tag:blogger.com,1999:blog-5473916205424933781.post2890805150334322755..comments2024-02-06T05:26:29.877-05:00Comments on M^3 (Making Math Meaningful): Log Clothesline - My Post-Activity PostMary Bourassahttp://www.blogger.com/profile/12427568524129802618noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-5473916205424933781.post-30520766678418369252016-06-20T13:43:35.093-04:002016-06-20T13:43:35.093-04:00I love this idea (sorry it took so long to reply!)...I love this idea (sorry it took so long to reply!). Thank you so much for reading and taking the time to give such great feedback.Mary Bourassahttps://www.blogger.com/profile/12427568524129802618noreply@blogger.comtag:blogger.com,1999:blog-5473916205424933781.post-49798333602619407472016-03-03T16:04:34.715-05:002016-03-03T16:04:34.715-05:00"Those log rules really became useful."
..."Those log rules really became useful."<br />Sounds like a learning objective was met. Yes?<br /><br />I love your reflection and what you would change. Specifically, I think many teachers can relate with having a larger group and the activity being a greater challenge. What do you think about this? Pass out two of the same card to your class of 24. This way you have two groups working on the same question. This might allow them to compare and contrast their methods of solving AND their placement on the number line. This cuts down on the work you have to do (both prep and monitoring) and builds capacity in your students with the possibility that they will argue of provide peer feedback. Thoughts?Anonymoushttps://www.blogger.com/profile/06699410662148629132noreply@blogger.com