Week+2+-+Exploring+Relationships

Lots to discuss with the class today. Thanks for your participation! **Problem Set #1** - I'll make sure that there's time available for us to discuss this set of problems in class next week. If someone wants to start a page on this WIKI for the problem set then we can all contribute to the discussion and thoughts online... Any takers to get the ball rolling for the 4 4's?
 * Week 2 Reflections**


 * Pattering and Algebra Activity Stations** - It may be interesting to think about what worked and what didn't work at the activity stations today and apply those lessons to your own development of an activity station. For instance, someone took the instructions to the Function Machine so I ended up having to tell the group what the activity was about. Perhaps if I had taped them to the box or table, this could have been avoided? In a similar way, I expected, but did not state, that the activity sheets were made for one per pair. Either stating this up front or making sure there was a sheet per person would have avoided that! These little things can derail the best lesson plan and turn it into a disaster so let's use this class environment to check these things. (I will, for sure!).


 * Where are we going with this?** Next week, we shall pick up on some of the discussions and solutions to the problems in the activity stations, especially the block structures and toothpick triange questions. It will be worth exploring the patterns of the number of toothpicks (or blocks) for the first few structures, and then discuss how to derive an expression for the number required for any given structure. The graphing calculator is an excellent tool for this type of exploration and we shall spend time with them next week. We'll also add in the CBR, a sonic ranger that is lots of fun and really helps students to gather their own data and explore its interpretation. This movement from the specific to the general fits beautifully with the Lannin article and chapter 2 of the Boaler book. Come prepared to discuss the following questions:
 * 1) What sorts of things did the teacher do in planning the lesson to encourage students’ mathematical thinking?
 * 2) What were some of the deliberate moves that the teacher made during the lesson to encourage student thinking?
 * 3) How did the teacher encourage mathematical discussion?


 * Some other thoughts**
 * I aim to get you all a set of Ministry software that includes GSP, Fathom and TinkerPlots for both Mac and PCs. I'm not sure if I can get all of the CDs burned ready for next week but I'll try. Maybe someone will volunteer to make copies for other classmates if I can only get 10 or 15 copies?
 * If you see any classmates who did not attend today, please direct them to the web and wiki for the activity stations.
 * If you need a copy of the Grade 1-8 curriculum, there are some in the LRC.
 * As you develop your "activity with curricum connections", you may need some special supplies. Supply what you can but please let me know ahead of time if you need anything from the LRC. I'll book them out for you.

Until next time,... Adrian