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Kristen Smith

@kristensmith.substack.com
810 followers 415 following 107 posts

Seattle HS Math Teacher and Instructional Coach 2018 PAEMST award winner Author of Cultivating Math Confidence: Teaching Strategies to Boost Proficiency in Grades 6-12

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Kristen Smith @kristensmith.substack.com · 19/07/2026
Excited to announce that Cultivating Math Confidence is now available at the link below and on Amazon. I hope it shines a light on what we can do to support all learners to grow their confidence in math! #iteachmath #mtbos www.routledge.com/Cultivating-...
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Kristen Smith @kristensmith.substack.com · 21/04/2026
Creating a culture of error is hard work. This is my best attempt at breaking it down into steps. #iteachmath #mtbos open.substack.com/pub/kristens...
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Strategic Ignorance
Teaching students to critique
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Kristen Smith @kristensmith.substack.com · 24/03/2026
Exploring what the Standards of Mathematical Practice look like in action in real classrooms. #mtbos #iteachmath kristensmith.substack.com/p/helping-st...
kristensmith.substack.com
Helping Students Make Sense
MP1: Make sense of problems and persevere in solving them
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Kristen Smith @kristensmith.substack.com · 20/01/2026
For all my Trig teachers out there, I’ve included some of my favorite activities in this post. #mtbos #iteachmath #trigonometry #inquirylearning open.substack.com/pub/kristens...
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The case for including inquiry
Why inquiry belongs in the math classroom
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Kristen Smith @kristensmith.substack.com · 09/12/2025
open.substack.com/pub/kristens... #mtbos #iteachmath
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What the Math Crisis Looks Like From the Classroom
And where we can go from here
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Kristen Smith @kristensmith.substack.com · 25/11/2025
Building student confidence before inquiry is key. A well-structured Do Now is how I make sure all my students are set up for success. #mtbos #iteachmath open.substack.com/pub/kristens...
open.substack.com
Why the Do Now is the the key to student confidence in math class
The most underrated part of a lesson is the first five minutes
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Kristen Smith @kristensmith.substack.com · 11/11/2025
This is a lesson that failed the first time but through years of improvements has turned into a project that students love. If you teach rational functions, definitely check it out. #mtbos #iteachmath open.substack.com/pub/kristens...
open.substack.com
The Power of Iteration in Teaching
I had a reflection the other day that came from observing the work of a teacher who I’ve now coached for four years.
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Kristen Smith @kristensmith.substack.com · 28/10/2025
This post is for anyone who puts in the work to try to figure out how to support every student: open.substack.com/pub/kristens... #mtbos #iteachmath
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Where to position our hardest-to-reach students to make them more reachable
A deep dive into purposeful seating arrangements
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Kristen Smith @kristensmith.substack.com · 14/10/2025
This is my go-to routine for building procedural fluency with my students. #mtbos #iteachmath open.substack.com/pub/kristens...
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The Skill Builder: A Routine for Building Procedural Fluency and Confidence
There is no problem that is more consistently named as a barrier in math teaching than students arriving in our classrooms without strong mastery of the foundational skills from prior grade levels.
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Kristen Smith @kristensmith.substack.com · 30/09/2025
This is one of my favorite end-of-unit tasks for Quadratics. I love seeing students’ creativity, so I wrote a post about it! #iteachmath #mtbos open.substack.com/pub/kristens...
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Using Exemplars to Unlock the Highest Level of Bloom's
Why exemplars are the on-ramp to creativity
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Kristen Smith @kristensmith.substack.com · 16/09/2025
I've been using a new format for intervention that I had to share because it has totally shifted how I think of support for students. #mtbos #iteachmath open.substack.com/pub/kristens...
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The Power of the Preview
An intervention strategy that builds confidence BEFORE instruction
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Kristen Smith @kristensmith.substack.com · 02/09/2025
I have come to understand that being a math teacher is also being a language teacher. #iteachmath #mtbos open.substack.com/pub/kristens...
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Kristen Smith @kristensmith.substack.com · 19/08/2025
First post on the new substack is live! Diving into noticing and addressing student mindsets about math. #iteachmath #mtbos open.substack.com/pub/kristens...
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Surfacing and Addressing Math Mindsets
A sometimes uncomfortable deep dive into our students' feelings about math
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Kristen Smith @kristensmith.substack.com · 16/08/2025
This was a super fun conversation about how to build our students’ math vocabulary and why it matters. #iteachmath #mtbos open.substack.com/pub/hollykor...
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Building fluency with math vocabulary
How one teacher uses evidence-based instructional techniques to strengthen math vocab
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Kristen Smith @kristensmith.substack.com · 30/06/2025
Does anyone know about @desmos.com switching over the teacher site and activity builder to Amplify? All of my custom activities were gone when I tried to log in—it says I have authored zero activities. I really hope that isn’t the case! Any help is appreciated #mtbos #iteachmath
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Kristen Smith @kristensmith.substack.com · 25/04/2025
Great description of a way to implement Thinking Classrooms that combines inquiry with explicit practice. This combines them across days while I combine them in a single lesson but the idea is that students benefit from both types of learning. #mtbos #iteachmath open.substack.com/pub/adrianne...
open.substack.com
My Thinking Classroom
In the spring of 2022, our building’s instructional coach walked into my classroom and handed me a bright orange book.
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Kristen Smith @kristensmith.substack.com · 01/04/2025
We did a model problem of a roof truss where they calculated the total lengths of wood. We discussed how the shape needs to be symmetrical and each triangle needs to have measurements that are mathematically sound. Other than that, the design was up to them. Here’s the model problem:
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Kristen Smith @kristensmith.substack.com · 31/03/2025
I started doing this end of unit extension project for trigonometry and similarity where students can design their own roof truss. There were some pretty cool design this year! #mtbos #iteachmath
Roof truss design with measurements and trianglesRoof truss design with measurements and trianglesRoof truss design with measurements and triangles
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Kristen Smith @kristensmith.substack.com · 27/03/2025
The Phantom Tollbooth is a classic. It is still my favorite accessible explanation of averages.
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Kristen Smith @kristensmith.substack.com · 13/03/2025
This problem was so much fun! It was really exciting to see how many different solution paths students could come up with to find the perimeter of the square. Beautifully knits together properties of trigonometry and Pythagorean theorem. #iteachmath #mtbos @illustratemath.bsky.social
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Kristen Smith @kristensmith.substack.com · 10/03/2025
I couldn’t agree more with @dylanpkane.bsky.social approach to online tools in the classroom. I use @desmos.com activity builder for my Warm Up questions each day because the batch feedback is so useful but I set a timer for 7 minutes and students close laptops before we debrief. #iteachmath #mtbos
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Kristen Smith @kristensmith.substack.com · 05/03/2025
I have them write it in their class notebook. They try it independently first and then have an opportunity to share and workshop with a partner and then we come up with a class exemplar which they also write down. They can go back to reference these as notes.
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Reposted by Kristen Smith
Edutopia @edutopia.org · 04/03/2025
Celebrate Pi Day in any subject! 𝜋 🎉 These engaging, informative activities help students explore pi’s history, applications, and more. #EduSky #ITeachMath
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Celebrating Pi Day Across the Curriculum
Engaging, informative Pi Day activities designed for middle school math, ELA, science, and social studies.
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Kristen Smith @kristensmith.substack.com · 05/03/2025
After we wrap up an investigation task, I have students try to write their own one sentence summary of the big idea. For example: “Write one sentence to explain why the sine ratio for a reference angle like 30 degrees always has the same value even when the triangles have a different size.”
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Kristen Smith @kristensmith.substack.com · 04/03/2025
The two triangles made students think more deeply about WHY they had two different equations and yet came to the same solution. It kept the work simpler on the front end but then allowed them to draw the conclusion that they are in fact the same triangle.
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Kristen Smith @kristensmith.substack.com · 04/03/2025
This problem was great! A student said: “Wait but I just realized it also works if you switch them! Sin(41) still equals cos(49) even though it’s a totally different value!” And then another student said: “Wait, does it also work for 30 and 60?” And the whole class was like YES! 🤯 #iteachmath #mtbos
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Kristen Smith @kristensmith.substack.com · 27/02/2025
We launched trigonometry today in Math II. I’ve been using this resource for years and it’s still my favorite way for students to investigate the ratios. Students walk away understanding where the values in the calculator “come from”. #iteachmath #mtbos www.projectmaths.ie/documents/T&...
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Kristen Smith @kristensmith.substack.com · 21/02/2025
They are also a great way to support MLL students with language development in math. I’ve seen a lot of impact from using them with those students.
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Kristen Smith @kristensmith.substack.com · 21/02/2025
I love teaching right triangle trigonometry. Just when my Math II students start to think that math has taken a turn toward abstract symbols and equations and is not “real” enough, trigonometry shows up with all of its lovely simplicity and real-world applications. It really saves the day.
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Kristen Smith @kristensmith.substack.com · 21/02/2025
This is super helpful! As an IM teacher I’m familiar with the MLR’s but I’ve never thought of associating them with specific parts of the lesson flow.
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Reposted by Kristen Smith
Duane Habecker @duanehabecker.com · 21/02/2025
Our Math Team has mapped the math language routines onto the Teaching Through Problem-Solving lesson format. Teachers can see where there might be opportunities to integrate a MLR into the lesson. MLRs are not add-ons. They are essential. #iTeachMath docs.google.com/pres...
A screenshot of the five components of a teaching through problem-solving lesson: 
1. introduce the lesson.
2. pose the question
3. students work on problem
4. full class conversation
5. reflect and summarize

Throughout these five components, some of the eight math language routines are highlighted as possible options at each of the five components.
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Kristen Smith @kristensmith.substack.com · 21/02/2025
I use IM for an inquiry cycle to begin the lesson (~20 mins start to finish) and then transition to direct instruction followed by independent practice. That gives students a chance to build problem solving habits but also plenty of time for clarity of instruction and practice with feedback.
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Kristen Smith @kristensmith.substack.com · 21/02/2025
I think I do agree with what you call “just tell them” after the inquiry portion if it’s what you were describing in the podcast i.e. clear notes, examples, guided practice in a highly structured environment. I must not be articulating that clearly. The point of the inquiry is to introduce the need
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Kristen Smith @kristensmith.substack.com · 21/02/2025
I wouldn’t call it a warm up because the purpose of it is to reproduce the conditions in which the need for the mathematics becomes evident without needing to be told and properties of mathematics become clear. But to do it well it is a highly planned experience and students are not floundering.
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Kristen Smith @kristensmith.substack.com · 21/02/2025
Formalize means that after students explore a problem and either discover something interesting or potentially make an interesting but important error then they will review collectively the solution and derive the important mathematics through discourse and later stamped as notes, definitions etc.
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Kristen Smith @kristensmith.substack.com · 20/02/2025
I’m wondering if this has something to do with how you are defining “inquiry”? Would you consider the Illustrative Mathematics curriculum inquiry? Students investigate first and formalize later. I would consider that inquiry.
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Reposted by Kristen Smith
Chris Luzniak @cluzniak.bsky.social · 18/02/2025
I got back into blogging! Do we need a clear objective? clopendebate.wordpress.com
clopendebate.wordpress.com
CLopen Mathdebater
speaking with a clopen mind...and a portmanteau or two...
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Kristen Smith @kristensmith.substack.com · 20/02/2025
I believe there is a lot of merit to the idea that explicit instruction is highly effective when done well and is key to effective instruction. I also believe inquiry can be highly effective when done well and @mrzachg.bsky.social focuses on the ways it can fall short when not done well. #iteachmath
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Dominique Baker @bakerdphd.bsky.social · 11/02/2025
Here's why your education friends had a real rough one today. It's... it's the entire education data collection apparatus of the United States. www.edweek.org/policy-polit...
Screenshot of the article that reads: The Institute of Education Sciences, the research arm of the U.S. Department of Education, appears to be the latest agency in the crosshairs of President Donald Trump and billionaire Elon Musk’s Department of Government Efficiency office.

Dozens of researchers and contractors received notices Feb. 10, directing them to immediately stop work on research projects and program evaluations financed by IES, a federal agency with a roughly $800 million budget, sources say.

It was not immediately clear which—or how many—of IES’ hundreds of contracts are affected, though one source estimated roughly 170.
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Adam Gamoran @agamoran.bsky.social · 11/02/2025
www.edweek.org/policy-polit...
edweek.org
Trump Admin. Suddenly Cancels Dozens of Education Department Contracts
The Trump administration abruptly terminated dozens of contracts financed by the research arm of the U.S. Department of Education.
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Kristen Smith @kristensmith.substack.com · 07/02/2025
Who would have thought that I would by chance put a “someone who is wearing a red shirt…” protocol in a presentation in Kansas City on Red Friday before the Super Bowl 😂 #NCTMKC25 #mtbos
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Kristen Smith @kristensmith.substack.com · 06/02/2025
I certainly wouldn’t promote their definition but it’s interesting to see that there doesn’t seem to be a strictly agreed upon definition out there.
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Kristen Smith @kristensmith.substack.com · 06/02/2025
Really enjoyed hearing from Gail Burrill about ways to integrate AI with math teaching to empower students as learners #NCTMKC25 #mtbos #iteachmath
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Kristen Smith @kristensmith.substack.com · 06/02/2025
It would seem that way to me. Here is the an example: dictionary.cambridge.org/us/dictionar...
dictionary.cambridge.org
fraction
1. a number that results from dividing one whole number by another: 2. a small…
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Kristen Smith @kristensmith.substack.com · 06/02/2025
It seems that some definitions specify that it must be a whole number that is divided which would ensure that it is rational while other definitions do not (from the quick search I did). I wonder why the discrepancy?
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Kristen Smith @kristensmith.substack.com · 06/02/2025
Isn’t that why we say they are “rational numbers” which also includes decimals (and whole numbers)?
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Kristen Smith @kristensmith.substack.com · 05/02/2025
I have been thinking and writing about how accessible and achievable problems are a key part of building student self-efficacy in math class. They don’t take the place of complex tasks but provide an on ramp as students build confidence. #mtbos #iteachmath
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Kristen Smith @kristensmith.substack.com · 05/02/2025
I’m excited to meet other math folks and give my first in-person NCTM presentation at #NCTMKC25 !
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Kristen Smith @kristensmith.substack.com · 04/02/2025
This might differ for Calculus but I expose all students to the same content objectives but it is the depth and complexity that differs depending on whether they will take the test. Non-testing students will get the basic overview and practice with simpler problems that directly follow examples.
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