In the run up to the upcoming year of Math Teacher Circles, we decided to offer a kickoff workshop for 4th – 8th grade teachers to drum up some excitement for the upcoming year. (The “we” in this case is myself, from Math for Love, and Jayadev Athreya of the Washington Experimental Math Lab, run through the UW.) This partnership (M4L + WXML) led a series of eight Math Teacher Circles last year, for K – 8th grade teachers, and they were great. The model is one of my favorites: teachers opt in to meet once a month to study topics in math and pedagogy, then try things out in their classroom between sessions. The circles are a fantastic way to meet and collaborate with colleagues from other schools, focus on fascinating and critical issues in math teaching, and energize your practice. They’re also free! Sign up now for elementary or middle school math teacher circles.

This year, we’re hoping to put together resources that will allow others to take this model and adapt it around the state/country/world. To that end, I wanted to summarize the last week’s kickoff workshop, especially because it was a remarkably fun workshop to be a part of.

**Part 1: Introduction and Motivating Examples**

We had about 35 teachers in attendance, teaching math for 4th – 8th graders, plus a few mathematicians. The workshop began with conversations among groups about people’s math autobiographies. What were the most memorable experiences in people’s mathematical histories, positive and negative?

Some of the big ideas that came from these discussions:

- Math is emotionally charged. We feel a lot – pride, shame, satisfaction, etc. – in the course of doing math.
- One teacher can have a huge impact on how someone views themselves mathematically.
- Those moments where the math is meaningful creates a sense of empowerment; alternatively, those moments when math is empty and we’re working without understanding undermines that sense of personal power.

After the discussion we showed Robert Kaplinsky’s mind-blowing *How Old Is the Shepherd *video. This video always baffles me, especially because I suspect that younger students wouldn’t respond the way these 8th graders (they’re eighth graders!) do.

There’s an idea that certain institutions create a mirror image of the very outcomes they’re trying to prevent: there is a certain kind of sickness that exists only in hospitals, and a certain kind of ignorance created only in schools. We need to take this seriously. If we’re not careful, we estrange students from their own sense of knowledge, and they end up not being able to make the obvious observation: that something doesn’t make sense.

**Part 2: Conjectures and Counterexamples**

I’ve been developing a structure to help students to help invite students into a genuine mathematical process, starting with their own understanding. We call it **Making and Breaking Conjectures**. In the next section, we talked about this structure.

First, what are *conjectures?* What are *counterexamples?*

*Conjecture. A mathematical hypothesis. A guess of the underlying structure or pattern based on what we know so far.*

*Counterexample. An example that proves a conjecture false*.

Mathematics as a field progresses by way to conjectures and counterexamples. The good news is, we can use them even with very young kids.

We played the game Counterexamples to get a sense of how this works. (Lesson plan PDF here. Online here.) The game is super-simple: the teacher makes a false conjecture, and the students prove it false with a counterexample.

Teacher: All pets have four legs.

Students: No! Because birds have two legs!

Teacher: Okay – refined conjecture: all pets have two or four legs.

Students: What about a snake?

Teacher: That’s a pet with no legs. So I’ll refine my conjecture again. All pets have *at most* four legs.

Students: What about a spider?

And so on. So compelling is the game that we almost got off track when we considered conjectures about area and perimeter. But there was work on conjectures to be done first.

To warm up our observing/noticing/wondering/conjecturing muscles, we started with a paperclip.

This is a classic exercise, and Kindergartners tend to beat the pants off of adults. After spending ten minutes or so, groups had come up with everywhere from 20 to 65 uses for a paperclip. That was just the warmup, though, so we didn’t go too deep into what the uses actually were; the main event was still on its way.

Considering this question was trickier, and required a little more discussion to draw out observations and questions. By the time the conversation was done, however, we had a tidy collection of questions to consider.

- How many rectangles can be formed by connecting dots with straight lines?

(Refinement: diagonal lines vs only horizontal and vertical) - How can you connect all the dots with connected straight lines drawn in a continuous path? How many lines does it take?
- How many sides could a polygon have on the grid? Could it be all 16 dots?
- Can you make a square with any number of dots on its perimeter?
- What grid came before? What grid comes after?
- Maze: how many different paths are there from the bottom left to top right? Refinement: direct route or can you loop back?
- If you can define “1” differently (length or area), what it the area of the whole grid?
- How many different angles can you form if you connect three points?
- How many different areas can you get if you form a triangle with three points on the grid?
- How many lines of symmetry can you make? What if the lines don’t have to be on the dots?
- How many symmetric shapes can you make with corners on the dots?
- How many lines would there be if you connected every dot to every other dot?
- Can you find two triangles with the same area that are not similar?
- How many different lengths could you find by connecting two dots?
- Can you make a triangle with area 1/3? (If the whole is 1)
- How many fractions could you represent on the grid?

Take that list in for a minute. There are weeks of beautiful, high level problems to explore here. For each, you can start by casting around. Soon, you’ll find you have conjectures. Once you have a conjecture, you can try to break it right away by looking for a counterexample. Refine and repeat until you end up with something that seems to be true, and then you can put together an argument, with luck and a little insight, into why it actually might be true. We’re really doing mathematics!

With all these questions to consider, we wanted to provide some guidelines. So we posed a choice: teachers could choose the problem that inspired them most and work on that one. Or they could work on the question of how many different areas a triangle could have if its corners are on the grid. (Having a default question is something we’ve found can help prevent groups from becoming aimless. With an actual classroom, you might want to skip some of these steps, and start from a more tightly focused, teacher-chosen task in the first place. Still, opening up the entire thinking process can definitely be worth it, if you’re ready to take the step.)

And with that, we sent the groups out to work on their own. However, we had one more idea ready at hand to ensure things went as well as they could go.

**Aside: Thinking Classrooms**

Peter Liljedahl has been developing a series of concrete steps to change the classroom to support genuine thinking in mathematics. The first, central step is to use tasks, that is, make real, meaningful mathematical experiences the heart of what you ask students to do. But you can help students actually transition, and the steps Liljedahl has determined to encourage this transition are bizarrely simple to employ. Here’s how you begin, according to Liljedahl:

- Use Tasks
- Use vertical, erasable surfaces (i.e., whiteboards)
- Assign groups in a visibly random fashion

It seems almost too easy, but the room was electric with thinking energy. Here’s what it looked like.

It’s hard to overstate how getting everyone standing and working together impacts the quality or thinking and engagement in the room. One of Liljedahl’s recommendations is to use just one marker per group. You can see the value of that suggestion in the video below, as the carrier of the marker is drawn back up to the board to write in details of someone else’s computation.

Don’t have enough whiteboards? You can write on windows too!

With so many teachers considering such a range of problems, we decided to let groups pair up to share what they had discovered with each other.

All in all, we were totally energized by the workshop, and I think the teachers were too. They’ve got a whole bunch of great questions to pose about grids, and the motivation to use task, whiteboards, and visibly random groups in their own classrooms.

And we’ve got a goal for this year’s math teacher circles, especially for the middle school level: create a series of PD sessions that will help everyone turn their classroom into a Thinking Classroom, where students use Conjectures and Counterexamples to power genuine mathematical experiences.

You can sign up for our 2017 – 2018 Math Teacher Circles now:

**Part 3: Epilogue – the Global Mathematics Project**

There was one more takehome point for the teachers: October will be the launch of the Global Mathematics Project! We shared another grid-related resource from the GMP.

Not only is this kind of problem a super-fun way to launch an exploration with students, it’s also grid-related! And it’s also just a taste of the kind of math that’s going to be highlighted during the Global Math Project in October, 2017. We’re looking to give 1,000,000 a genuine math experience the week of October 10. Interested? You can learn more and sign up here.

So, a long post, but hopefully just a beginning of what will be a framework to help others lead their own Math Teacher Circles, and help making authentic and beautiful mathematical experiences the center of math class.

]]>- I get to preach how games and puzzles are some of the best ways to support math understanding at home
- We get to play said games and puzzles and have a great time.

See the bottom of this post, where you can see my handout of puzzles and games to play at home, and other resources to check out.

In addition to my other favorites, I think I’m going to share the “Polka Loop Puzzle.” This is a classic puzzle we included as one of the puzzles to play in Tiny Polka Dot.

Last weekend I took this puzzle, among others, to the National Math Festival in DC. It was, not surprisingly, a blast. My only sadness is I was so busy sharing the puzzles and games I brought that I didn’t get to see all the other spectacular presentations.

I got to spend a lot of time with the folks from ThinkFun, from the Julia Robinson Festival nationwide, from Gathering for Gardner, and others, since we were all in the same section of the event. One big theme: the values of games in creating a math-positive culture at home. Everyone basically had their own variation on the sentiment that “What books are to reading, games are to math.” (One variant I was struck with: “What books are to *writing*, games are to math.”

Students would start by solving the puzzle from 1 to 5, and then add on a 6, then a 7, until they had it solved up to 10. One student really showed me something new when she concocted, and solved, a totally new variation on the puzzle I’d never seen before. Instead of putting one card on the bottom of the deck, you put one card on the bottom *for each letter in the number that’s coming next*.

Want more math games to play at home? Check out the handout I’m passing out at the Math Games Night tonight. And let me know what great games and puzzles I should add!

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Smullyan was a brilliant designer of puzzles, and his books, especially The Riddle of Scheherezade, had a big impact on me. His idea of **coercive logic**, in particular, impressed me deeply: with the right construction, and the stipulation that someone will answer you truthfully (or even, truly or falsely), you can compel them to do whatever you want.

The New York Times published this obituary today, which is worth the read.

The Times also published a small sampling of Smullyan’s puzzles here. It’s interactive, and a nice place to start remembering the contributions of a prolific and wonderful puzzle designer.

]]>- Loss: A farewell to Sid the goat
- Birth: Tiny Polka Dot Arrives
- Julia Robinson Math Festival registration is open
- Math for Love Winter Class registration is open
- Problem of the Moment

The year 2017 began on a sad note for us. After an abrupt decline, our beloved pet goat Sid passed away on January 3. Sid was a dear friend; he slept indoors, and has accompanied us, in his storied, 12-year existence, on hikes, cross-country car rides, adventures and abundant wonderful moments.

We will miss him, and remember him.

He is survived by us, and by his companion Myshkin. I wrote a blog post several years ago considering the two of them as problem-solvers, and it feels right to call back to it now.

If you’re interested to know about what we learned from Sid as a problem solver, you can read Goat River Crossing.

I highly recommend the videos.

In happier news, our new game, Tiny Polka Dot, has now been delivered to almost all of our Kickstarter backers, and is available on Amazon.

Photos and reviews are starting to roll in, and it’s fantastic to see the response. We’re hoping to see Tiny Polka Dot helping 3-8 year old kids fall in love with numbers in homes and classrooms around the world.

Registration is open for Seattle’s 6th annual Julia Robinson Math Festival, February 25th. Get your spot now before it fills up!

Registration is open for 4th grade and up (i.e, 10 year old and up). Tickets are $10 – 15, sliding scale. Email dan@mathforlove.com for info about bringing groups.

If you’re someone who has a love of math to share, we’re looking for volunteers too!

There are still a few spots open for our Winter Math Classes, running at the PNA Sundays, Jan 22 – Feb 12:

For 1st & 2nd Graders

Mathematical Games and Puzzles

For 3rd – 5th Graders

Geometric Puzzlers

All classes take place Sundays at the Phinney Neighborhood Association.

Instructor: Paul Gafni

More info available here.

Imagine walking in the following pattern:

1 block North

2 blocks East

3 blocks South

1 block West

2 blocks North

3 blocks East

1 block South,

and so on, repeating 1, 2, 3, 1, 2, 3 and N, E, S, W.

Do you ever get back to the spot you started? If so, how many blocks do you walk before you do? If not, can you prove it?

Try with other sets of numbers and directions.

What patterns do you find?

I’ve been meaning to write this lesson up for a long time. Finally, here it is, in all its glory. You can check it out below, or find it here on the lessons page.

This trick is an extraordinary introduction to the power of algebraic thinking, and a reminder of what makes algebra so awe-inspiring. When I was in middle school, I used to make up

A video Launch for this lesson is available in two parts. PDF of the lesson is below the videos.

Part 1. When using as a class launch, stop at 2:45 and let the class come up try to find their own counterexamples.

Part 2 – the solution to the magic trick.

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The goal of the warmup activity is to get students thinking and active right away. The barrier to entry should be extremely low, so that everyone can able to participate. It’s a chance for students to limber up their minds and possibly get an early success under their belts.

There are lots of great warmups out there, including games like Don’t Break the Bank and simple arithmetic challenges like Target Number. One teacher we work with has been leading some amazing Broken Calculator challenges as warmups, which has been fantastic to see.

But today, I want to talk about a classic warmup, and one that provides one of the best returns on investment in terms of time and energy required: Number Talks.

Number Talks are one of the best bangs for the buck routines you can incorporate into your math classroom. They’re build number intuition and fluency while giving you insight into how your students think; they support the idea that math makes sense, and you can explain what you see to help it make sense to others.

If you’re not familiar with Number Talks, our how-to guide is here. In a nutshell, the idea is this: pose a simple arithmetic or counting question, along with the prompt to not merely answer the question, but to come up with as many different ways of answering the question as you can. That minor tweak makes the activity more challenging, interesting, and sparks conversations that the students actually get invested in. It takes a few days to help kids learn all the routine, but once they do the benefits are massive.

From teachers who are familiar with Number Talks, the number one request I get is where to find sequences of questions to pose. We’ve written up a bunch of these lately, starting with counting collections of dots, and moving into solving math expressions. If these would be useful for you, please take them for a spin.

- Math for Love Number Talks for Kindergarten

Also check out more Kindergarten Dot Counting Number Talks from Melissa Canham - Math for Love Number Talks for Grades 1 & 2
- Math for Love Number Talks for Grade 3 & 4 (and up)

There have also been some exciting developments on Number Talk technology recently. My favorites:

- Fraction Talks (for upper elementary, middle school, and high school)

This is a fantastic resource with tons of ideas for extending classic Number Talks into higher grades with fraction-based images. - Visual Patterns (for upper elementary, middle school, and high school)

These tend to be accessible as warmups only after students have had some practice with how these growth patterns work. For upper middle and high school students, however, these are an effective warm up, and a place you can see the huge payoff in how the numeracy encouraged by doing Number Talks regularly at the lower grades connects to algebraic thinking in upper grades.

- Would You Rather

Leading a Number Talk using a simple comparison question (“Would you rather have 16 dozen dollars or $150?”) can motivate estimation. Using questions like the ones at the link, where certain aspects may be more poorly defined, can be an interesting way to connect mathematical thinking, common sense, and logical argument. - Unit Chats

Unit Chats are a new innovation of Christopher Danielson. These are in a nascent stage of development, as you’ll see if you click the link, but I’m very excited about them. The main idea is to show a picture that contains different choices for units (i.e., avocado halves or avocado wholes vs pits?. You’re not just giving an answer + your strategy; you’re giving a unit as well, which has the potential to change the question and the answer.

I recommend finding a warm up that works for you and then making it a habit. Keep it short—5 to 10 minutes is optimal, in my opinion—and make sure it gets students thinking immediately. Try to do it 2-3 times a week at least, or every day if you can. It’s a small adjustment to your teaching routine, and one that can pay off in a big way.

One last thought: most curricula start with an instruction for teachers to “show students” how to do such and such a problem. You can run these teacher demonstrations as Number Talks instead. By giving students a chance to think about the problem first, they’ll be that much more primed to learn when the answer—and the explanation—arrives.

]]>So what does this loving-math classroom actually look like?

**The Loving-Math Classroom is a Doing-Math Classroom**

The central activity in the class must be the doing of mathematics. Our metaphor here is brain as muscle, and classroom as gym. The instructor needs to launch the activity so that everyone can get started (and won’t injure themselves), but fundamentally, the actual “working out” is done by the students. The students must encounter activities that are difficult enough to be challenging but not debilitating. Most of class time (50 – 80%) should be spent actually doing math, preferably individually or in groups. This might mean playing math games (i.e., Pig), working through complex math tasks (i.e. The Power of 37), and also story problems and more plebeian math worksheets, though it can be problematic to rely too heavily on these.**The Loving-Math Classroom is a Thinking-Math Classroom**In addition to the actual doing of math, which is primary, it’s vital to find moments to take a step back and reflect on the process of doing math. What type of tools are useful to solve problems? How should we organize our data to best find patterns? What are good problem-solving techniques, and which whens are most useful for which kinds of problems? What do we currently know, and what questions do we still have? These times for reflection and discussion are critical for encouraging a depth of thought and development of the habits of mind that are, arguably, the true goal of math education.

What does this look like in real life? Our Summer Staircase classroom had a four-part structure:

**Warm-up**(5-10 min) — keeping with the gym metaphor, a quick game or exercise to get the mathematical thinking started. Number Talks are a prime example.**Launch**(5-10 min) — this is the only time in lesson structure that doesn’t explicitly include doing or thinking math: the time when the teacher is explaining something new. In general, the teacher should streamline all explanation to the minimum required to allow students to work on their own. Sometimes the launch is time for a mini-lesson, or to pull together ideas from previous lessons. Sometimes it’s simply to demonstrate a new game or activity. In general, the goal of the Launch is to get them to the starting line, not the finish line.**Work**(30 – 45 minutes) — this is the period when the students actually do the math. For the summer, we used a station model, since younger kids usually have trouble focusing on a single activity for a long period of time. Typically, stations included a math game, a new problem or task, and an activity aimed at helping kids practice to master a technique or get comfortable with a mathematical representation. Starting in 3rd or 4th grade, and certainly by middle and high school, it’s more reasonable for students to be able to focus on a single, more complex task for the duration of this time.**Wrap Up**(5 – 15 minutes) — this is when the doing-math class has the opportunity to become a thinking-math class. The Wrap Up allows students to articulate their conjectures, counterexamples, arguments, and questions from class. It’s also where the teacher can underline deeper lessons learned, in line with the Common Core Math Practices, for example.

We found that virtually everyone could create a doing-math classroom. All it takes is the teacher belief that student activity is the central function of the classroom, combined with good materials, which we provided. Creating a thinking-math classroom is trickier; it takes more artistry and more practice.

______________________________

Aside: Last year, we wrote an introduction for our 2015 Summer Staircase curriculum that outlined what we dubbed five principles of extraordinary math teaching that later become my TEDx Talk:

- Start with a question
- Give students time to struggle
- You are not the answer key
- Say yes to your students’ thinking and ideas
- Play!

It’s clear that these are all urging teachers toward a doing/thinking/loving math class as well. Principles 1-3 are designed to get kids doing and wondering as quickly as possible, and to avoid short-circuiting the doing/thinking process. Principle 4 is about expanding from doing to thinking. Principle 5 is about creating the atmosphere that actually makes it all jell.

______________________________

So here’s the goal for us now: we need to articulate and fully formulate a vision, first of the doing classroom that teachers can make their own by a series of small, manageable steps, and second, of a pathway from the doing to the thinking classroom. Here’s a small beginning to that process:

**Doing-Math Classrooms** ideally involve a Warm Up, as brief a teacher Launch as possible, and then most of the class time devoted to the students working on a deserving problem or task.

**Thinking-Math Classrooms** are Doing-Math Classrooms that additionally include Wrap Ups for reflection and development of higher order skills, in line with the Common Core Math Practices.

**Loving-Math Classrooms **are Thinking-Math Classrooms that, at least occasionally, blow kids’ minds.

We’ll try to go forward with sketching a fuller vision of all of this. In the meantime, I’d love to hear your feedback.

]]>But what is really special is the *skills *section of the app, which gives a map by major content area of the skills students will need to know. Say we click on Operations and Algebraic Thinking.

We’ve got an easy-to-scan map of skills by grade and type. And the types are easy to understand: word problems, fluency, equations, graphing, etc. Click on one and you get a page that shows you the target, the standards that match it, and *mathematical images that explain it, along with the conceptual knowledge beneath it*. And here’s the real beauty of Exploring the Core: the examples are mathematically rigorous, clear, connected to a solid conceptual understanding, and feature useful diagrams/manipulative ideas to use when teaching. How easy would it have been to just say, know your sums and differences up to 10, and apply up to 20 with this standard? By applying the images, the app suggests the kind of thinking numerically fluent students should actually be doing to build fluency. If they don’t have everything memorized yet, you can use ten frames and manipulatives or pictures to help get your kids there.

And that’s what makes this app so useful. I think Exploring the Core will prove helpful for me and the teachers I know, as a reference for the CC standards that fills in what’s between the lines with mathematically accurate images.

]]>The implications for me were that rather than demo one of my favorite Math for Love games or lessons, I wanted to model how one might break and remake a lesson plan. I wanted a process that would be quick and dirty, so teachers could implement ideas quickly; after all, they might have only a short time to review a lesson plan from the curriculum before teaching it.

The lesson that was given to me to demo was flawed in some pretty intense ways. For one thing, it was a lesson for 1st graders that was meant to be teacher-led instruction for a full hour. (Let that sink in.) The goal of the lesson was to have students connect story problems and subtraction equations. It included, in the middle, almost as an afterthought, the instruction to let students come up with a few of their own ideas for story problems, which the teacher would transcribe on the board and solve altogether.

Here’s the process I wrote down, which I think does a pretty good job of imitating the sieve I pass lesson plans through in my own mind.

View FullscreenI thought this was a pretty good draft, and a good introduction to breaking and refashioning lesson plans to fit your classroom better. I’d appreciate feedback, especially if you have some favorite strategies my list is missing.

For this particular lesson, I launched with a related warmup (Target Number), and built an example story problem with the class. In fifteen minutes, we had accomplished what the lesson had said should take forty minutes, and then I released the kids for what we decided should be the main event: writing and solving their own story problems, and challenging each other with the ones they’d written. By launching quickly and letting the students generate their own work, we’d also succeeded in raising the ceiling of the task, and many of the students showed that they were comfortable with much larger numbers than the class had explored up to that point, adhering, as it had, to the curriculum.

And more than that, it was fun. The students were proud of their work, and stayed engaged, even though the material, without their input, wouldn’t necessarily have held their interest. Here are some of the student’s problems.

After 15-20 minutes of students dreaming up and solving their own problems, we had plenty of time to wrap up and pose even more difficult problems, involving one-digit numbers everyone was comfortable with, but more complicated stories, involving addition AND subtraction.

Many teachers don’t have the time, expertise, or permission to go too far outside their curriculum. But the good news is that most lesson plans in your curriculum are built around some good idea, even if it’s only a kernel at the center. But there’s a filter you can put these lessons through that accentuates the good while straining out the bad.

You’ve seen my draft above. Try it out, and let me know how it works for you, and if there are changes that should be made to it.

]]>The seedy underbelly of story problems was stunningly revealed recently in this video by Robert Kaplinsky.

Let’s take a minute and consider what happened here. Three quarters of the students who saw this question attacked it with a kitchen-sink strategy: just do some arithmetic with the numbers and maybe you’ll get it right. Why don’t they do what the other quarter did and say, “this doesn’t make sense”?

It’s possible that they don’t want to disappoint the questioner, and that they figure doing something is better than doing nothing. It’s possible they didn’t feel comfortable asking questions or expressing confusion. But look at that last girl describing why she decided to divide; this strategy doesn’t come from nowhere. These kids are doing story problems as they’ve been taught to do them.

In school, many teachers teach kids how to solve story problems as a sort of code. There’s a protocol:

- Step 1. Underline the numbers
- Step 2. Circle the important words, such as plus, minus, sum, product, difference, quotient, together, and, more, less, etc.
- Step 3. Create an equation using the numbers and the operations corresponding to those words. (If the operation is subtraction or division, we’ll subtract the smaller number from the larger, or divide the smaller number into the larger)
- Step 4. Solve the equation. That’s probably your answer.

This kind of rubric for solving story problems is self-defeating. We’re basically turning the intuitively sense-making project of reading a story into another kind of encoded math project, devoid of meaning. There’s a subtle line here, because teachers want to help, and underlining or noticing key words isn’t inherently a bad thing. But to begin by sweeping aside all pretense of meaning in favor of a mechanical process is bad mathematics.

Not surprisingly, it ends up being self-defeating as well. Story problems get trickier as students get older, and when they do, these kinds of mechanistic strategies backfire big time. The fact that most of the eighth graders in the video still seem to approach problems in this way spells trouble for their future in math.

So what’s to be done? Story problems have been around for millennia, and though they’ve often felt a little contrived, I don’t think they’re going anywhere. And truly, they are a relatively untapped resource. How do we use them to better effect?

Here are some ideas. I’d love to hear yours too.

**Idea 1. Use story problems, but don’t teach a rubric to solve them. **

Drop the story-problem “strategy” and focus on helping kids draw pictures or models of the situation instead.

**Idea 2. Create story problems that resist basic strategies.**

Interestingly, it’s not that hard to write story problems that can’t be cracked with the rubric-based story-problem-solving strategy. I’ve seen these pop up on high-stakes tests at the end of the year, leaving teachers to feel cheated that the test was gamed with questions designed to fool their students. But what if all the questions always resisted the basic hack of getting the answer without understanding the problem?

There are a number of ways to create hack-resistant story problems. The simplest is to create problems that don’t follow the same basic structure, but can be better solved by understanding the situation or drawing a picture. Here’s an example of this kind of problem from our Summer Staircase curriculum. This is a sheet for 2nd graders. Simply adding more steps to the problem makes these virtually impossible to solve without understanding what’s happening. On the other hand, if you draw a picture or build a model, they’re quite straightforward.

Get the full worksheet here.

**Idea 3. Create story problems with real interest as well as complexity.**

The name “story problem” suggests a story. Why not tell a real story? Folks like Marilyn Burns and Greg Tang have been writing math story books for some time now (see a long list at living math.net). What’s nice is that these aren’t too hard to write, they get huge buy-in from the students, and they combine the fun of story time with a much deeper thoughtfulness regarding the math. Here’s one I wrote for our Summer Staircase curriculum, suitable for 3rd/4th graders.

View FullscreenNotice that the engagement created by a good story allows for a much greater complexity in the mathematical modeling. What’s the relevant info for each question? The meaning can’t be lost, and kids are tuned into the meaning because it’s a real story. Some teachers gave kids a chance to draw their own version of the monster, creating an opportunity for an interdisciplinary lesson, involving reading, math, and art.

Even if we skip the pictures, we get reading comprehension combined with mathematical meaning. The downside is that creating these kinds of stories is more work. But I can imagine a collectively-produced library of them.

Here are a few more examples of these long-form story problems.

Story Problem – The Ant and the Grasshopper

Story Problem – The Kite

**Idea 4. Switch to Video**

The 3-act math lesson is another way to grab attention and focus on meaning-making. There’s a lot to be said for this format (and a lot has already been said by others). Check out a lovely example here: The Cookie Monster.

Using video or rich images as a launch can be great. Really, though, this is a different animal than story problems, so I won’t focus on it here.

**Idea 5. Use story problems as launches to complex tasks**

This is another idea that stretches the very idea of a story problem. Consider a problem like the indecisive director problem.

This is a great project, but it resists a straightforward solution, and requires less of the modeling and simple arithmetic of the story problems above, and is more about digging in to a much deeper problem. I’m a huge fan of complex tasks, and personally think they should be much more represented in math class, but this feels like a different animal to me too.

**Idea 6. Have students write their own story problems**

There’s nothing like standing on the other end of a process to understand its inner workings. A student who finished all the problems in The Kite asked what she should do next, and I suggested she write her own question. Here’s what she came up with—I liked it so much I converted it into a challenge problem for the other kids. (Check out the lesson to see.)

Having kids write story problems is usually a great idea. The dangers are that it becomes another unmotivated exercise, and that their story problems may not be appropriate for others to solve—it can be tough to write a story problem of the appropriate difficulty! That said, there are great opportunities when students are involved in the back end of producing problems as well as solving them.

What’s your take on story problems? It seems that story problems are an untapped resource, and with the right approach, they could be leveraged in all sorts of powerful ways. I’m still hopeful about producing a free library of good story problems in the style of The Monster. I like the prospect of combining the meaning-making involved in reading comprehension and mathematics.

Thoughts?

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