I have fun with these.
Real or Fake #6: Batting Practice
Now, the folks in the comment sections seem convinced this is fake, but the support for their answers is a little weak. (As opposed to most comment-section heroes who usually make much more nuanced arguments.)
What say you? Real or fake?
If you are curious, here’s all of my previous real-or-fakes.
A while back, I discussed why I loved this photo. It’s possible that I have a series starting here (sort of like I have with “Real or Fake”. Anyway…)
Today’s photo is a beautiful example of tech integration because the tech is actually integrated. Integrated with what? Well, in this case, with manipulatives.
See? The student has the problem presented online and will record her answer online, but there clearly is no expectation that the work will be fully digital. Which is a good thing because it can be difficult to ignore how effective manipulatives can be in helping student model and visualize mathematical topics (in this case, 3-D images. She’s building a rectangular prism given the front, stop, and side view.)
That’s why I love this picture.
Christopher Danielson (@trianglemancsd) started a cool thing. It’s called “Talk Math with your Kids“. There’s a hashtag (#tmwyk) that is pretty cool to check out, too. According to Dr. Danielson “We know we need to read with our children every day, but what should we do for math? Answer: Talk about math with them as we and they encounter numbers and shapes in our everyday lives.”
I try to do this as much as I can. I have an 8-year-old, a 5-year-old, and a 2-year-old. And shapes, numbers, sorting, more, less, etc. are all things that I try to talk about with them when I can. Mostly because it is interesting to me, as a former math teacher.
Recently, I recorded one such conversation with my 5-year-old as we prepared breakfast (listen for the crackling of delicious bacon in the background.) I am submitting it as a model of how these types of conversations can look and feel.
What do you do to talk math with your kids?