If a product costs 2$ in material, and 2$ in labor, then sells for 4$ + 25% tax... that costs $5. If a product costs 1$ to make, 1$ in labor, a 2$ tariff and a 25% sales tax... what is the difference in taxes paid by the buyer?

I just watched a TikTok on how people with autism move their mouth differently when speaking. As a person on the spectrum, it’s very possible I use this as part of how I very rapidly diagnose students.

After a hundred hours of trauma informed practices that I have taken, the most amazing information was recently, "Trauma is not a memory, but an event you relive over and over." From my own life, this is very true, I just have never had the words for it to say it, or others who would believe it.

If you create a line of glasses each at different heights like stairs, how far will water travel by transpiration? If it will travel the entirety from floor to ceiling how long does it take, how much loss is there, does the angle matter, does the number of cups matter?

www.youtube.com/watch?v=B5tB...

If a child can add 2 🍎 and 3 🍎 and get 5 🍎 then they can add 2 tenths, and 3 tenths and get 5 tenths. Gallons, fractions hundredths… they are all just units

When teaching problem solving I actively reference both the writing process and the 'scientific method'. The most important step in math we skip, make a prediction.

45x56 is between 40x50 and 50x60, so 2000 and 3000, and should be just a hair higher than 2500. Skip solving, estimate.

In my 2nd year teaching I asked my esl class in spanish for the answer to 2x3 and none could answer. They all could answer if I asked in their 2nd language, english. This was when I realized that they were trying to problem solve in one language and computate in another. Changed my teaching

Math is a language, a conversation, a story. When we teach math as a process to follow, we do not teach students to speak the language. Treat it like a language, with a subject and a predicate, phrases and clauses, nouns and verbs, sentences and paragraphs. It really does help many make sense of it

The identity property:
2x1=1; 9x1=9 but that is not why we teach it. Say 1/2 x 1 = 2/4 write 1/2 x 2/2 = 2/4

We so often teach concepts without showing how they are applied. I showed this to an auditorium full of math teachers and silenced the room because none had ever made this connection.

In school, I was good at geometry. I could not multiply, but I could write a proof. The rest of math did not make sense until I could see the math in 3D. Since then, I have spread the that math is a language, and open that language through discovery by starting most often at the beginning.
#EduSky

"If teaching is to have any effect on learning, it is because of the fact that students interpret and try to make sense of what they are being taught. It is only through processes of mutual interpretation that education is possible." - Gert Biesta