Module 1, Lesson 3
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# 1-3 – Sparking Curiosity Through The Gummy Worm Task

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## What Youâ€™ll Learn

Make Math Moments Academy Forums 1-3 â€“ Sparking Curiosity Through The Gummy Worm Task – Discussion

• # 1-3 â€“ Sparking Curiosity Through The Gummy Worm Task – Discussion

Posted by on May 29, 2020 at 7:43 am

â€śWhat new take-aways do you have?

What questions are you still wondering?

21 Members · 38 Replies
• 38 Replies
• ### Maria Carmela Sanchez

Member
June 19, 2020 at 8:57 am

Using videos for provocation in Maths pretty awesome. We just need time to record or search for videos related to the topics. I normally use concrete objects for my provocations or sometimes I pose a problem at the beginning of my lesson.

• ### Kyle Pearce

June 22, 2020 at 9:14 pm

I think using the concrete material can typically be as engaging or even more engaging – especially in the younger grades! The key is more about following the curiosity path and less about whether it is a video or not! Thanks for sharing !

Member
July 6, 2020 at 9:45 am

Great advice to have the Notice and Wonder ahead of time in a different link than the rest so students are not giving away answers or looking ahead to the rest of the task. That has been an issue with putting everything into virtual lessons is that it really flattens the lesson when students can just go to the next slide to get the info they need.

• ### Archived Users

Member
July 6, 2020 at 8:32 pm

I was thinking the same thing!

• ### Kyle Pearce

July 7, 2020 at 7:07 am

Glad it resonated! So many different ways to deliver a curious lesson online, but that seems to be a good way to â€śpaceâ€ť.

• ### Archived Users

Member
July 9, 2020 at 5:56 pm

I’m surprised at how into the estimates I was. Like I was seriously watching Kyle as he pulled out the worms and placed them in 5’s on the counter. It was almost mouth-watering, even though I don’t really like gummy’s that much. Kids would be really into that.

• ### Kyle Pearce

July 15, 2020 at 9:08 pm

Ha! We are ALL suckers for curiosity!

• ### Archived Users

Member
July 10, 2020 at 5:28 pm

Since we will be all asynchronous in the fall, I am wondering how to let them see what everyone else is thinking/estimating when they are all doing this on their own, perhaps, in my case, over a week. And also how to get them to think-pair-share and then discuss as a whole class. It seems like (having just taken the full workshop) that there are going to be a TON of tiny bits which will translate into a LOT of tiny assignments in Canvas in order to break this up. I’m afraid if I put in multiple links in one assignment to the video then notice and wonder then estimate that they will just go link to link until they get to the answer and not respond and then they will lose the process. I need to find a way to “force” them to respond to each piece as much as possible. Guess I’ll be giving lots of 1 and 2 point credits for responding in GoReact or FlipGrid etc!

• ### Kyle Pearce

July 15, 2020 at 9:09 pm

I like what youâ€™re throwing down here… but I wonder if more thinking around building the culture of curiosity is key… forcing is great if we can make it happen (wait for when we get to Desmos activity builder and Knowledgehook as examples of this), but it would be even better if they just WANTED to participate. Lots of intentional work to build that culture, but it is so worth it!

• ### Colin Hamilton

Member
July 15, 2020 at 1:16 pm

Love the dive into asynchronous learning and synchronous learning. Very helpful.

• ### Kyle Pearce

July 15, 2020 at 9:10 pm

Awesome! Any big take away?

• ### Archived Users

Member
July 17, 2020 at 1:46 pm

I can definitely see this being taught synchronously. If I were doing it asynchronously, I would need to meet with them following perhaps the 2nd step of their estimate. Thoughts?

• ### Kyle Pearce

July 17, 2020 at 2:18 pm

I agree! Asynchronously might drag it out a bit, but thatâ€™s ok if thatâ€™s your situation!

• ### Archived Users

Member
July 21, 2020 at 5:33 pm

I am still trying to wrap my mind around doing this asynchronously…I am working on building a digital notebook where I think it could work, but some of the excitement will be lost unless I can get a synchronous meeting done just for this part…

• ### Kyle Pearce

July 22, 2020 at 8:25 am

Consider possibly a short meeting, then set them off to work then meet back later or the next day?

• ### Angie Cummings

Member
July 24, 2020 at 10:26 am

I am so excited. I just finished your full workshop and am now doing this workshop so I can plan my fall and set the kids up for a smooth(er) transition when ever we move from in school to distance learning. I was planning to use this for my middle school students as an introductory lesson to this new way of learning and also estimation practice. But as you were laying them out, I realized I could reshoot this with extra planning so that it can be used later to think about the distributive property and combining like terms. I love the idea of having the same video again – students will have familiarity at first, but the curiosity will spark again when we land on a different question.

• ### Kyle Pearce

July 25, 2020 at 7:49 am

So great to hear that you enjoyed the Online Workshop and now are gobbling this course up!

Yes, reshooting or even just reframing problems to suit your big ideas and objectives is always a possibility. I always suggest avoiding reshooting unless it will dramatically improve your ability to reach your learning objective… donâ€™t want to recreate the wheel if you donâ€™t have to.

Let us know what you decide and if you do reshoot something đź™‚

• ### Deleted User

Deleted User
July 26, 2020 at 4:38 pm

My take-away is about asking for 3 estimates. Too low, too high, and very best guess. Recording on the Braining Camp Number Line is a beautiful visual that sparks more Notice & Wonder.

• ### Archived Users

Member
July 30, 2020 at 6:41 pm

I am wondering if the Brainingcamp number line can be a shared number line where each student can place their own marker… I also was totally into the guessing. I have seen the low/high/best guess strategy before BUT the number line took it to another level for me!! ❤️❤️❤️❤️. So easy – so effective!

• ### Kyle Pearce

July 31, 2020 at 7:13 am

Right now I think you canâ€™t do a collaborative number line however that is something I think they have been talking about working on for all of their manipulatives.

• ### Christina Marin

Member
July 31, 2020 at 6:06 pm

I love the idea of having them fill in the chat with the notice and wonders. I also think a google form could be cool for students who are not doing this in live time. The teacher could them put all the answers together and send out a document compiled with all the notice & wonders. I also LOVED the number line feature on Braining camp. I am excited to use that. I am also noticing I could probably use it to help with adding/subtracting integers. Now I am curious about what other features can I use???

• ### Kyle Pearce

August 3, 2020 at 8:07 am

There are so many! Thatâ€™s the fun part is innovating with these dynamic tools!

• ### Archived Users

Member
July 31, 2020 at 7:19 pm

I like the use of the number line to show the range of estimates. This will also help my 5th graders begin to understand line plots.

• ### Kyle Pearce

August 3, 2020 at 8:07 am

Absolutely. The understanding of magnitude that is built through the use of number lines is so helpful!

• ### Archived Users

Member
August 3, 2020 at 4:17 pm

What is that graphing tool called? How do I get to the Brainy Camp tools?

• ### Erin Wahler-Cleveland

Member
August 4, 2020 at 4:22 pm

THANK YOU for doing some authentic modeling about what this can look like via Zoom, and also speaking to modifications for asynchronous environments.

I definitely want to check out Braining Camp.

This is also making me really reflect on what all students need to have in front of them on a screen, and how to streamline logistics but also slow waaaay down to allow time for success with new tech components, especially at the beginning.

• ### Kyle Pearce

August 5, 2020 at 4:26 pm

So happy to know youâ€™re finding the learning valuable! Canâ€™t wait to hear how things go as you start up this year!

• ### Kyle Pearce

August 27, 2020 at 7:36 am

So glad this work is resonating with you and so many others. Head over to the â€śTool Kitâ€ť area to grab a discount code for Brainingcamp and all Academy members!

• ### Archived Users

Member
August 16, 2020 at 9:47 pm

love the idea of having 3 numbers as the guess number

Surely will make this much more engaging!

• ### Kyle Pearce

August 16, 2020 at 10:10 pm

And itâ€™s helpful so students can come up with more realistic estimates! Weâ€™ve got to get students estimating as much as possible.

• ### Archived Users

Member
August 21, 2020 at 2:47 pm

Really appreciating this spin on Notice and Wonder, the number line gives students so much more buy in to make brave estimates that are too high and too low. So powerful!

• ### Kyle Pearce

August 22, 2020 at 7:22 am

Awesome to hear! What task will you be trying that strategy with in the coming weeks?

• ### Archived Users

Member
September 14, 2020 at 1:42 pm

I enjoyed seeing how you would do in a synchronous class and then explain what you would do in a asynchronous class. This helped visualize different things I can do with Notice/Wonder with a hybrid class.

• ### Kyle Pearce

September 15, 2020 at 6:19 am

Awesome to hear. Have you done any online lessons yet this year?

• ### Archived Users

Member
November 15, 2020 at 7:28 pm

I love the technique of having students give wrong answers. The gummy worms example was really good for teaching systems of 1-variable inequalities.

• ### Kyle Pearce

February 20, 2021 at 6:53 am

Iâ€™ve never used gummy worms in that way, but will definitely use it that way in the future đź™‚

• ### Archived Users

Member
February 19, 2021 at 10:01 am

I like how there is estimation at the beginning. I think this is important for students to practice and get in the habit of thinking about before solving a problem. I see so many students who solve a problem, but don’t even question if their answer is reasonable. By doing the estimation first, you are having the students develop that skill.