The data is staggering! In a typical one-hour lesson, 75-85% of students are non-thinking for the entirety of the lesson. The remaining 25-15% are considered “non-thinking” for the entirety of the lesson minus 8-12 minutes of that 1-hour time slot. It’s time we change that! participants will be actively engaged in the when, where, what, and how of increasing thinking time in their classrooms. Join Sherri Abel for this fast-paced workshop-style session!
In today's diverse classrooms, multilingual students bring a wealth of linguistic and cultural perspectives that can enrich learning experiences. However, they also face unique challenges in mastering mathematical concepts while simultaneously developing language proficiency. This session will explore practical strategies for creating an inclusive mathematics classroom that supports the needs of multilingual learners. Participants will discover instructional techniques that integrate language development with mathematical reasoning, including the use of visual aids and language scaffolding. Attendees will leave with ready-to-implement strategies that promote equity, enhance student understanding, and cultivate a supportive learning space for multilingual students in mathematics. This session is ideal for educators, instructional coaches, and administrators seeking to ensure all students can thrive in the math classroom.
A piece of spaghetti is broken into 3 random pieces. What's the probability those 3 pieces can form a triangle ? We will merge algebra, desmos free graphing software, and some probability in a fun and suprising 20 minute investigation.
In this interactive session, we'll explore the power of using multiple representations—physical, visual, symbolic, verbal, and contextual—to deepen student understanding in k-8 mathematics. Participants will learn strategies for effectively using and connecting these representations as tools to observe and assess student thinking, identify misconceptions, and guide instruction. Through hands-on activities and collaborative discussions, teachers will gain practical tools for fostering a more comprehensive mathematical understanding in their classrooms. Participants will engage in tasks, create representations, and discuss representations to be used immediately in their classrooms.
Tuesday January 28th, 1:45pm-3:00pm @ Soldier Creek
Join fellow educators from the NUES region for a dynamic networking session designed to foster collaboration, spark new ideas, and strengthen community ties. This informal gathering offers a unique opportunity to reconnect with old colleagues, meet new friends, and share insights with peers who understand the unique challenges and opportunities within our region.
Wednesday January 29, 2025 09:45 - 10:45 MST
Soldier Creek
One focus of the AP Pre-Calculus core is the relationship between exponential and logarithmic functions. During this session, we will explore, using tasks and technology, how this inverse relationship can be extended to transformations (vertical and horizontal shifts as well as dilations) of these functions. We will discover why any exponential function is a dilation of any other exponential function and why any logarithmic function is a dilation of any other logarithmic function. Finally, we will unwrap the rates of change of exponential and logarithmic functions to discover why the rate of change for any exponential function is also an exponential function and why the rate of change for any logarithmic function is a dilated rational function. This work serves as a precursor to derivatives of exponential and logarithmic functions in AP Calculus AB and BC.
This will be an overview of my first two years implementing Dr. Liljedahl's building thinking classrooms instructional and assessment framework in my high school math classroom. I will share the good, the bad, the ugly, and all the adjustments i made in year two so you can learn from my mistakes.
