I was wondering what Anne Louise did as a follow up to her posting.

Overheard in the hallways: "I'm hoping that when we're doing this activity, the students might not even realize it's math!"

This comment made me uneasy. How would you respond?

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Another useful website for resources. 

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This (brief!) article gives some fantastic, clear examples of students (and their teacher) digging into deep comprehension of number relationships in a quick, accessible way.

I'm thinking of sharing this article with teachers; so, teachers out there, I'd appreciate your feedback. What do you take away from this article? How does it speak to your teaching practice?

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This is from Deepa.  Just want to make sure you all get the link.  It is the Kling, Bay Williams article on multiplication facts (https://drive.google.com/file/d/0B2kl_h6vQE61ZDFOTDZxQXpPTDA/view?usp=sharing )

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What ARE the key characteristics teachers use to make students feel valued and successful in math? 

And the Baroody (2006) article that is mentioned in all of these articles is important to read.  I believe it was posted on this site previously.  Maybe by +Michael P Cassaro 

Fluency seems to be the topic of the month and +Anne Louise Ennis question the extension.  This article on Fluency is easily applicable to Anne Louise's dilemma.  Three Steps to Mastering Multiplication Facts
By Gina Kling and Jennifer M. Bay-Williams in the current issue of TCM.  I will post it later in the week.  NCTM is not letting me into their site today.
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