But it explains why you are arbitrarily dividing 6 out and often factoring is taught on an expression first. So it keeps the equivalent expressions from step to step.

Just to be clear, I dislike "slide & divide". I start teaching factoring from multiplication, then area model, then grouping and then open it up to creative ideas like what you have shown here.

I use these ideas with my ALG1 kiddos to help build their number fluency and flexibility. They can easily graph the big picture ideas of multiply by one and the advantage of splitting that up into the two processes of multiply now and divide later.

I write line 1 as multiplying by 6/6, therefore not changing the value of the polynomial. I leave 1/6 outside brackets while doing the steps as shown then the second to the last step makes sense.

High school math teacher

Most just look at it and dismiss it as it seems so complex to them. But there are always a handful who look at it thoughtfully and ask a couple meaningful questions.

I explain this to my 9th graders by asking them if it is ok to multiply the expression by 10 if eventually I divide the 10 back out. Essentially multiplying by 1 to retain the original value. I then post a full algebraic proof of the concept.

As a math teacher I understand that not all correlation means causation. I also understand that there too many variables to pin the rise of cases on any one variable, but it feels as though no one is investigating or mentioning the role the opening of schools may be playing.

Interesting commentary using a graph of Arizona in the NYT The Morning by @DLeonhardt . As a teacher in Arizona, I continue to wonder why the opening of in-person classrooms is not brought up as a possible correlation to the rise in cases. static01.nyt.com/images/2020…

I struggle with this inconsistency too. My hesitation is my own inadequacies of helping students deal w/feelings or how to tactfully approach "sacred cows". But I feel a deep responsibility to help Ss understand how math affects them... Thanks you've given me lots to think about!

Nicely done! I use 7 Bridges of Königsberg as a way to shift my HS contemporary math students from expecting there to be a solution for every problem to thinking about how to prove there may be no solution. I'm stealing and adding this gif I made to slide 12.

Good time to try out "choice menus" and little projects!

2/2 ...it's best to be less helpful. Any ideas on how I can share a deck of 2 aces & 3 kings with my students that will randomly draw two to see if they are matches?

1/2: You know when you're sad that you have to convert active, fun, live probability lessons with card games into online instruction? Then @RandomOrg has the ALMOST perfect solution! I need 2 Aces & 3 Kings in my deck (kudos @TheStatsMedic for the lesson). Sometimes....

My teaching goal is to give students the mathematical & critical thinking tools they need to make sense of the world around them. And WOW, we are living the answer to the age old question, “When I am ever going to use this?” Enjoy!

Big fan @3Blue1Brown. Wish he existed while getting my math degree! Love 2:05-2:40. “it can be healthy to engage the little scientist inside all of us and take the chance to be experimental and quantitative~especially if the alternative is to dwell on headlines and uncertainty.”

She is amazing!

Hulk students aren't Noodling Around when it comes to winning this Minute-to-Win-It challenge. @BarrSkyline @CoyotePrincipal @SkylineActivity

Face the Cookie in our Hulk team breakfast celebration's Minute-to-Win-It Challenge...Can Mr. Fox lead his team to victory? @BarrSkyline @CoyotePrincipal @SkylineActivity

Celebrating some of our Hulk students' incredible spirit. We Marvel at their deft abilities! @BarrSkyline @CoyotePrincipal @SkylineCoyotes