Entering the last day of the busiest month of blogging to date, I thought I would try to get one more entry done. There are several items I could report on, some more interesting and powerful than others, but I want to focus on this idea, Ten Minute Math, in particular. The concept is solid and easy for me to follow, which means it is probably unclear to most and hard to see its value, which is why I am wanting to revisit this idea (I posted about this topic here), and explain in more detail.
The opening slide is a clickable Index of all the current 10 Minute Math strategies, and provides an overview, you will also notice a home button on each slide corresponding to returning to the main index. Our first foray is a nod to Michael Fenton for sharing this idea and inspiring such rich mathematics, and it is about completing the missing story given two chapters. To complete the missing chapter, you begin by dragging dots into the missing chapter to complete the missing chapter. Creating your own chapter stories is a ton of fun as well, and giving students the opportunities to create their own fun.
The second 10 Minute Math strategy is the classic Which One Doesn't Belong with this one created from a variety of shapes playing different roles. Adding additional pieces like having students write their reason for the one they chose, or pushing students to find a reason why each one doesn't belong adds dimension to the scale. Another great layer to WODB is Daniel Kaufmann's Convince Me That for the two most popular choices or to launch a discussion if 2 and 4 the equivalent representation.
One of my favorite ideas Dan Meyer talks about is the idea of perplexity and creating situations with perplexity built in, typically by removing information and having a series of questions asked by the facilitator to make sense of the content. The image shown is a typical example of a data display, and by removing the labels, the viewer is forced to pay attention to the details of the image. The content is slowly revealed to the viewer, each time adding layers to the conversation.
The next three 10 Minute Math tasks are variations on the ideas of sequencing and different ways for students to interact with this process. In the first case, there is a series of steps in a solution in a random order that either an individual or pair must properly sequence with justification of their steps. The second and third tasks are essentially the same in that individuals look to match their corresponding result trying to connect a certain number in a row. The major difference between the two formats is one is whole class, the bingo version, while the Tic-Tac-Toe is for pairs to interact with.
Taking our first example (the dragging of steps into a solution) above to the next level, we have a Frayer solution, with multiple interpretations that may be highlighted based on content and desired learning. In this example, students are given a multi-step algebraic equation and they are asked to solve for the unknown quantity. Sequencing through the solution at each point the learner dives a bit deeper into mixing both the procedural knowledge with the conceptual knowledge.
The last two 10 Minute Math tasks are related to their openness of the task itself. While each one has some guidance, the essential exploration of the task is open for the user to define. Giving students these valuable tasks to dive into for 10 minutes will get them excited about math, while not letting them feel defeated if they don't get it during the allowed time. Revisiting this structure over many days will provide fresh insights and a much deeper understanding of these topics.
Thank you for diving into the 10 Minute Math with me, please feel free to explore here, or https://tinyurl.com/10minutemath
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