Desmos Marbleslides


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This week, Desmos released a new activity called Marbleslides. As you might have heard (or seen), it’s delightful: Dan Meyer wrote about the activity on his blog, and our resident wordsmith dropped a marbleslides post on the official Desmos blog. [Psst: If you haven’t played yet, and want to… Go here.] In reflecting on what I love about marbleslides, my thoughts go back to the session Katie Reneau and I co-presented at this year’s …


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New Lesson: Charge!


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Last summer I sat next to a power outlet for more than two hours, taking screenshots of my plugged-in-and-charging cell phone once every four minutes for nearly 2.5 hours. The result? A linear modeling task with a nice twist near the end. I’ve presented the lesson in a variety of workshop settings (each time it was well received), but this week marks the first time I used …

The script is dead. Long live the prompt!


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Period 2 Well that wasn’t any good. Here’s a picture of the main part of my Calculus lesson from today: One example. That’s it. The central element of my entire lesson was… one example. And not even a task. Just an example. A watch-me-as-I-carefully-walk-through-every-step-of-this-sucker and make-sure-you’re-on-guard-in-case-I-ask-you-any-leading-questions example. Oh my. Granted, there was more after that example, just not a great deal more. And …

Rich Math Tasks

Thursday evening I asked Frank Noschese (@fnoschese) and Elizabeth (@cheesemonkeysf) a question about whether they thought there was any value in students using a reductive, drill-and-kill math practice exercise platform, provided that it was accompanied by rich tasks and assessments in a classroom that demands synthesis and critical thinking, and provides students with opportunities to develop mathematical habits of mind. I …