Message #1266 in Discussion #1258: Keynote Part 2

posted by:	Deborah Ball on May 15, 2003 at 12:30PM
subject:	Exploring Task #4

Yesterday the class successfully reasoned about fractions of 24. What mathematical reasons are there to work on three quarters of 12 in today’s lesson? What would be another question, and what does it offer mathematically?

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Discussion: Learning Mathematics from the Study o... - posted by Deborah Ball on 05/15/03 - 12:05
- Exploring Task #1 - posted by Deborah Ball on 05/15/03 - 12:15
  - Cracker - dollar ? Dollar - cracker ? Hmmmm - posted by Judith Fonzi on 05/20/03 - 07:37
- Exploring Task #2 - posted by Deborah Ball on 05/15/03 - 12:20
  - Can you vote in math? - posted by Jan Mokros on 05/19/03 - 11:07
    - Voting and proof - posted by Brian Drayton on 05/19/03 - 02:47
- Exploring Task #3 - posted by Deborah Ball on 05/15/03 - 12:25
  - The example of one half - posted by Joni Falk on 05/19/03 - 06:00
    - 3 of 4 - posted by Jim Vanides on 05/19/03 - 08:59
    - three fourths - posted by Liza Webster on 05/20/03 - 12:45
  - Examining 1/2 of 6 - posted by Judith Fonzi on 05/20/03 - 08:02
- Exploring Task #4 - posted by Deborah Ball on 05/15/03 - 12:30
  - depth of the understanding - posted by Jane-jane Lo on 05/21/03 - 04:26
- Exploring Task #5 - posted by Deborah Ball on 05/15/03 - 12:35
- Exploring Task #6 - posted by Deborah Ball on 05/15/03 - 12:40
  - Students' understandings... - posted by Judith Fonzi on 05/20/03 - 08:10
  - Student Understanding - posted by Cheryl Pilatowski on 05/20/03 - 08:54

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Discussion: Keynote Part 2