My precalculus kids do this open-ended mini math exploration project which involves four mini-explorations. And today they turned in some of them. One of my students told me she had done the “coloring book” option, saying that she got the math coloring book for Christmas. Of course that was so awesome.
After school, we met in our mini-professional development groups (mine is a math strand, talking about gaining a vertical understanding of our math curriculum from K-12), and we had a fascinating talk about when kids make the jump from “discrete” to “continuous” — and it made me realize how much more rich and interesting and deep and philosophical we can make it. Because the idea of “continuity” is just weird and awesome, and totally grapple-able. And you can’t understand — not truly — numbers like and without that idea. It was fun to think about.
We also might plan an “all school” math problem that spans K-12!
During lunch, one of my students skipped a meeting with me. Which normally: grrrrr. But it freed up some time, and I got to chill for a bit, and even play Lost Legacy with two of my colleagues.