One of the NCTM Principles to Actions Mathematics Teaching Practices is to **build procedural fluency from conceptual understanding**. We began conceptual understanding in our lesson on… 322 more words

VoraciousAura reblogged this on EmmaBelinda.

One of the NCTM Principles to Actions Mathematics Teaching Practices is to **build procedural fluency from conceptual understanding**. We began conceptual understanding in our lesson on… 322 more words

This study group with the folks at Talk Temari has been great. It is pushing me to look at a stitch I’ve been using in a whole different way. 83 more words

I have been thinking a lot about grading, assessment, and the meaning behind these to both teachers and students. I have read Dan Meyer, … 1,031 more words

In the world of artist Loris Cecchini, walls seem to open doors to an unknown dimension. In his world, white walls undulate like a water drop’s echo that the artist interprets as wall-wave vibrations. 13 more words

Thanks to Andrew Stadel’s CMC-South session, we started our lesson this year with a focus on **construct viable arguments and critique the reasoning of others…** 576 more words

**Circles: G-C. A. Understand and apply theorems about circles**

- Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle. 394 more words

Is there anything intuitive about tangents drawn to a circle from the same point outside of a circle?

I sent this Quick Poll to my students without telling them anything. 205 more words