Explore how Desmos can transform NC Math 1 and Math 3 instruction through engaging, student-centered lessons. Participants will experience ready-to-use activities that promote conceptual understanding, mathematical discourse, problem solving, and formative assessment while increasing student engagement and interaction.
Participants will explore place value through a hands-on base 5 lesson designed to mirror the experience of students learning mathematics for the first time. Through modeling, discourse, and problem solving, participants will reflect on productive struggle and examine concrete strategies, representations, and instructional routines that strengthen place value understanding in the base 10 system.
Using examples that connect into other disciplines -- such as sciences and history -- can help students think about mathematics in different ways, as well as provide low-floor/high-ceiling entry points for engagement. Using activities from my classes, attendees will participate in modeling and discussion that pulls in cross-curricular content.
This interactive session explores differences between place-naming (e.g., identifying the digit in the 'thousands place') and true place value undersatnding. Together we will consider ways to better assess students' understanding of the relationships between units within our number system. Attendees will leave with practical strategies and ready-to-use routines for the classroom.
Doctoral Candidate/Graduate Assistant, North Carolina State University
Tacey is a current doctoral candidate at NC State University. Her current research interests include instructional routines, number sense, and numerical magnitude.
Friday November 6, 2026 1:20pm - 2:20pm EST Salem 1C
