tag:blogger.com,1999:blog-4814279699740691015.post2993375849678007843..comments2017-10-09T07:58:41.650-07:00Comments on Math and My Thoughts: Patterns & Five Practices to ModelBrittany Bhttp://www.blogger.com/profile/00808236531663595093noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-4814279699740691015.post-57417070134274636472015-04-11T20:41:51.955-07:002015-04-11T20:41:51.955-07:00I really enjoyed your post. A couple things stuck...I really enjoyed your post. A couple things stuck out, your perseverance and the idea in thinking about a problem in the way our students would think about it. Your preparation for a variety of responses was intriguing. <br />The practice of connecting a variety of student responses to help them see a number of different ways to approach a problem seems the most valuable to me. Then again, if students do not come up with a number of different ways to look at a problem this may be difficult. I think encouraging students to think outside of the box would me great for improving their mathematical flexibility.K4https://www.blogger.com/profile/07945522281014826345noreply@blogger.comtag:blogger.com,1999:blog-4814279699740691015.post-50265554887559529932015-04-07T19:11:39.684-07:002015-04-07T19:11:39.684-07:00Lovely. Good statement of the idea, and a really r...Lovely. Good statement of the idea, and a really reasonable first shot at the practices. Some other misconceptions might be doubling from now on (b/c 9, 18, ...) and could need encouragement to draw the next one instead of just getting from the numbers. Tables would be good for organizing data here, too. Especially if you can get at why 9, why 18. If students have some quadratic experience they might notice the differences 6, 9, 12... especially if they see as adding a row of 2 triangles, 3 triangles, 4 triangles. In the connections, you might want to get students connecting representations, numeric, picture and algebraic (recursive or direct).John Goldenhttps://www.blogger.com/profile/18212162438307044259noreply@blogger.com