A few months ago, I had “liked” so many tweets but I wanted to archive them somewhere so I wouldn’t forget them. So I wrote a post. I don’t have too much time, but I want to do that again. [Update: Okay, I might have spent a few hours compiling this. But I’m so glad I did.]

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A lot of people use four 4s as a way to get kids thinking. I liked this idea of having a sheet and kids using post it notes to fill in the missing ones. It’s compact. I might use the small post-its, and have kids use a different color post-it if they have a different solution than the one posted. It might be good to keep in a public hallway for everyone to work on, or *maaaybe* in my classroom (if a group finishes something way before everyone else but I don’t want them moving on yet). But four 4s is all over the web, so I might need to change it to 5s or 6s. :)

Ummm. Oh, okay, @mathequalslove had a tweet which showed she already thought about how to create a first day activity around this, along with amazing facilitation notes. Yay!

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@abel_jennifer tweeted out saying she was going to be bringing math kids on a (multi-day?!) field trip to NYC and wanted to know what mathy things kids could do here. Many people responded, and so she compiled the responses in a google doc. I never take my kids on field trips. I should. (Maybe as a reward for completing the four 4s challenge?!)

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@stevenstrogatz linked to Harvey Mudd’s math department goals. It’s beautiful and shows they worked collaboratively to generate a shared vision. Our department has done this too, though we need to refer back to it and see where our strengths and weaknesses are so we can move forward.

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@mrdardy shared his geometry curriculum with someone looking to explore new ideas for their class. He shared the book he wrote with them [which I highly recommend checking out!]! And in that folder, he has an awesome short paper he writes called “How to Succeed in Geometry.” However it is soooo not specific to geometry. It’s amahzing and most of what he writes is true for my kids also. I should look at this when revising my course syllabus this year!

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@zimmerdiamonds posted a nice open-middle problem that I think I could use this year with my new Algebra II class.

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@Caitlyn_Gironda gave a presentation on making AP calculus more engaging, and she shared her slides, but also a set of folders filled with great activities! Because she’s *aweeeesome*. I need to look through these before teaching my (non-AP) calculus class this year!

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I love this question. The activity is here. I could see it being used for a first day challenge. I wish there were like 10 of these, instead of just one, with different “levels.” That probably exists somewhere. Ooooh, or maybe after kids do this, they create their *own* to challenge other kids. This could be a groupwork task, where at first they solve this together… but then the work together to create something complicated that stymies other groups! <3

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I always forget where I can find desmos activities made by other teachers. It’s the desmos bank. The link is here: https://sites.google.com/site/desmosbank/

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@mathycathy posted how she had some students’ desmos projects printed on canvas to hang up in her room. It shows her kids how much pride she has in their work! But more importantly to me, she shared her project, which is kids making a pet house in desmos. The activity builder for it is thoughtful and kids learn about lines just by playing with them! I think I could modify this to add in other kinds of graphs (parabolas, square roots, etc.) for Algebra II.

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@cljreagan posted a problem she used in her precalculus class on the first day.

I wonder if I could do this for my standard Algebra 2 kids, actually?! Start with them working with whatever approaches they could come up with, individually. Then after a minute of individual thinking, they share their thoughts with their group. Then the group works together. Then finally, graphing! And a discussion about why the graph might look crazy in the places that it does!

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A terrific teacher: is, says, does, does not.

I think I might want to do this for a terrific student also. The teacher I look up to most in my building does something like this as a way to build class norms. This wouldn’t involve the refining and consensus building that she asks for, but I might use it anyway. I could transcribe them into a draft teacher poster, and then talk about ones that might be problematic for me (based on either who I am, what I can do, or things I philosophically disagree with) and be transparent about those things. And then I can have kids look and see if there are anything on the draft student poster and see if there are similar things they want to discuss/refine/change. Then I can create a final version to hang up.

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This idea. It reminds me of something I used to do called “Path to Glory” (which I heard about so long ago and I don’t remember from whom…) where I asked kids to fill out a 10 question True / False test … but they weren’t given the questions. They just had to fill out the answers.

Then they all stood up. And then I read the questions and kids decided whether it was true or false, and then those who got it wrong sat down. And we’d continue on the *PATH TO GLORY* (the last person standing).

I always incorporate this on the last day of my calculus classes, and the T/F questions are questions about the kids in the class or me. It’s cute, and I think special to me. Because it shows my kids I know them and listen to them, and it’s a community closing activity. (It could be a community building activity too.)

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@eulersnephew posted a google doc with a *ton* of amazing quotations about mathematics that he’s been compiling. The tweet thread then led to this wikiquote page with quotations about mathematics. And he linked to a google drive folder that @MrCoreyMath shared with lots of posters of mathematicians and what they work(ed) on (modern and old time-y). He also has a poster with a lot of questions students can/should be asking themselves when they solve a problem or are working on a problem.

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@joelbezaire posted a great challenge. He gives his kids this chart, and asks them what the relationship is between the four variables. Then when kids think they know, they go up an add a line (which then gives more data for kids who might not see it). He created these exercises (called *Variable Analysis*) and they are here (along with more about how he facilitates it).

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The post of his activity is here. I watched a documentary of the MIT Mystery Hunt, and there was an *awesome* communication activity in it. Watch this video (11:19-13:50). I think it would be *hilarious* to watch kids do this.

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This quotation:

And this quotation:

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@allison_krasnow shared this site with great collaborative activities for students. *Swoon.* *I’m in love.* To whet your appetite, here’s a screenshot of what awaits you:

Which of course reminds me of Play With Your Math by Joey Kelly and CiCi Yu (twitter for site: @playwyourmath), which I will also screenshot to whet your appetite:

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Sara Van Der Werf does an amazing “name tent” thing at the start of the year (I’ve done it and enjoy it!). But I always struggle in the moment to come up with good questions. @averypickford shares questions he uses for student interviews which could make good name tent questions. The questions he’s going to use this year are:

“What was the last movie you saw or book you read that you really enjoyed or had a lasting impact? If I gave you enough 💰 to live comfortably w/out going to school or working, what is 1 thing you’d do with your time? What is something you’re particularly good at? What do you think is important for me to know in order for you to be successful in this class?”

@algebrainiac1 shares her questions in a blogpost.

@JennSWhite tweeted that she does:

Day 1: If you could be any creature real/fictitious what would you be & why?

Day 2: What is the sure-fire way to lift your mood/spirit?

Day 3: If you could have dinner with any person alive/dead who would you pick & why? What would you eat?

Day 4: What superpower would you want?

@Riehlt says: “”If you had three wishes, what would they be?” I got this from a school phycologist and used it for many years. It really gives insight to what they value and has revealed all sort of things; hardships, illnesses, deaths, body image, family conflicts. A few rich, fame, etc.

@EmilySilman asked kids to finish this “If math were an animal, it would be _____ because _____” or “If math were a food, it would be _____ because ______.”

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Just because cool!

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@JennSWhite posted this picture from the second day of her classroom. A group activity:

When people asked for more information, she shared the puzzles and the solutions! It was inspired by @nomad_penguin’s post here. And links to Mark Chubb’s post which talks about things to consider if doing activities like this in your classroom.

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@a_schindy posted some posters she hangs up in her classroom about the behaviors/traits of a mathematician (from Tracy Zager’s *Becoming the Math Teacher You Wish You’d Had*). And, importantly, how she had a conversation about what was on the posters, which she blogged about here.

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@BearStMichael shares his classroom norms and his thinking about how to introduce them/start the year. This is a must read. Full stop.

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Edutopia tweeted a sweet way to end a particularly harrowing or energetic class or challenging discussion. It’s a video, so you have to go here to see it. It’s called “the three As” (appreciations, apologies, aha!s). The purpose is the reflect on the day and the dynamics. Kids stand in a circle and just say an appreciation, an apology, or an aha moment!

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@Lisa99Bailey posted these pencils she made for her kids. Here’s the original tweet so you can see what she wrote on them bigger. Other people, in the replies, also added “Be Original” and “Be Inclusive.” I think I’d want to do this randomly on a day that had nothing special so it was truly unexpected.

And @MrsDi, in the replies, had a great idea to spread the love: “Super cool! How about on the next batch you have the kids each write an inspiring message and put all those pencils in a classroom-share location? Or… trade with the classroom next door?”

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@davidwees posted this

and shared the isometric drawing tool that NCTM has for creating stuff like this!

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@bowmanimal tweeted out a great blogpost he wrote about changing how we think about assessments. It is fantastic. An excerpt:

Years ago, maybe at PCMI, I also heard of a great quiz idea. Partner kids up to take a quiz. And they have to do it *silently*, and write notes to each other to help them communicate. They’ve made all their thinking visible for you, and they have each other to rely on. I can’t believe I’ve never done this.

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A number of years ago, I did a random act of kindness day. We didn’t do content, but we wrote thank you cards to people in the building. I haven’t done that recently, because other teachers have taken to doing that in other forms, and it felt like it wouldn’t be special if I did it. But if I end up doing something like that again, @allison_krasnow shared @MsCummins12’s blogpost about reading *How Full Is Your Bucket* with her kids. I really liked the idea. I think if I did a random act of kindness day, I might read the kid with books, have a discussion, and then have kids plan random acts of kindness that *aren’t* thank you cards. What are ways we can be kind that takes a different form? And then their homework will be to actually execute those acts of kindness.

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@HankReuling posted this great puzzle (a sangaku!). It took me a page of work to solve. But then I saw someone replied with three lines of work. But that didn’t take away from the sense of accomplishment I had! Have fun playing with it!

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@DavidButlerUofA posted a display / game he does with kids called “Numbers and Letters.” I had seen the British show *Countdown* on youtube on which this is based. I love this as a display, and there is a random element to it which is eggggselent! It might be fun to get a moveable whiteboard to the front entrance where we have this up, and encourage caretakers and kids alike to engage (and the younger kids can take a short in-school field trip to work on this together as a class). Maybe have a jar of starbursts for anyone who contributes an answer?

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Sara Van Der Werf @saravdwerf compiled all her week 1 activities here. I’ve done some of them and am a fan.

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Look at these. I’m in love. From @solvemymaths (post, post, post, post).

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@rwhite_teacher1 created “extension cards” for kids when they have finished early. The google drive folder is here. I don’t quite know how I’d use them in class, but I like the sentiments. It might be more for *me* to remind me about ways I can ask kids to extend their work.

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This is one of my favorite @benorlin comics. I want to show it in class early on.

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A public WoDB bulletin board space!

And, in case you were wondering, there are actual fancy posters you can buy too! My department head just ordered them for us!!!

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@rundquist wrote “Don’t just ask what they learned, ask what they unlearned.” It’s a great exit ticket question.

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I’m teaching Algebra II this year and I remember how this vocabulary in particular used to be tough for kids. The only change I might make in this is *not* have the equation equal 0. Kids like to set everything to 0, and that’s crazy. I don’t want to reinforce that.

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@davidwees posted a neat set of pictures to think about exponentiation and logarithms, using the Connecting Representations instructional routine I learned in my TMC17 morning session. To see the images/tweet, go here.

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@glennwaddelnvhs posted a google doc compiling all the great exit ticket questions that people have come up with!

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@TracyZager tweeted a 2-page PDF of great questions to help kids utilize their *own* *intuition* when problem solving. A random snip of that PDF:

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@mpershan tweeted about using Anna Weltman’s Loop-de-Loops! in class. I’ve always wanted to do that! It’s a great exercise in generating mathematical questions. His class came up with these:

And AMAAAAAZINGLY, Lusto created a beautiful interactive webpage for this.

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Fin.