<transcript><audio_24> that algorithms alone would lead students to be engaged in our math questions, and we would likely agree that successfully using a formula will definitely not be best used to understand math.</transcript><caption><image_25>The image is a screenshot of a question from a math worksheet titled "Find an Equation Given Slope and a Point". The question is written in black text on a white background and is divided into three sections. 

The first section is titled "Step 1: Substitute the given slope for m' and the coordinates of the point for y(x, y) in the equation, y = mx + b. Step 2: Solve for 'b' which is the only unknown variable. Step 3: Substituate the values of m and b into slope/y-intercept form, y=mx + b."

At the bottom of the image, there is a link to the website "www.tapintoteeminds.com" and a Twitter button.</caption><transcript><audio_26> to realize that the traditional math lesson like you see up here that was based on steps and procedures or inquiry was to promote a serious and never-ending math and math practice rather than a little bit of understanding of how to work with it.</transcript><transcript><audio_27> in a task-based format, allowing students to use the inquiry process on a daily basis to make connections to their prior knowledge. When students prove to us that they can solve a problem independent of the steps, we can extend the interview to</transcript><caption><image_28>The image is a visual representation of a math class. It is divided into six sections, each representing a different aspect of the class. 

The first section is labeled "Consolidate", the second section is titled "Tasks", the third section is labelled "Contextual Visual and Concrete", and the fourth section is called "Inquiry".

Each section has a yellow arrow pointing towards it, indicating that the class is connected to each other. The arrows are pointing towards the top and bottom of the image, suggesting that they are meant to represent the different aspects of the task.

There are also two yellow arrows pointing to the left and right, indicating the direction of the arrows. The first arrow is pointing towards a specific area, while the second arrow points towards the right. The third arrow points to the center of the diagram, which is labeled with the words "MATH CLASS" and "INQUIRY". The diagram also has a website address at the bottom that reads "www.tapintoteenminds.com".</caption><caption><image_29>The image is a screenshot of a math worksheet titled "How many of each colour are there? What's the magic number?" The worksheet is divided into two sections. On the left side, there is a blue rectangle with the text "35 Blue and Purple 44 Blue and Pink 57 Total" written on it. Next to the rectangle, there are three purple balls arranged in a grid-like pattern. 

On the right side of the image, the worksheet has a table with three columns and three rows. The first column is labeled "4x + 10 = 90" and the second column is titled "90". The table has three rows of numbers, each with a different color - blue, purple, and pink. The numbers range from 4x to 10. The table also has a legend at the bottom that explains the meaning of each color.

The background of the worksheets is a light blue color.</caption><transcript><audio_30> Now, what I've realized recently is that maximizing the intellectual engagement of my students has less to do with math tasks, making them real or relevant, but rather how the task goes to</transcript> thinking now I wouldn't argue that algor would lead students to be engaged in Our math classrooms and we would like to agree that successfully using a formula will  definitely not that students understand so unfortunately it took to that the traditional math less like you see up here that Was bas procedures inqu waso students the math of my Class Rather than deeping Now less deliver in a tasksas format all students to use the inquiry process On A  Daily basis to make connections to their pror knowledge  When students Pro to them that they can solve independent of the steps we can extend to New Wither Now What I've realized recently is that maximizing intellectual engagement of my students has less to do with math tasks making them real or relevant but Rather how we  ask Those
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