My head is still swirling with everything that my NCTM experience made me think about math education. However, from all of my notes, I wanted to synthesize my bite-size
takeaways from this conference.

### Really Important Reminders:

- Select tasks that combine different content areas
- Students should only be working with other people when it’s actually beneficial to work with other people.
- We should be engaging students not just in
__how__to do math but in__why__and__when__. - Having a problem solving protocol(s) is more important than what the particular protocol is
- Students often don’t distinguish between the tick-marks (addresses) and the intervals (distances) on a number line
- Formulas: throw most of them away

### Things I can implement tomorrow in my classroom:

- “Pencils down, brains on” One minute to
__think__about the problem - For Estimation 180: “If you say a million [as your too high] you get this conceptually but be brave”
- Visual Patterns: Fold paper into 4 parts, and reveal and have students draw 1 step at a time. After each step ask students “How many in the next one?”
- Pull a kid from each table for a small group huddle and then send them back to be experts

### Resources to Look In to:

- NCTM research brief on problem solving
- Math Visions Project
- Graham Fletcher’s Progression Videos (obviously in conjunction with the actual standards)
- Geoff Krall’s posts on PBL and revisiting his curriculum maps

And finally, I’m thinking a lot about engagement lately.
Here are some things that I want to remember from the conference:

- “If I don’t ask you to guess, you don’t have a stake in it”
- Using a high motivation Do Now as leverage for the rest of the class—if kids start excited and engaged, this sets them up for success in the rest of the lesson
- Students will be curious about (SWBCA) instead of students will able to (SWBAT).
- “People can’t understand solutions to problems they don’t have”
- Find a problem
__you are interested in__and kids will probably be interested in it as well.

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