Today we began with a discussion about the symbolic rules that describe the tortoise and hare problem. Fran emphasized that writing symbolic rules can be supported by working through the reasoning in other representations. Andrea shared some data about young children’s misunderstandings of the meaning of the equal sign and practices to avoid. We also watched a video of a young child using relational thinking to solve an open number problem.

We worked on the candle burning problem, which illustrates how a negative rate of change effects a linear relationship. After debriefing, Andrew talked through consequences of linearity.  We ended the morning with analyzing 12 situations to determine whether they could be solved via a linear relationship, a proportion, or neither.

After lunch we wrapped up some of our big pedagogy ideas by reflecting on last night’s messages, generating a list of things that need to happen in order to implement the strategies. We discussed more about the Standards for Mathematical Practice , focusing especially on supporting students to persevere.

We constructed a big iceberg wall together, representing ideas at each grade level that contribute floating capacity to the concept of linear relationships.

We closed with a debriefing of the 12 situations on “What isn’t a linear relationship?” and highlighted the important features that distinguish them from each other.

See you tomorrow for our last day together!

Homework

Pedagogy: Read the section on Professionalism in Principles to Actions (pp. 99- 108).

Math:  None.