1.
Gamifying Formative
Assessment With
Knowledgehook Gameshow
tapintoteenminds.com/kh
Subject Specific
MATHEMATICS
PROFESSIONAL DEVELOPMENT

2.
@MathletePearce www.tapintoteenminds.com @JustinLevack
STUDENT SUCCESS
Superintendent Dan Fister
Lauren Segedin
SHSM
Jay Lynn
Student Success School
Support Initiative
Justin Levack
eLearning Contact / MYCI
Natalie Middleton-Bondy
Student Success Consultant
Angela Ciarlariello-Bondy
Re-engagement &
Alternative Education
Ed Kotevich
Ontario Youth
Apprenticeship Program
Kyle Pearce
Teacher / MYCI
Shelley Hudson
Information and
Innovation Services

3.
QUESTIONS? INSIGHT?
#myci
TWEET YOUR QUESTION AND HASHTAG:
@MathletePearce www.tapintoteenminds.com @JustinLevack
TWEET IT OUT!

4.
QUESTIONS? INSIGHT?
#myci
TWEET YOUR QUESTION
AND HASHTAG:
TWEET IT OUT!
@MathletePearce www.tapintoteenminds.com @JustinLevack
@gecdsbss
FOLLOW:

5.
#MTBoS
The Best Teacher PD is
FREE on Twitter
Follow the Math
Twitter Blogosphere
@MathletePearcewww.tapintoteenminds.com

6.
ESTIMATION 180

7.
HOW MANY SMALL VASES WILL IT
TAKE TO FILL THE TALL VASE?

8.
HOW MANY SMALL VASES WILL IT
TAKE TO FILL THE TALL VASE?

9.
www.estimation180.com

10.
@MathletePearce www.tapintoteenminds.com @JustinLevack
NEWOLD
PROGRESSIVETRADITIONAL
ACTIVITYLECTURE
INQUIRY BASEDDIRECT INSTRUCTION
TECHNOLOGYPEN & PAPER
MATH WARS

11.
@MathletePearce www.tapintoteenminds.com @JustinLevack
BALANCE
NEWOLD
PROGRESSIVETRADITIONAL
ACTIVITYLECTURE
INQUIRY BASEDDIRECT INSTRUCTION
TECHNOLOGYPEN & PAPER

12.
@MathletePearce www.tapintoteenminds.com @JustinLevack
BALANCE
NEW
OLD
PROGRESSIVE
TRADITIONAL
ACTIVITY
LECTURE
INQUIRY BASED
DIRECT INSTRUCTION
TECHNOLOGY
PEN & PAPER

13.
@MathletePearce www.tapintoteenminds.com @JustinLevack
BALANCE
SKILL PRACTICE
PARALLEL TASKS
3 ACT MATH TASKS
OPEN-ENDED TASKS
RICH TASKS
DESCRIPTIVE FEEDBACK
DISCUSSION
CONSOLIDATION
COLLABORATION
NOTE TAKING

14.
@MathletePearce www.tapintoteenminds.com @JustinLevack
“Honour the past while on a
journey towards a compelling
learning future.”
~ Simon Breakspear

15.
@MathletePearce www.tapintoteenminds.com @JustinLevack
BALANCE
DIRECT
INSTRUCTION
SKILL PRACTICE
PARALLEL TASKS
3 ACT MATH TASKS
OPEN-ENDED TASKS
RICH TASKS
DESCRIPTIVE FEEDBACK
DISCUSSION
CONSOLIDATION
COLLABORATION
NOTE TAKING
RECIPROCAL TEACHING
CORNELL NOTES
THINK, PAIR, SHARE
MIXED GROUPING
SPIRALLING
ABILITY GROUPING
GAMIFICATION

16.
@MathletePearce www.tapintoteenminds.com @JustinLevack
BALANCE
LECTURE
INQUIRY BASED
DIRECT INSTRUCTION

17.
@MathletePearce www.tapintoteenminds.com @JustinLevack
BALANCE
LECTURE
INQUIRY BASED
DIRECT INSTRUCTION
DESCRIPTIVE FEEDBACK

18.
@MathletePearce www.tapintoteenminds.com @JustinLevack
BALANCE
INQUIRY BASED
DIRECT INSTRUCTION
DESCRIPTIVE FEEDBACK
RICH TASKS
LECTURE

19.
@MathletePearce www.tapintoteenminds.com @JustinLevack
BALANCE
3 ACT MATH TASKS
RICH TASKS
LECTURE
INQUIRY BASED
DIRECT INSTRUCTION
DESCRIPTIVE FEEDBACK

20.
@MathletePearce www.tapintoteenminds.com @JustinLevack
BALANCE
3 ACT MATH TASKS
RICH TASKSLECTURE
INQUIRY BASED DIRECT INSTRUCTION
DESCRIPTIVE FEEDBACK
MAXIMIZE RETURN ON INVESTMENT

21.
PROCEDURAL vs. CONCEPTUAL
@MathletePearce www.tapintoteenminds.com @JustinLevack
“Such evidence clearly shows that the current debate
over what kind of math curriculum to adopt is ill-
informed and focuses on false extreme dichotomies
that paint students as either learning one way or the
other – when the evidence demonstrates that both
conceptual and procedural knowledge are required
for successful math learning.”
MATH WARS:
Dr. Daniel Ansari
kylep.ca/endmathwars

22.
PROCEDURAL vs. CONCEPTUAL
“Such evidence clearly shows that the current debate
over what kind of math curriculum to adopt is ill-
informed and focuses on false extreme dichotomies
that paint students as either learning one way or the
other – when the evidence demonstrates that both
conceptual and procedural knowledge are required
for successful math learning.”
MATH WARS:
Dr. Daniel Ansari
kylep.ca/best-way

23.
@MathletePearce www.tapintoteenminds.com @JustinLevack
kylep.ca/gecdsbvision
Math Vision

24.
CONCEPTUAL
UNDERSTANDING
PROCEDURAL FLUENCY
STRATEGIC COMPETENCE
ADAPTIVE REASONING
PRODUCTIVE DISPOSITION
@MathletePearce www.tapintoteenminds.com @JustinLevack
kylep.ca/gecdsbvision
Math Vision

25.
CONCEPTUAL
UNDERSTANDING
PROCEDURAL FLUENCY
STRATEGIC COMPETENCE
ADAPTIVE REASONING
PRODUCTIVE DISPOSITION
@MathletePearce www.tapintoteenminds.com @JustinLevack
kylep.ca/gecdsbvision
Math Vision

26.
@MathletePearce www.tapintoteenminds.com @JustinLevack
PROCEDURAL FLUENCY
STRATEGIC COMPETENCE
ADAPTIVE REASONING
PRODUCTIVE DISPOSITION
Math Vision
CONCEPTUAL
UNDERSTANDING

27.
@MathletePearce www.tapintoteenminds.com @JustinLevack
STRATEGIC COMPETENCE
ADAPTIVE REASONING
PRODUCTIVE DISPOSITION
Ability to understand mathematical concepts,
operations, and relationships
CONCEPTUAL
UNDERSTANDING
PROCEDURAL FLUENCY

28.
@MathletePearce www.tapintoteenminds.com @JustinLevack
STRATEGIC COMPETENCE
PRODUCTIVE DISPOSITION
PROCEDURAL
FLUENCY
Understanding and using a variety of
mathematical procedures
Ability to understand mathematical concepts,
operations, and relationships
CONCEPTUAL
UNDERSTANDING
ADAPTIVE REASONING

29.
@MathletePearce www.tapintoteenminds.com @JustinLevack
PRODUCTIVE DISPOSITION
PROCEDURAL
FLUENCY
Understanding and using a variety of
mathematical procedures
ADAPTIVE REASONING
Capacity for logical thought, reflection,
explanation, and justification
Ability to understand mathematical concepts,
operations, and relationships
CONCEPTUAL
UNDERSTANDING
STRATEGIC COMPETENCE

30.
@MathletePearce www.tapintoteenminds.com @JustinLevack
PROCEDURAL
FLUENCY
Understanding and using a variety of
mathematical procedures
ADAPTIVE REASONING
Capacity for logical thought, reflection,
explanation, and justification
Ability to understand mathematical concepts,
operations, and relationships
CONCEPTUAL
UNDERSTANDING
Ability to formulate, represent & solve
mathematical problems using an effective strategy
STRATEGIC
COMPETENCE
PRODUCTIVE DISPOSITION

31.
@MathletePearce www.tapintoteenminds.com @JustinLevack
PRODUCTIVE
DISPOSITION
Ability to formulate, represent & solve
mathematical problems using an effective strategy
STRATEGIC
COMPETENCE
PROCEDURAL
FLUENCY
Understanding and using a variety of
mathematical procedures
ADAPTIVE REASONING
Capacity for logical thought, reflection,
explanation, and justification
Inclination to see mathematics as
useful and valuable.
Ability to understand mathematical concepts,
operations, and relationships
CONCEPTUAL
UNDERSTANDING

32.
@MathletePearce www.tapintoteenminds.com @JustinLevack
STRATEGIC COMPETENCE
Math Vision
PROCEDURAL FLUENCY
ADAPTIVE REASONING
PRODUCTIVE DISPOSITION
CONCEPTUAL
UNDERSTANDING
STRATEGIC COMPETENCE

33.
@MathletePearcewww.tapintoteenminds.com
STRATEGIC COMPETENCE
PROCEDURAL FLUENCY
ADAPTIVE REASONING
PRODUCTIVE DISPOSITION
CONCEPTUAL
UNDERSTANDING
STRATEGIC COMPETENCE
The Four Stages of Learning

34.
@MathletePearcewww.tapintoteenminds.com
The Four Stages
of
Learning

35.
@MathletePearcewww.tapintoteenminds.com
The Four Stages
of
Mastery

36.
@MathletePearcewww.tapintoteenminds.com
The Four Stages of Mastery
COMPETENCE
CONSCIOUSNESS

37.
@MathletePearcewww.tapintoteenminds.com
The Four Stages of Mastery
Learning journey
begins at the origin
COMPETENCE
CONSCIOUSNESS

38.
@MathletePearcewww.tapintoteenminds.com
The Four Stages of Mastery
Learning journey
begins at the origin
(0, 0)
COMPETENCE
CONSCIOUSNESS

39.
@MathletePearcewww.tapintoteenminds.com
The Four Stages of Mastery
Learning journey
begins at the origin
(0, 0)
Competence
COMPETENCE
CONSCIOUSNESS

40.
@MathletePearcewww.tapintoteenminds.com
The Four Stages of Mastery
Learning journey
begins at the origin
(0, 0)
Competence Consciousness
COMPETENCE
CONSCIOUSNESS

41.
@MathletePearcewww.tapintoteenminds.com
The Four Stages of Mastery
Learning journey
begins at the origin
(0, 0)
Competence
COMPETENCE
CONSCIOUSNESS
Consciousness
Unconsciously
Incompetent

42.
@MathletePearcewww.tapintoteenminds.com
The Four Stages of Mastery
COMPETENCE
CONSCIOUSNESS
“I don’t know what
I don’t know.”
Unconsciously
Incompetent

43.
@MathletePearcewww.tapintoteenminds.com
The Four Stages of Mastery
COMPETENCE
CONSCIOUSNESS
“I don’t know what I
don’t know.”
Unconsciously
Incompetent
1
Count how many candies there are.

44.
@MathletePearcewww.tapintoteenminds.com
Count how many candies there are.
The Four Stages of Mastery
COMPETENCE
CONSCIOUSNESS
“I don’t know what I
don’t know.”
Unconsciously
Incompetent
1

45.
@MathletePearcewww.tapintoteenminds.com
The Four Stages of Mastery
COMPETENCE
CONSCIOUSNESS
“I don’t know what I
don’t know.”
Unconsciously
Incompetent
1
Count how many candies there are.
Student Might Be Thinking:
“I’ll count the candies.”

46.
@MathletePearcewww.tapintoteenminds.com
Count how many candies there are.
Student Might Be Thinking:
“I’ll count the candies.”
The Four Stages of Mastery
COMPETENCE
CONSCIOUSNESS
“I don’t know what I
don’t know.”
Unconsciously
Incompetent
1
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21

47.
@MathletePearcewww.tapintoteenminds.com
Count how many candies there are.
Student Might Be Thinking:
“I’ll count the candies.”
The Four Stages of Mastery
COMPETENCE
CONSCIOUSNESS
“I don’t know what I
don’t know.”
Unconsciously
Incompetent
1
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
Answer & Justification:
“I counted each candy and there are 21 total.”

48.
@MathletePearcewww.tapintoteenminds.com
The Four Stages of Mastery
COMPETENCE
CONSCIOUSNESS
1

49.
@MathletePearcewww.tapintoteenminds.com
The Four Stages of Mastery
COMPETENCE
CONSCIOUSNESS
1
2

50.
@MathletePearcewww.tapintoteenminds.com
The Four Stages of Mastery
COMPETENCE
CONSCIOUSNESS
1
2 Consciously
Incompetent

51.
@MathletePearcewww.tapintoteenminds.com
The Four Stages of Mastery
COMPETENCE
CONSCIOUSNESS
1
2 Consciously
Incompetent
“I know what I
don’t know.”

52.
@MathletePearcewww.tapintoteenminds.com
The Four Stages of Mastery
COMPETENCE
CONSCIOUSNESS
1
2 Consciously
Incompetent
“I know what I
don’t know.”
Count how many candies there are.
Student Might Be Thinking:
“I’ll count the candies.”
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
Answer & Justification:
“I counted each candy and there are 21 total.”

53.
@MathletePearcewww.tapintoteenminds.com
The Four Stages of Mastery
COMPETENCE
CONSCIOUSNESS
1
2 Consciously
Incompetent
“I know what I
don’t know.”
Count how many candies there are.
Student Might Be Thinking:

54.
@MathletePearcewww.tapintoteenminds.com
The Four Stages of Mastery
COMPETENCE
CONSCIOUSNESS
1
2 Consciously
Incompetent
“I know what I
don’t know.”
Count how many candies there are.
Student Might Be Thinking:
“I know I’m supposed to multiply, but I’m not sure how.”

55.
@MathletePearcewww.tapintoteenminds.com
The Four Stages of Mastery
COMPETENCE
CONSCIOUSNESS
1
2 Consciously
Incompetent
“I know what I
don’t know.”
Count how many candies there are.
Student Might Be Thinking:
“I know I’m supposed to multiply, but I’m not sure how.”
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
Answer & Justification:
“I counted each candy and there are 21 total.”

56.
@MathletePearcewww.tapintoteenminds.com
The Four Stages of Mastery
COMPETENCE
CONSCIOUSNESS
1
2

57.
@MathletePearcewww.tapintoteenminds.com
The Four Stages of Mastery
COMPETENCE
CONSCIOUSNESS
1
2 3

58.
@MathletePearcewww.tapintoteenminds.com
The Four Stages of Mastery
COMPETENCE
CONSCIOUSNESS
1
2 3 Consciously
Competent

59.
@MathletePearcewww.tapintoteenminds.com
The Four Stages of Mastery
COMPETENCE
CONSCIOUSNESS
1
2 3 Consciously
Competent
“I grow and I know; it
starts to show.”

60.
@MathletePearcewww.tapintoteenminds.com
The Four Stages of Mastery
COMPETENCE
CONSCIOUSNESS
1
2 3
Consciously
Competent
“I grow and I know;
it starts to show.”
Count how many candies there are.
Student Might Be Thinking:
“I know I’m supposed to multiply, but I’m not sure how.”
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
Answer & Justification:
“I counted each candy and there are 21 total.”

61.
@MathletePearcewww.tapintoteenminds.com
The Four Stages of Mastery
COMPETENCE
CONSCIOUSNESS
1
2 3
Consciously
Competent
“I grow and I know;
it starts to show.”
Count how many candies there are.
Student Might Be Thinking:
Answer & Justification:
“I see 7 groups of 3 candies.”

62.
@MathletePearcewww.tapintoteenminds.com
The Four Stages of Mastery
COMPETENCE
CONSCIOUSNESS
1
2 3
Consciously
Competent
“I grow and I know;
it starts to show.”
Count how many candies there are.
Student Might Be Thinking:
Answer & Justification:
“I see 7 groups of 3 candies.”
“I added 3 candies, 7 times. There are 21 total candies.”
3 6 9 12 15 18 21

63.
@MathletePearcewww.tapintoteenminds.com
The Four Stages of Mastery
COMPETENCE
CONSCIOUSNESS
1
2 3
Consciously
Competent
“I grow and I know;
it starts to show.”
Count how many candies there are.
Student Might Be Thinking:
Answer & Justification:
“I see 3 groups of 7 candies.”
“I added 7 candies, 3 times. There are 21 total candies.”
7
14
21

64.
@MathletePearcewww.tapintoteenminds.com
The Four Stages of Mastery
COMPETENCE
CONSCIOUSNESS
1
2 3

65.
@MathletePearcewww.tapintoteenminds.com
The Four Stages of Mastery
COMPETENCE
CONSCIOUSNESS
1
2 3
4

66.
@MathletePearcewww.tapintoteenminds.com
The Four Stages of Mastery
COMPETENCE
CONSCIOUSNESS
1
2 3
4
Unconsciously
Competent

67.
@MathletePearcewww.tapintoteenminds.com
The Four Stages of Mastery
COMPETENCE
CONSCIOUSNESS
1
2 3
4
Unconsciously
Competent
“I simply go because
of what I know.”

68.
@MathletePearcewww.tapintoteenminds.com
The Four Stages of Mastery
COMPETENCE
CONSCIOUSNESS
1
2 3
4
Unconsciously
Competent
“I simply go because
of what I know.”
Count how many candies there are.
Student Might Be Thinking:
Answer & Justification:
“I see 3 groups of 7 candies.”
“I added 7 candies, 3 times. There are 21 total candies.”
7
14
21

69.
@MathletePearcewww.tapintoteenminds.com
Count how many candies there are.
Student Might Be Thinking:
“There are 3 groups of 7 candies.”
Answer & Justification:
“There are 21 candies because 7 times 3 is 21.
The Four Stages of Mastery
COMPETENCE
CONSCIOUSNESS
1
2 3
4
Unconsciously
Competent
“I simply go because
of what I know.”
7
3

70.
@MathletePearcewww.tapintoteenminds.com
Four Stages
of
Mastery
COMPETENCE
CONSCIOUSNESS
2 3
41

71.
@MathletePearcewww.tapintoteenminds.com
Four Stages
of
Mastery
COMPETENCE
CONSCIOUSNESS
2 3
41
Unconsciously
Incompetent

72.
@MathletePearcewww.tapintoteenminds.com
Four Stages
of
Mastery
COMPETENCE
CONSCIOUSNESS
2 3
4
Consciously
Incompetent
1
Unconsciously
Incompetent

73.
@MathletePearcewww.tapintoteenminds.com
Four Stages
of
Mastery
COMPETENCE
CONSCIOUSNESS
2 3
4
Consciously
Competent
Consciously
Incompetent
1
Unconsciously
Incompetent

74.
@MathletePearcewww.tapintoteenminds.com
Four Stages
of
Mastery
COMPETENCE
CONSCIOUSNESS
2 3
4
Consciously
Competent
Consciously
Incompetent
1
Unconsciously
Incompetent
Unconsciously
Competent

75.
@MathletePearcewww.tapintoteenminds.com
Consciously Incompetent
The Four Stages
of
Mastery
COMPETENCE
CONSCIOUSNESS
1
2 3
4
Unconsciously Competent
Consciously Competent
Unconsciously Incompetent1
2
3
4

76.
@MathletePearcewww.tapintoteenminds.com
1
2 x
1
2
x =
=
?
?
?

77.
@MathletePearcewww.tapintoteenminds.com
1
2 x
1
2
x
= ?

78.
@MathletePearcewww.tapintoteenminds.com
1
2 x
1
2
x
= ?

79.
@MathletePearcewww.tapintoteenminds.com
1
2 x
1
2 =
1
4
x

80.
@MathletePearcewww.tapintoteenminds.com
2
3 x
3
4 = ?
x

81.
@MathletePearcewww.tapintoteenminds.com
2
3 x
3
4
x
= ?

82.
@MathletePearcewww.tapintoteenminds.com
2
3 x
3
4
x
= ?

83.
@MathletePearcewww.tapintoteenminds.com
2
3 x
3
4 =
6
12
x

84.
@MathletePearcewww.tapintoteenminds.com
=
6
12
?
?

85.
@MathletePearcewww.tapintoteenminds.com
=
6
12
?
?

86.
@MathletePearcewww.tapintoteenminds.com
=
6
12
?
?

87.
@MathletePearcewww.tapintoteenminds.com
=
6
12
1
2

88.
@MathletePearcewww.tapintoteenminds.com
3
5 x
2
7
x
= ?

89.
@MathletePearcewww.tapintoteenminds.com
3
5 x
2
7
x
= ?

90.
@MathletePearcewww.tapintoteenminds.com
3
5 x
2
7
x
= ?

91.
@MathletePearcewww.tapintoteenminds.com
3
5 x
2
7
x
=
6
35

92.
@MathletePearcewww.tapintoteenminds.com
=
6
35
?
?

93.
@MathletePearcewww.tapintoteenminds.com
=
6
35
?
?

94.
@MathletePearcewww.tapintoteenminds.com
=
6
35
?
?

95.
@MathletePearcewww.tapintoteenminds.com
6
35

96.
@MathletePearcewww.tapintoteenminds.com
2
3

97.
@MathletePearcewww.tapintoteenminds.com
2
÷3
1
3

98.
@MathletePearcewww.tapintoteenminds.com
2
÷3
1
3

99.
@MathletePearcewww.tapintoteenminds.com
2
÷3
1
3

100.
@MathletePearcewww.tapintoteenminds.com
2
÷3
1
3

101.
@MathletePearcewww.tapintoteenminds.com
2
÷3
1
3 = 2
= 2

102.
@MathletePearcewww.tapintoteenminds.com
2
÷3
1
3 = 2
= 2
Two thirds can be split up
into two groups of one third
groups

103.
@MathletePearcewww.tapintoteenminds.com
3
4

104.
@MathletePearcewww.tapintoteenminds.com
3
÷4
2
4

105.
@MathletePearcewww.tapintoteenminds.com
3
÷4
2
4

106.
@MathletePearcewww.tapintoteenminds.com
3
÷4
2
4

107.
@MathletePearcewww.tapintoteenminds.com
3
÷4
2
4

108.
@MathletePearcewww.tapintoteenminds.com
3
÷4
2
4

109.
@MathletePearcewww.tapintoteenminds.com
1.5
3
÷4
2
4 =
= 1.5

110.
@MathletePearcewww.tapintoteenminds.com
1.5
3
÷4
2
4 =
= 1.5 = 3
2
=
3
2

111.
@MathletePearcewww.tapintoteenminds.com
1.5
3
÷4
2
4 =
= 1.5 = 3
2
=
3
2

112.
@MathletePearcewww.tapintoteenminds.com
1.5
3
÷4
2
4 =
= 1.5 = 3
2
=
3
2
= 1
2
1
=
1
21

113.
@MathletePearcewww.tapintoteenminds.com
1.5
3
÷4
2
4 =
= 1.5 = 3
2
=
3
2
= 1
2
1
=
1
21
Three quarters can be divided into one
and a half groups of two quarters.

114.
@MathletePearcewww.tapintoteenminds.com
4
5

115.
@MathletePearcewww.tapintoteenminds.com
4
5
3
5÷

116.
@MathletePearcewww.tapintoteenminds.com
4
5
3
5÷
= 4
3
4
3=

117.
@MathletePearcewww.tapintoteenminds.com
4
5
3
5÷
= 4
3
4
3=

118.
@MathletePearcewww.tapintoteenminds.com
4
5
3
5÷
= 4
3
4
3=

119.
@MathletePearcewww.tapintoteenminds.com
4
5
3
5÷
= 4
3
4
3=

120.
@MathletePearcewww.tapintoteenminds.com
4
5
3
5÷
= 4
3
4
3=

121.
@MathletePearcewww.tapintoteenminds.com
4
5
3
5÷
= 4
3
4
3=
= 1
3
1
=
1
31

122.
@MathletePearcewww.tapintoteenminds.com
4
5
3
5÷
= 4
3
4
3=
= 1
3
1
=
1
31
Four fifths can be divided into one and a
third groups of three fifths.

123.
@MathletePearcewww.tapintoteenminds.com
2
33

124.
@MathletePearcewww.tapintoteenminds.com
2
3
1
3÷3 1

125.
@MathletePearcewww.tapintoteenminds.com
2
3
1
3÷3 1

126.
@MathletePearcewww.tapintoteenminds.com
= 11
4
2
3
1
3÷3 1
11
4=

127.
@MathletePearcewww.tapintoteenminds.com
= 11
4
2
3
1
3÷3 1
11
4=

128.
@MathletePearcewww.tapintoteenminds.com
= 11
4
2
3
1
3÷3 1
11
4=

129.
@MathletePearcewww.tapintoteenminds.com
= 11
4
2
3
1
3÷3 1
11
4=

130.
@MathletePearcewww.tapintoteenminds.com
= 11
4
2
3
1
3÷3 1
11
4=

131.
@MathletePearcewww.tapintoteenminds.com
= 11
4
2
3
1
3÷3 1
11
4=

132.
@MathletePearcewww.tapintoteenminds.com
= 11
4
= 3
4
2
2
3
1
3÷3 1
11
4= =
3
42

133.
@MathletePearcewww.tapintoteenminds.com
= 11
4
= 3
4
2
2
3
1
3÷3 1
11
4= =
3
42
Three and two-thirds can be divided by one and
one-third into two and three-quarter groups.

134.
@MathletePearcewww.tapintoteenminds.com
1
2
2
3÷4 1

135.
@MathletePearcewww.tapintoteenminds.com
1
2
2
3÷4 1

136.
@MathletePearcewww.tapintoteenminds.com
1
2
2
3÷4 1
1 1 1 1
1
2

137.
@MathletePearcewww.tapintoteenminds.com
1
2
2
3÷4 1

138.
@MathletePearcewww.tapintoteenminds.com
1
2
2
3÷4 1
1
2
3

139.
@MathletePearcewww.tapintoteenminds.com
1
2
2
3÷4 1

140.
@MathletePearcewww.tapintoteenminds.com
1
2
2
3÷4 1
1 Whole = 2 Candies
1 Whole = 3 Candies

141.
@MathletePearcewww.tapintoteenminds.com
1
2
2
3÷4 1
1 Whole = 4 Candies
1 Whole = 3 Candies

142.
@MathletePearcewww.tapintoteenminds.com
1
2
2
3÷4 1
1 Whole = 6 Candies
1 Whole = 3 Candies

143.
@MathletePearcewww.tapintoteenminds.com
1
2
2
3÷4 1
1 Whole = 6 Candies
1 Whole = 6 Candies

144.
@MathletePearcewww.tapintoteenminds.com
1
2
2
3÷4 1

145.
@MathletePearcewww.tapintoteenminds.com
1
2
2
3÷4 1

146.
@MathletePearcewww.tapintoteenminds.com
1
2
2
3÷4 1

147.
@MathletePearcewww.tapintoteenminds.com
1
2
2
3÷4 1
= 27
10
27
10=

148.
@MathletePearcewww.tapintoteenminds.com
1
2
2
3÷4 1
= 27
10
27
10=

149.
@MathletePearcewww.tapintoteenminds.com
1
2
2
3÷4 1
= 27
10
27
10=

150.
@MathletePearcewww.tapintoteenminds.com
1
2
2
3÷4 1
= 27
10
27
10=

151.
@MathletePearcewww.tapintoteenminds.com
1
2
2
3÷4 1
= 27
10
27
10=

152.
@MathletePearcewww.tapintoteenminds.com
1
2
2
3÷4 1
= 27
10
27
10=

153.
@MathletePearcewww.tapintoteenminds.com
1
2
2
3÷4 1
= 27
10
27
10=
= 7
10
2
=
7
102

154.
@MathletePearcewww.tapintoteenminds.com
khmath.comGo to:
HOMEWORK & GAMESHOW

155.
@MathletePearcewww.tapintoteenminds.com
REGISTER
CREATE STUDENT ACCOUNT

156.
@MathletePearcewww.tapintoteenminds.com
CREATE STUDENT ACCOUNT

157.
@MathletePearcewww.tapintoteenminds.com
CREATE STUDENT ACCOUNT
mojo923

158.
@MathletePearcewww.tapintoteenminds.com
mojo923
CREATE STUDENT ACCOUNT

159.
@MathletePearcewww.tapintoteenminds.com
CREATE STUDENT ACCOUNT

160.
@MathletePearcewww.tapintoteenminds.com
CREATE STUDENT ACCOUNT

161.
@MathletePearcewww.tapintoteenminds.com
CREATE STUDENT ACCOUNT

162.
@MathletePearcewww.tapintoteenminds.com
CREATE STUDENT ACCOUNT

163.
@MathletePearcewww.tapintoteenminds.com
khmath.com

164.
@MathletePearcewww.tapintoteenminds.com
khmath.com
GameShow

165.
khmath.com

166.
khmath.com

167.
SKETCH A PREDICTION!
DistanceFromWork(feet)
Time (seconds)

168.
SKETCH A PREDICTION!
DistanceFromWork(feet)
Time (seconds)

169.
SKETCH A PREDICTION!
DistanceFromWork(feet)
Time (seconds)

170.
SKETCH A PREDICTION!
DistanceFromWork(feet)
Time (seconds)

171.
SKETCH A PREDICTION!
DistanceFromWork(feet)
Time (seconds)

172.
SKETCH A PREDICTION!
DistanceFromWork(feet)
Time (seconds)

173.
SKETCH A PREDICTION!
DistanceFromWork(feet)
Time (seconds)

174.
SKETCH A PREDICTION!
DistanceFromWork(feet)
Time (seconds)

175.
SKETCH A PREDICTION!
DistanceFromWork(feet)
Time (seconds)

176.
SKETCH A PREDICTION!
DistanceFromWork(feet)
Time (seconds)

177.
“Walk Out”
tapintoteenminds.com/3act-math/walk-out/
@MathletePearcewww.tapintoteenminds.com

178.
khmath.com

179.
khmath.com

180.
khmath.com

181.
khmath.com

182.
khmath.com

183.
@MathletePearcewww.tapintoteenminds.com
khmath.com

184.
@MathletePearcewww.tapintoteenminds.com
CREATE TEACHER ACCOUNT
REGISTER

185.
@MathletePearcewww.tapintoteenminds.com
CREATE TEACHER ACCOUNT

186.
@MathletePearcewww.tapintoteenminds.com
CREATE TEACHER ACCOUNT
ENTER EMAIL
AND
PASSWORD

187.
@MathletePearcewww.tapintoteenminds.com
CREATE TEACHER ACCOUNT
ADD CLASS

188.
@MathletePearcewww.tapintoteenminds.com
CREATE CLASS
HOMEWORK
PREMIUM

189.
@MathletePearcewww.tapintoteenminds.com
CREATE CLASS

190.
@MathletePearcewww.tapintoteenminds.com
CREATE CLASS
PBoard16

191.
@MathletePearcewww.tapintoteenminds.com
PBoard16
CREATE CLASS

192.
@MathletePearcewww.tapintoteenminds.com
PBoard16
CREATE CLASS

193.
@MathletePearcewww.tapintoteenminds.com
PBoard16
CREATE CLASS
Grade 8

194.
@MathletePearcewww.tapintoteenminds.com
Grade 8
CREATE CLASS

195.
@MathletePearcewww.tapintoteenminds.com
Grade 8
CREATE CLASS

196.
@MathletePearcewww.tapintoteenminds.com
Grade 8
CREATE CLASS

197.
@MathletePearcewww.tapintoteenminds.com
Grade 8
ADD STUDENTS

198.
@MathletePearcewww.tapintoteenminds.com
Grade 8
ADD STUDENTS

199.
@MathletePearcewww.tapintoteenminds.com
Tap

200.
@MathletePearcewww.tapintoteenminds.com
Tap

201.
@MathletePearcewww.tapintoteenminds.com
Tap

202.
@MathletePearcewww.tapintoteenminds.com
Tap, then wait.

203.
@MathletePearcewww.tapintoteenminds.com
Tap

204.
3 Act Math Tasks
iTunes U
kylep.ca/curiousmath1p
@MathletePearcewww.tapintoteenminds.com

205.
kylep.ca/curiousmath1p
iTunes U
@MathletePearcewww.tapintoteenminds.com

206.
kylep.ca/curiousmath1p
iTunes U
@MathletePearcewww.tapintoteenminds.com

207.
kylep.ca/curiousmath1p
iTunes U
@MathletePearcewww.tapintoteenminds.com
Tap

208.
3 Act Math Tasks
tapintoteenminds.com/3act-math
@MathletePearcewww.tapintoteenminds.com
On The Web

209.
Gamifying Formative
Assessment With
Knowledgehook Gameshow
tapintoteenminds.com/kh
Subject Specific
MATHEMATICS
PROFESSIONAL DEVELOPMENT