So... sprints. Kate's going to convince me they're valuable, but I have trouble seeing this.
If we had students work these problems, then step back and discuss the patterns and structure for a good long time, then dive back to a second sprint, that would be pretty valuable. The sprint script doesn't do this.
The sprint script also spends more time having students say "Yes" in call-and-response answer checking than time spent doing math, has this weird exercise thing going on in the middle, and offers a reward to students who are the "best" (answered the most questions correctly within the time limit).
Many of the sprints are also not structured in any meaningful way that I could see. Others are clearly well-structured.
Ok, listenin' time :)