How do you give students the opportunity to practice “I can look for and express regularity in repeated reasoning”?
When we have a new type of problem to think about, I am learning to have students estimate the answer first.
I asked for their estimate in two slightly different problems because I wanted them to pay attention to what was given and what was asked for.
Students then interacted with dynamic geometry software.
What changes? What stays the same?
Do you see a pattern?
What conjecture can you make about the relationship between a median of a triangle and its segments partitioned by the centroid?
As students moved the vertices of the triangle, the automatic data capture feature of TI-Nspire collected the measurements in a spreadsheet.
I sent another poll.
And then we confirmed student conjectures on the spreadsheet.
And so the journey to make the Math Practices our habitual practice in learning mathematics continues …
Easing the Hurry Syndrome 
howardat58
August 15, 2016 at 9:26 pm
Now balance the triangle on its centroid. This will get them thinking!