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Transcribe

With grade 3 I used describe it like this:

“When it’s half as big, you need twice as many.”

It was a really good entry point because we could then do things like “if a bucket is half full, you need twice as many” etc.

Boy do I miss those conversations.

Definitely.

I can’t ever see myself pointing to a symbol or expression and saying “is this a number?”.

I’d rather ask,

“What idea is this symbol designed to communicate? Why was it designed that way?”

And

“What is being communicated in this context? Is it ambiguous or well defined”