A Thief in Teacher’s Clothes

I’ve stolen so many great ideas from the #mtbos and I have no idea what “teacher clothes” look like, but I know what educational awesomeness looks like…and it has inspired me over the past 2 years. If imitation is the sincerest form flattery, it is also the sincerest form of learning.

And now I have shamelessly stolen from Fawn Nguyen.  A while back she posted about letting her students own the problem through putt-putt.  That post inspired my newest task which has been in the works since last May entitled For the Nguyen. CCSS.MATH.CONTENT.4.MD.C.6 measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. Contexts and tasks for angle measurement in 4th grade suck.  My hope is that kids won’t ask “when am I ever going to use this in real-life?” after they dive in.

Where could you bank the white ball to sink the 8 ball without hitting a striped  ball first?

Can you sink the #8-ball to win the game? Where would you hit it? If you hit a striped ball first you lose!

students recording sheet

I finally just finished and posted it today.  If you steal it and make it better please let me know how. Jennifer Bell posted this yesterday:

Screen Shot 2014-10-19 at 3.13.22 PM

If I can inspire one teacher the way the educators in this tweet have inspired me, then I know I’m doing something right.  Here was my reply:

Screen Shot 2014-10-19 at 4.39.44 PM

Thanks Dan, Fawn, Andrew, Tina, Robert, Mike, Jenise, Joe and many of you in the#mtbos that have made me a better teacher.  You allow me to steal (with proper attribution of course) and learn from you every week and for that I say… THANK YOU!

About gfletchy

K-8 math consumer trying to listen and learn each day. Stay thirsty my friends!
This entry was posted in 3-Act Tasks, Patient Problem Solving, Teaching in a Context and tagged , , , , . Bookmark the permalink.

6 Responses to A Thief in Teacher’s Clothes

  1. mwiernicki says:

    This is just like you pictured it in my brain. Can’t wait to try it out. I like the shot in act 2. Do you have any footage from above for the that and for act 3? I think the angles might be clearer for students.

    The title is even better in print!

    Oh, and your clothes have changed a lot since I first met you!

  2. gfletchy says:

    Thanks Mike,
    Such a great compliment coming from you! My clothes have changed “a lot” in recent years but it’s because you allowed me in your closet! I think out of everyone, I have stole from you the most.
    I really appreciate the feedback in terms of Act:2. I’ll definitely be sure to include that piece when I can make my way back to the pool table. I wish I had that thing in my basement but it’s not. The wife says there’s more things to buy which are higher up the list…Not sure I agree:-)

  3. Joe Schwartz says:

    Very cool. Do you know there’s an activity in grade 4 Everyday Math (Unit 10) where kids use a transparent mirror to reflect pool balls into pockets. We’ve extended it to have the kids find the angles created by the caroms and by the intersections at the lines of reflection. Your 3-act will be a fantastic addition to this experience.

  4. senorstadel says:

    Thanks for the nod Graham.
    Keep up the great work!

  5. Pingback: The Algebrafication of Kindergarten | Questioning My Metacognition

  6. Pingback: #WhyMTBoS? I need it to connect with “Z” kids | Questioning My Metacognition

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