Mathematics Teacher, BCPS. 17-18 Einstein Distinguished Educator Fellow; Opinions expressed here are my own. PN: He series

Baltimore, MD
Joined April 2016
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Replying to @politicianpages
Love this! If you're open to it, you could make the tenure slider a Boxplot, which could help provide more insight into the percentile and relative tenures of all members. Sample below (senators), where you mark the member of interest with an X. Help your audience with math ❤️
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Congratulations to the newest cohort of @AEF_Program #EinsteinFellows23!
The edtechies, space #scientists, mathmagicians, policy leaders, and #teacher #STEM innovators. Bravo to our 16 new #EinsteinFellows23. They are in for the ride of their life! orise.orau.gov/news/archive/…
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Factoring technically solves all quadratic equations. Why wouldn't you want to know what is working behind the algebra?
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Chris Wright retweeted
Some of the @AEF_Program Fellows will remember being in the trenches with Dr. Weld while he was creating the 5 year #stem plan and were lucky enough to be able to provide valuable input into the process. #EinsteinFellows17
Approaching 2 years since Charting a Course… so humbled of the 48,500,000 books on Amazon to be 51st in Fed. Ed. Legis. and 281st in Ed. Policy. Ok not exactly NYT Best Seller but, on sale this month! Would love your review bit.ly/Fed_STEM_Weld
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Replying to @MsAlison314
I haven't taught factoring where a=1 in a long while, and I regret nothing.
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Hate to break it to ya, but their assistants and lobbyists don't just read the bills; they write the bills.
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RT for the chance to win signed cleats from Run @CMC_22 ‼️ #ProBowlVote No purchase necessary. Official rules: 49rs.co/pbgsweeps
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If I multiply -5 by a negative, it gets bigger.
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That shows THAT they are equivalent, but not at all WHY they are equivalent, because I could just as easily say: -2x<4 Divide both sides by -2 x<-2 I'm wrong, but why? Your explanation doesn't go far enough to be proof.
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Replying to @howie_hua
Why we "flip the inequality sign" when multiplying by a negative.
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Anything that is not "not nothing". Likely one of those things that is defined by what it is not.
Things come from nothing all the time - it just depends on your definition of what "not nothing" is.
Chris Wright retweeted
I spent a few days in Finland recently, and got to chat with some teachers. My main takeaway, which I found so refreshing: Finnish teachers don't attribute school outcomes to schools themselves, but to the society at large.
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It might be that we have the conception that a conception and a misconception are mutually exclusive concepts. Misconceptions are conceptions. Just like mistakes are takes. Misuse is use. Misappropriation, mismanagement, etc. Should we begin saying none of these exist?
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JUST IN: @ABC has learned the Department of Education is "beta testing" the #studentdebt relief website tonight.  Eligible borrowers can apply now: studentaid.gov/debt-relief/a… – at Arlington, VA
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