want students to have as much power as possible in this class (and in their lives beyond it). Today, the course begins with an introduction to that idea.
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Big Idea: Everything is formative! Long before I collect my first student work, I give myself all sorts of opportunities to learn about my students and their habits of scholarship.
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Big Idea: Abstraction is a such an interesting word, because everyone does it, yet few know what the word means.
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Big Idea: Ideally, students will begin to see some connections between number patterns and the words, symbols, and algebraic expressions of the Number Trick Project.
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Big Idea: One of the hardest things about writing a number trick is that you have to be willing to abandon an idea that doesn't work in favor of one that does.
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Big Idea: To cultivate a growth mindset is to understand that working hard is at least as valuable as being smart. I continue to show students what that means in today's class.
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Big Idea: A quiz should function as a learning opportunity at least as much as an assessment. The quiz policies in this class are structured accordingly.
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Big Idea: A number line gives us a way to visualize order of operations, bridging the gap between abstract and quantitative reasoning . As we begin, students pay close attention to scale.
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Big Idea: Let's play a game: given an expression, can you place one set of parentheses that will give that expression the greatest possible value?
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