I started sharing WODB activities with my students because I was struggling to find ways to get all of my students engaged, especially those who struggle with mathematics and are reluctant to participate. In the upper right corner of the screen, a green starburst appears with text: Which one doesn’t belong? With your group, decide what the responses for question number 1 have in common. Then do the same for questions numbered 2 and 3. What's the reason why this domino doesn't belong? Ah, yes, I had noticed the same thing that some of you noticed… Learn about the NSW education department, who we are and how we operate. Explore our people, accountabilities, jobs, opportunities and much more.

But there was so much I didn't know! This teacher guide--which is not so long but long enough to have depth and lots of new learning--helped me to understand how much more powerful this routine could be if I were more intentional as a teacher. The focus on geometry is interesting to me because it is an area of math teaching that I need to learn more about. The book has an entire chapter called "How Children Become Geometers". This chapter helped me see the big jump kids do from elementary school to high school geometry and how much better we can do to help them build understanding by understanding the levels of understanding kids have and build around geometry.

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A speech bubble out of the yellow shape appears that reads: Oh… this one is a near double too… double 5 is 10, then 1 more is 11.] Yeah, three is an odd number because if I halve it, I'd have one left over. 11 is an odd number because if I halved it, there would be one left over. And five is an odd number because if I halved it there'd be one left over. Mm-hmm.

OK, so what about 11 then? Well, we worked out that it's odd, but so is three and five. They're both odd. What's a reason... Aha! I hear you. They also agreed that Sarah’s reasoning was correct. One student then said, “You mean we are all correct?” The conversation had reached a turning point. As we explored more sets of figures, I didn’t hear, “I disagree” or “I think you’re wrong”. Instead, I heard “ Wow, I didn’t think of that” and “I saw something different”. In the bottom left corner: 4 triangles are joined alternating on their angled sides to form a parallelogram.] Speaker Which One Doesn’t Belong? has won the Mathical Book Prize, which will be presented to Christopher Danielson at the National Math Festival in Washington, DC on April 22, 2017. The Mathical Book Prize is an annual award for fiction and nonfiction books that inspire children of all ages to see math in the world around them.

Number 25

There’s also an accompanying teacher’s guide, with teaching ideas across the grades from kindergarten to high school. (Look inside the guide here.) On average, what is the furthest, in miles, that each student in this class has ever been from home?

Did you think about that too? Oh, you had a different reason for why that one. That's really cool. Keep a hold of that. You'll need it later. What about this one? Information about working in or operating early childhood education services including outside school hours care. Plus, information for parents including how to choose a service and supporting your child for their transition to school.The NSW Department of Education is committed to employing the best and brightest teachers who can teach and make a difference in NSW public schools. Mmm, what are you thinking? Mmm, so, this would be a good time to get out your paper and pencil and see if you could write down an idea for why each one of those dominoes you think...sorry, why one of those dominoes doesn't belong. And then...yes, I know. My classes thoroughly enjoyed this book and our conversations about shapes. It generated deep thinking and brought up a few questions that we are still wondering about. In a good way!’ The yellow round shape disappears. A blue text box appears at the top centre with text: Can you make a case for why each one doesn’t belong?] Numerical data are expressed using a number. For example, to answer the question “How tall are the students in this class?” you would measure the height of each student which would result in numerical data.

Below the starbust, is a blue text box with text: Can you make a case for why each one doesn’t belong?] Skills NSW helps post high school students find courses in vocational training across a wide variety of industries and course providers. Below is more text: Then, ask your family, friends or your classmates about the next diagram…see if you can work together to come up with a reason for each collection.]

Shape 66

Makes sense, doesn’t it? But, is it mathematically correct? I don’t know. My students gave me some pretty good arguments justifying their reasoning! We decided we needed to do some research on the word scalene. Does it only apply to triangles?