This is a problem posed on our Facebook page during the Mustard Seed I Love Math Day celebration. Many people answered this question, one in the form of a Haiku, and the middle school solved the problem using the Pythagorean Theorem. At the Conversations with Parents on math, students from grades 6-8 shared their varied solutions.
The theme of the night focused on persistence. Successful mathematicians, successful people, have the ability to persist and persevere through hard problems. The middle schoolers who shared persisted to find a solution to this math problem and others.
For a deeper understanding of our math curriculum, here is a link to the investigation's website for grade 4: http://investigations.terc.
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When Tina Rasori teaches math to fourth- and fifth-graders at Fay Elementary School in City Heights, she expects her students to do more than calculate the correct answers. Students work through problems and demonstrate how they arrive at answers. After conferring with classmates, they also must critique the reasoning of their peers . . . http://www.utsandiego.com/
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Creativity has become a hot topic in education. From President Barack Obama to Amazon's Jeff Bezos to Newsweek magazine, business leaders, major media outlets, government officials, and education policy makers are increasingly advocating including student creativity in the curriculum. But without a clear understanding of the nature of creativity itself, such well-meaning advocacy may do more harm than good; educators may experience calls for teaching creativity as just another guilt-inducing addition to an already-overwhelming set of curricular demands. Here are five fundamental insights that can guide and support educators as they endeavor to integrate student creativity into the everyday curriculum . . .
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