Bigger than math class

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What to expect...

3x = 30

x + 2y = 20

y + 2z = 9

y + zx =

?

Solve

Why is doing, visualizing, playing in math class so important?

Bransford and Johnson 1972

Bransford and Johnson 1972

If the balloons popped, the sound would not be able to carry since everything would be too far away from the correct floor. A closed window would also prevent the sound from carrying since most buildings tend to be well insulated. Since the whole operation depends on a steady flow of electricity, a break in the middle of the wire would also cause problems. Of course the fellow could shout, but the human voice is not loud enough to carry that far. An additional problem is that a string could break on the instrument. Then there could be no accompaniment to the message. It is clear that the best situation would involve less distance. Then there would be fewer potential problems. With face to face contact, the least number of things could go wrong.

Bransford and Johnson 1972

Bransford and Johnson 1972

If the balloons popped, the sound would not be able to carry since everything would be too far away from the correct floor. A closed window would also prevent the sound from carrying since most buildings tend to be well insulated. Since the whole operation depends on a steady flow of electricity, a break in the middle of the wire would also cause problems. Of course the fellow could shout, but the human voice is not loud enough to carry that far. An additional problem is that a string could break on the instrument. Then there could be no accompaniment to the message. It is clear that the best situation would involve less distance. Then there would be fewer potential problems. With face to face contact, the least number of things could go wrong.

Productive Struggle

Creative Reasoning

Immediate Formative Feedback

Student Engagement

Unit

Our Core Learning Principles

Mathematical Discourse

Unit

Mathematical Discourse

Unit

Paper/Pencil

Digital

Digital

Tactile

1

2

3

4

5

6

7

8

9

10

15

11

12

13

14

Cluster 1

Cluster 2

Cluster 3

Cluster 4

Productive Struggle

Creative Reasoning

Immediate Formative Feedback

Student Engagement

Mathematical Discourse

Unit

To ensure that all students are mathematically equipped to solve the world's most challenging problems.

OUR MISSION:

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