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# #SlowMath

:
Looking for Structure and Noticing Regularity in Repeated Reasoning

Jennifer Wilson Jill Gough
Black Mountain, NC Trinity School, Atlanta, GA
@jwilson828 @jgough
http://easingthehurrysyndrome.wordpress.com http://jplgough.wordpress.com

http://bit.ly/slowmathmp78
Who’s in the room?

● Name

● Building/Location

● Course(s)

● Your school year, in one word ...

● One outcome you hope for
Learning Intentions

● How do you give your learners the opportunity to look for
and make use of structure, to look for and express
regularity in repeated reasoning?

● How might you give your learners the opportunity to look
for and make use of structure, to look for and express
regularity in repeated reasoning?
Norms
All students need time to think
before responding to a teacher’s
question, talking with a partner, or
following a classmate’s strategy
presented to the whole group.
Grace Kelemanik, Amy Lucenta, Susan Janssen

Kelemanik, Grace, Amy Lucenta, Susan Janssen. Creighton, and Magdalene Lampert.Routines for Reasoning: Fostering the Mathematical
Practices in All Students. Portsmouth, NH: Heinemann, 2016. Print.
Add a reflective pause because our
extroverts need to learn to listen.
Our introverts need to learn to talk.

Cain, Susan. Quiet. New York: Broadway, 2013. Print.
9ax+9b–6=21
SAT Question

Based on the equation above,
what is the value of ax+b?
A. 3
B. 6
C. 8
D. 12

“SAT Practice Tests.” SAT Suite of Assessments, 24 Apr. 2017,
9ax+9b–6=21
SAT Question

Based on the equation above,
what is the value of ax+b?
A. 3
B. 6
C. 8
D. 12

“SAT Practice Tests.” SAT Suite of Assessments, 24 Apr. 2017,
SAT Question
Which of the following expressions is equal to 0
for some value of x?
SAT Question

A. |x–1|–1
B. |x+1|+1
C. |1–x|+1
D. |x–1|+1

“SAT Practice Tests.” SAT Suite of Assessments, 24 Apr. 2017,
Which of the following expressions is equal to 0
for some value of x?
SAT Question

A. |x–1|–1
B. |x+1|+1
C. |1–x|+1
D. |x–1|+1

“SAT Practice Tests.” SAT Suite of Assessments, 24 Apr. 2017,
If x2+14x=51 and x>0, what is the value of x+7?
SAT Question

“SAT Practice Tests.” SAT Suite of Assessments, 24 Apr. 2017,
If x2+14x=51 and x>0, what is the value of x+7?
SAT Question

x2+14x+49=51+49
(x+7)2=100

“SAT Practice Tests.” SAT Suite of Assessments, 24 Apr. 2017,
Odell Beckham Jr.
NFL Catch of the Year

NFL. “Odell Beckham Jr. Makes Catch of the Year! | NFL.” YouTube, YouTube, 24 Jan. 2015,
Question
Odell Beckham Jr.
Pre-game Practice | NFL
bit.ly/ccsssmp
SMP 7: I can look for and
make use of structure.

Gough, Jill, and Jennifer Wilson. "#LL2LU Learning Progressions: SMP." Experiments in Learning by Doing or Easing the Hurry Syndrome.
WordPress, 04 Aug. 2014. Web. 11 Mar. 2017. Used with written permission
SMP 7: I can look for and
make use of structure.
m p la t e, t h e n
Conte
calculate

Look before you le
ap!

Visualize – Verbalize

@jgough
Verify
Contemplate then Calculate Primer, BPE Boston Teacher Residency.
Look before you leap, Gail Burrill
Visualize, Verbalize, Verify, H/T Jules Bonine-Ducharme
Illustrative Mathematics

Grade 8, Unit 8, Lesson 1
6–8 Math

https://im.openupresources.org/8/teachers/8/1.html#activity-1
Illustrative Mathematics One Square
Grade 8, Unit 8, Lesson 2
6–8 Math

https://im.openupresources.org/8/teachers/8/2.html#activity-2
Illustrative Mathematics

Grade 8, Unit 8, Lesson 2
6–8 Math

https://im.openupresources.org/8/teachers/8/1.html#activity-1
Illustrative Mathematics The Sides and Areas of Tilted Squares
Grade 8, Unit 8, Lesson 2
6–8 Math

https://im.openupresources.org/8/teachers/8/2.html#activity-3
Grade 8, Unit 8, Lesson 6
Illustrative Mathematics
6–8 Math

https://im.openupresources.org/8/teachers/8/6.html#activity-2
Carved Triangles
brilliant.org

If the two triangles above are congruent, equilateral
triangles, which is greater, the total area of the three
red regions or the total area of the six purple regions?
https://brilliant.org/100day/day37/
is Don’t Talk about Octagon Club
The First Rule of Octagon Club

brilliant.org

What fraction of the regular octagon is shaded red?
https://brilliant.org/100day/day33/
The First Rule of Octagon Club
is Don’t Talk about Octagon Club
brilliant.org

https://brilliant.org/100day/day72/
What is the area of the blue figure?
Carved Triangles
brilliant.org

If the two triangles above are congruent, equilateral
triangles, which is greater, the total area of the three
red regions or the total area of the six purple regions?
What fraction of the regular

https://brilliant.org/100day/day37/
https://brilliant.org/100day/day33/
https://brilliant.org/100day/day72/ What is the area of the blue figure?
Carved Triangles
brilliant.org

https://brilliant.org/100day/day37/
The First Rule of Octagon Club
is Don’t Talk about Octagon Club
brirlliant.org

https://brilliant.org/100day/day33/
The First Rule of Octagon Club
is Don’t Talk about Octagon Club
brilliant.org

https://brilliant.org/100day/day72/
One-handed Catch and Ray Lewis TD Dance
Odell Beckham Jr.

BreedingEntrtainment. “Odell Beckham One Handed Catch Pregame Routine. And Ray Lewis TD Dance
Research on expertise suggests the
importance of providing students
with learning experiences that
specifically enhance their abilities
to recognize meaningful patterns of
information.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (2001). How people learn: Brain, mind, experience and school. Washington, D.C.: National
Grade 7, Unit 1, Lesson 10 Algebra Talk: Solve Each Equation
Illustrative Mathematics
6–8 Math

https://im.openupresources.org/7/teachers/6/10.html#activity-1
bit.ly/ccsssmp
SMP 8: I can look for and express
regularity in repeated reasoning.

Gough, Jill, and Jennifer Wilson. "#LL2LU Learning Progressions: SMP." Experiments in Learning by Doing or Easing the Hurry Syndrome.
WordPress, 04 Aug. 2014. Web. 11 Mar. 2017. Used with written permission
Student Expectations
Visible Learning for Mathematics

If students know where they are going and
how they’ll know when they get there,
they are better able to set their own
expectations, self-monitor, and predict or
self-report their own achievement.
EFFECT SIZE FOR
SELF-REPORTED/STUDENT
EXPECTATIONS =1.44

Hattie, John A. (Allan); Fisher, Douglas B.; Frey, Nancy; Gojak, Linda M.; Moore, Sara Delano; Mellman, William L.. Visible Learning for
Mathematics, Grades K-12: What Works Best to Optimize Student Learning (Corwin Mathematics Series) (p. 35). SAGE Publications.
Kindle Edition.
MathNspired: Exploring the Equation of a Circle
MathNspired: Exploring the Equation of a Circle
MathNspired: Exploring the Equation of a Circle
Using multiple representations in
instructional materials can facilitate
self-explanations. Thus, if you have
students self-explain a certain concept
or procedure, try to include diagrams
or technology-enhanced
representations like simulations to
help students generate
self-explanations and learn with
understanding.

~Jennifer L. Chiu, Michelene T.H. Chi
Chiu, J. and Chi, M. (2014). Supporting self-explanation in the classroom. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.). Applying science
of learning in education: Infusing psychological science into the curriculum. Retrieved from the Society for the Teaching of Psychology web site:
http://teachpsych.org/ebooks/asle2014/index.php
Prompting self-explanations may
help students use multiple
representations in complementary,
constraining, or constructing roles to
fill in missing pieces or revise their
understanding.
~Jennifer L. Chiu, Michelene T.H. Chi

Chiu, J. and Chi, M. (2014). Supporting self-explanation in the classroom. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.). Applying science
of learning in education: Infusing psychological science into the curriculum. Retrieved from the Society for the Teaching of Psychology web site:
http://teachpsych.org/ebooks/asle2014/index.php
MathNspired: Exploring the Equation of a Circle
Although solving a problem could be
a measure of some kind of transfer of
the conceptual knowledge,
conceptual items should be included
if one is interested in the direct
impact of self-explaining.
~Jennifer L. Chiu, Michelene T.H. Chi

Chiu, J. and Chi, M. (2014). Supporting self-explanation in the classroom. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.). Applying science
of learning in education: Infusing psychological science into the curriculum. Retrieved from the Society for the Teaching of Psychology web site:
http://teachpsych.org/ebooks/asle2014/index.php
Prentice Hall Geometry Section 12-5, Circles in the Coordinate Plane, page 798 from Pearson Education.
Multiple studies show that including
incorrect solutions or examples in
study materials can be particularly
self-explanation: recognize gaps in
understanding or repair faulty
information, whereas explaining
correct examples may be more likely
to reaffirm students' existing
understanding.
~Jennifer L. Chiu, Michelene T.H. Chi
Chiu, J. and Chi, M. (2014). Supporting self-explanation in the classroom. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.). Applying science
of learning in education: Infusing psychological science into the curriculum. Retrieved from the Society for the Teaching of Psychology web site:
http://teachpsych.org/ebooks/asle2014/index.php
Prentice Hall Geometry from Pearson Education
What's My Rule?, TI
Blue Point Rule, desmos
What's My Rule?, TI
Blue Point Rule, desmos
What's My Rule?, TI
Blue Point Rule, desmos
Labeling Tick Marks on a Number Line
Grade 8, Unit 7, Lesson 10
Illustrative Mathematics
6–8 Math

https://im.openupresources.org/8/teachers/7/10.html#activity-2
Problem String
Pam Harris
Problem String
Pam Harris

Harris, P. W. & Imm, K. L. (2017). Algebra Problem Strings. Dubuque, IA: Kendall Hunt Publishing Company.
Problem String
Pam Harris

Harris, P. W. & Imm, K. L. (2017). Algebra Problem Strings. Dubuque, IA: Kendall Hunt Publishing Company.
Problem String
Pam Harris

Harris, P. W. & Imm, K. L. (2017). Algebra Problem Strings. Dubuque, IA: Kendall Hunt Publishing Company.
Problem String
Pam Harris

Harris, P. W. & Imm, K. L. (2017). Algebra Problem Strings. Dubuque, IA: Kendall Hunt Publishing Company.
Deep practice is built on a paradox:
struggling in certain targeted ways
— operating at the edges of your
ability, where you make mistakes
— makes you smarter.

~Daniel Coyle

Coyle, Daniel (2009). The Talent Code: Greatness Isn't Born. It's Grown. Here's How. (p. 18). Random House, Inc. Kindle
Edition.
Or to put it a slightly different way,
experiences where you’re forced to
slow down, make errors, and
correct them —as you would if you
were walking up an ice-covered
hill, slipping and stumbling as you
go— end up making you swift and

~Daniel Coyle
Coyle, Daniel (2009). The Talent Code: Greatness Isn't Born. It's Grown. Here's How. (p. 18). Random House, Inc. Kindle
Edition.
Learning Mode Poster

Northwest Rankin High School Math Department Learning Mode Poster
#SlowMath:
Looking for Structure and Noticing Regularity in Repeated Reasoning

Jennifer Wilson Jill Gough
Black Mountain, NC Trinity School, Atlanta, GA
@jwilson828 @jgough
http://easingthehurrysyndrome.wordpress.com http://jplgough.wordpress.com

http://bit.ly/slowmathmp78