1. More Than Mistakes (construct viable arguments and critique the reasoning of others) @solvingforx

3. Numbers in “Real Life” can be written with fractions or decimals, but not both at the same time. Agree or Disagree?

5. http://www.fairfaxcounty.gov/dpz/zoning/fuelsigns.htm

8. Activities where… You provide an answer and students critique your reasoning

9. Bucket of Lies Inspired by @NoraOswald http://simplifyingradicals2.blogspot.com/20 12/09/bucket-o-lies.html How do you develop a problem set and determine the “best” errors?

10. http://mr- stadel.blogspot.com/2014/11/video-error- analysis-anti-khan-style.html Video Bucket of Lies Use a google form to have students record the misconceptions they identified. Join Google Classroom: gsjvocj

14. The equation of the line is:

15. ISIS NOT

16. Activities where… You provide the question/prompt, students construct a viable argument, and critique the reasoning of others.

17. Creating a Safe Environment in the Classroom:

18. http://cdn.carnegielearning.com/assets/webinar-presentation-files/The_Ah- Ha_Moment_March_2015.pdf The teacher facilitates the discussion by encouraging students to ask questions of one another to clarify ideas. Ideas from the community build on one another as students thoroughly explain their thinking and listen to the explanations of others.

20. “My Favorite No” https://www.teachingchannel.org/videos/class-warm-up-routine Celebrate Mistakes!

21. https://kellyoshea.wordpress.com /2012/07/05/whiteboarding- mistake-game-a-guide/

23. Activities where… Students develop their own questions

31. http://wodb.ca

32. http://estimate180.com

33. www.visualpatterns.org

34. https://wyrmath.wordpress.com

36. http://www.nwaea.k12.ia.us/documents/filel ibrary/word/iclc/smp_updated2_9d57204dd 114b.pdf

37. The task is structured to bring out multiple representations, approaches, or error analysis.

38. The task embeds discussion and communication of reasoning and justification with others.

39. The task requires students to provide evidence to explain their thinking beyond merely using computational skills to find a solution

40. The task is structured to bring out multiple representations, approaches, or error analysis.

41. Math Practice #3  Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures.  They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples.  They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose.  Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is.  Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments