Supporting Student's Mathematical Reasoning with the Mathematical Practices Part 2
- Shared screen with speaker view

Chris

35:12

Chris Conder from Juneau here

maryann.love

35:46

MaryAnn from Juneau here.

Elizabeth Ross

36:30

Beth from Fairbanks

Diana Kurka

36:45

Thanks for checking in! I’m seeing names in the participant list too.

Jerry White Bethel

37:37

17

Christina Webster

37:43

17?

Elizabeth Ross

37:55

10?

Lila

38:28

17

Michael Hanson

38:33

17

Erin Carriker

38:55

erin c here from Juneau

Chris

39:29

i'm thinking 15

Elizabeth Ross

40:19

OK. I changed my thinking. Maybe 17?

Jerry White Bethel

42:07

I think that is a Bethel taxi way of thinking.

Elizabeth Ross

42:13

OH because you can’t have an adult and a child in the boat!

Andrea Colvin

42:29

It would still be four trips for each adult

Stephanie Richardson

43:20

It is always the number of adults times 4 and add one trip

Andrea Colvin

43:27

(n x 4) + 1 = trips

Max Pananen

43:28

n*4+1, n=adults

f202593

43:52

Sorry I joined late. The emails keep going to junk mail. I will join the conversation as soon as I figure out what’s happening.

Melissa Crane

44:36

Resource Page: https://asdn.org/webinar-resource-page-supporting-students-mathematical-reasoning-fall-2019/

f202593

46:16

Just found the bookmark. Thanks.

Christina Webster

47:00

what is the bookmark labeled as in our handouts?

Andrea Colvin

47:11

1-3: I immediately started drawing a picture to solve this problem. I personally couldn't analyze it in my head and needed to visually represent the problem. I also had a moment of wanting objects to solve the problem.

f202593

48:11

I love that protocol and I’ve been using it with my special ed students in the general classroom. So powerful. At first, they could not tell me what the story was about because they had never thought about story problems as actual stories before!

Lila

49:34

I also had to draw a picture right away. I use just a brief sketch to help clear it up in my head.

f202593

49:38

This is Abigail. I am now calling their drawings a story board now and they are connecting math and life for the first time.

f202593

50:19

Abigail: I am phrasing things by saying that all math tells a story.

Diana Kurka

50:25

You should find the handout in the Zip drive for Macs -Math Practices Bookmark

Stephanie Richardson

51:20

I definitely have to revise my thinking as I hear other information and/or realize I’ve gone down the wrong path.

Christina Webster

52:20

3-Reads!

Jerry White Bethel

53:02

The handout zip is still empty.

Melissa Crane

53:08

This URL works https://asdn.org/webinar-resource-page-supporting-students-mathematical-reasoning-fall-2019/

Christina Webster

53:13

We’ve been doing them ever since last class, I feel like I’m finally making progress with my kids. They love when they get to tell me all the different questions they are able to answer with that information aside from the task they are actually asked to find.

Tennessee

53:35

Same with my handout zip file. It says it is empty.

Lila

53:38

I have tried 3 reads with my 1st and 2nd grade students this week, once time in each class. I intend to use it more! At first, my students did not really know what to think, but by the end, they were so excited that they could come up with their own question. They asked a few different questions. Some of them made sense, some of them we worked on.

Christina Webster

54:04

For example they need to give me an expression that represents something, but along with that they tell me all the other basic and higher level questions they have enough information to solve or create an expression for.

f202593

54:05

Abigail: I have tried three reads working one:one with a sped student in the 4th grade math class. It has been amazing for that student. He now understands for the first time that it REALLY is a story and he can use a strategy that allows him to revise his story board representation as he moves along.

Lila

54:11

I could download the Mac zipfile, not the other one. Ironically, I am logged in on a DELL. Maybe try both.

Christina Webster

54:20

I also have my students work in groups for their 3-reads without me facilitating

Elizabeth Ross

54:22

I have used numberless problems. I ask the kids what they want to ask…I have a few kids that keep asking for the numbers over and over

Lisa Varner

54:34

I tried the 3 Reads for division stories where students had to interpret remainders. It was so helpful in leading students to understand what to do with the remainders.

Melissa Crane

54:39

PC download link: https://asdn.org/wp-content/uploads/New-folder.zip

Melissa Crane

55:06

MAC Download Link: https://asdn.org/wp-content/uploads/Webinar-2-Handouts-1.zip

Tennessee

55:07

I am on a MAC and had to download the PC folder. They must be reversed. It worked though!

Lila

55:46

I used mine with addition and subtraction. 1st grade just small numbers under 5. My kiddos are intervention. 2nd grade, I used numbers under 10. I wanted the kids to feel really comfortable manipulating the numbers since it was our first time.

maryann.love

56:06

It took a bit of practice on my part to train my teacher brain. I am teaching kindergarten so I still feel story problems for some are over their heads. I have tried it with my 2nd grader and it was helpful.

f202593

56:16

The problems I’ve used three reads with so far involve multiplication and addition. He is drawing and labeling pictures. It has helped me to really relax and open up my mind to adjusting strategies in the middle of working on the problem.

Elizabeth Ross

57:52

So I typed before that the kids kept asking for numbers.

f202593

57:52

Oh, I’ve tried using simpler numbers with my students before. Good reminder.

Stephanie Richardson

57:59

I’ve used the numberless word problems, and have found the students are more engaged and interested in the content. They have also been coming up with wonders as we go along, and usually they end up asking the question I want them to answer.

Elizabeth Ross

58:25

I like the idea of them using numbers they are more comfortable with

Rafe

58:31

Hello everyone! I just got out of our staff meeting!!

Lisa Varner

59:51

I used the Part Part Whole model extensively. I also use that model for Larger Smaller Difference (Comparison) problems.

Jennifer Bleicher

01:01:18

P.I.C.S. I have used P.I.C.S. in my intervention math class. Students are actually creating their own situation with digits provided for them. They understand why the concept is important when learning a mathematical concept.

Elizabeth Ross

01:05:25

I was like huh? But them I started drawing and finding the fractional parts..

Andrea Colvin

01:05:26

48?

Stephanie Richardson

01:05:27

I’m gong to say 48

Tennessee

01:05:28

48

Christina Webster

01:06:52

Yep 48

Lisa Varner

01:08:01

#2?

Stephanie Richardson

01:08:04

I’m missing some of the comments. Can we make sure that everyone has the “all panelists and attendees” clicked in the chat box?

Michael Hanson

01:08:06

2

f202593

01:08:12

I think #2

Christina Webster

01:08:18

2

Tennessee

01:08:20

2

Polly Rowell

01:08:23

2

Jerry White Bethel

01:08:30

2

f202593

01:10:17

8.1

Chris

01:10:22

8.2 liters?

Michael Hanson

01:10:29

8.1

Christina Webster

01:10:36

8.1

Stephanie Richardson

01:10:39

8.4 liters

Jennifer Bleicher

01:10:43

8.1

Chris

01:10:44

sorry 8.1

Andrea Colvin

01:10:47

8.1

Lila

01:10:49

8.1

Michael Hanson

01:11:11

7

Tennessee

01:11:23

7

f202593

01:11:27

7

Elizabeth Ross

01:11:28

Well I’m still lost solving the problem

Elizabeth Ross

01:13:20

I guess there is where 3 reads could help as I thought the 4/5 was equal to 40.5

Christina Webster

01:16:24

4 X 4…28?

f202593

01:16:28

21 as long as the squares aren’t allowed to overlap?

Christina Webster

01:17:07

30?

Max Pananen

01:17:09

30?

Tennessee

01:17:40

30

Chris

01:17:43

30

Andrea Colvin

01:17:43

`square numbers

Polly Rowell

01:17:47

30

Polly Rowell

01:18:57

7

Lisa Varner

01:18:58

#7 Look for patterns

f202593

01:19:03

7

Michael Hanson

01:19:06

7

Lila

01:19:07

I think 2 or 7

Christina Webster

01:19:07

8

maryann.love

01:19:07

7

Tennessee

01:19:10

8

Stephanie Richardson

01:19:13

8

Tennessee

01:19:17

Repeated calculations?

Polly Rowell

01:19:19

8

Elizabeth Ross

01:20:49

5 8

Lisa Varner

01:20:55

4, 7

Michael Hanson

01:20:57

4,7

Stephanie Richardson

01:21:01

1,4

Andrea Colvin

01:21:02

s=0 t=3

Jennifer Bleicher

01:21:04

4,7

Polly Rowell

01:21:05

0, 3

Lila

01:21:06

1, 4

maryann.love

01:21:21

1, 4

f202593

01:21:26

As soon as you get high enough to add to 10

Tennessee

01:21:31

you’re adding 3 to the triangle number

Tennessee

01:21:35

?

maryann.love

01:21:36

adding 3

Elizabeth Ross

01:21:42

Difference of 3 between them

Christina Webster

01:22:04

Because one side had 10 and the other only has 7

Lisa Varner

01:22:05

because 10 is 3 more than 7

Elizabeth Ross

01:22:21

as the square increases by 1, the triangle increases by 1

Christina Webster

01:23:04

7

Polly Rowell

01:23:12

7

Christina Webster

01:23:17

How is one side related to the other

f202593

01:23:21

8

Michael Hanson

01:23:25

2

Stephanie Richardson

01:23:28

It seems like a little of all because we have to reason with numbers, know how equations work, and explore patterns that would help us find more possible answers.

f202593

01:23:28

7 also

Lisa Varner

01:23:31

8

Tennessee

01:23:32

7

Andrea Colvin

01:23:35

2

Elizabeth Ross

01:23:42

7

Polly Rowell

01:24:49

I wouldn't have seen the pattern if others hadn't been contributing.

f202593

01:24:50

It’s funny that I originally thought the number we were replacing the square and triangle with had to be the same.

Elizabeth Ross

01:25:38

I wondered if the number should be the same also!

f202593

01:27:50

Ask what is changing and what is staying the same

Stephanie Richardson

01:27:57

It seems we would need to have more than one problem and/or scenario so students could see a pattern in their answers

Christina Webster

01:28:06

Come up with a way to solve this problem that we could apply/use for a similar problem

Elizabeth Ross

01:28:14

So make the 19 a 20 and the 15 a 14 to do mental math?

Tennessee

01:28:26

I was thinking that too. Add more depth

Tennessee

01:29:30

What about if they were to trade a certain number of cars, how many did they leave with

f202593

01:30:19

There’s a fun strategy for mental math called pretend-a-ten too

f202593

01:33:33

Finding a shortcut

Stephanie Richardson

01:33:33

Again, we’d need another question/problem

f202593

01:33:51

#8…finding a shortcut

Christina Webster

01:34:01

What changes as we stack the cones? I.E. what part grows the stack and what part is hidden as we stack it.

Max Pananen

01:34:15

Yes to the shortcut, recognize there will be nesting

Polly Rowell

01:34:18

Break it down into smaller groups.

Elizabeth Ross

01:36:17

I totally didn’t think of the bottom part not having a value when they were stacked/nested in each other!

Lila

01:36:34

I didn't think of that either!

Stephanie Richardson

01:36:35

Ask them to draw a model or picture to prove their thinking

Tennessee

01:36:52

Creating a formula to solve?

f202593

01:37:27

Physical modeling

Tennessee

01:38:10

no

Elizabeth Ross

01:38:14

no

f202593

01:38:15

No

Lila

01:38:18

no

Diana Kurka

01:40:46

This is one of the options for the discussion questions for this webinar if you are taking the webinar for credit.

Rafe

01:45:00

They will need to read A very carefully

Andrea Colvin

01:45:06

Who can drive the van?

Michael Hanson

01:45:35

what strategies might you try?

Chris

01:45:37

how many people total with 3 reads

Elizabeth Ross

01:45:43

Do you really have to do any division?

Tennessee

01:45:54

Does each van need to be full with people

Tennessee

01:45:55

?

Lisa Varner

01:46:03

What representation or graphic organizer can help you model the problem?

Tennessee

01:46:07

I was just thinking about the remainder

Rafe

01:46:11

They could draw a picture

Lisa Varner

01:46:50

How can you represent the problem with symbols and numbers? What is your division problem?

Tennessee

01:46:51

Tie them to the roof

Tennessee

01:46:52

LOL

Lisa Varner

01:46:58

What do you do with the extra people?

e02228

01:47:13

How could I represent this problem using symbols?

Lisa Varner

01:47:50

What representation or graphic organizer can help you model this problem?

f202593

01:47:52

How can you use a bar model or part-part whole model to show this problem?

Stephanie Richardson

01:48:02

How many different ways can you solve the problem? Are any of your strategies like others’?

Christina Webster

01:48:30

I would ask my students where they might see this in the real world? Create a situation where you might find this problem.

Lisa Varner

01:48:35

Can you write a story to match this problem?

f202593

01:48:38

Could you use more than one kind of math operation to solve this?

Polly Rowell

01:49:18

What generalization can you make based on your solving of the problem?

Elizabeth Ross

01:49:25

I was thinking breaking apart 1.5 or rounding to 2 and then subtracting. So solving the problem in another way

f202593

01:49:38

Through your class, I have been reminded that all math tells a story.

Elizabeth Ross

01:50:03

Patterns! LOL

f202593

01:50:14

Just because you don’t have an assignment for the number, it’s still telling a story.

f202593

01:50:46

This makes math so much more exciting!

Lisa Varner

01:53:36

What pattern do you notice?

f202593

01:53:48

When might you use this rule/pattern?

Michael Hanson

01:54:50

why is this important to the problem?

Elizabeth Ross

01:55:52

I want to pull out cubes!

Lisa Varner

01:57:10

How can you use the pattern to figure out the answer without using blocks?

Christina Webster

01:57:48

For my middle schoolers, I’d love to give them pattern blocks to use, but not enough of them. So they get 6 of them but they can use those 6 to try and expand and envision what happens with that perimeter.

f202593

01:57:52

Can you think of a time when the rule wouldn’t work?

Stephanie Richardson

01:58:09

That’s a great idea, Christina!

Lila

01:59:59

That would be a really fun problem for my 2nd grade intervention class!

Michael Hanson

02:01:18

8

Christina Webster

02:01:18

They’re identifying the pattern for sure

Elizabeth Ross

02:01:35

Using easy numbers to set markers… 8

f202593

02:01:47

2

Andrea Colvin

02:01:49

2

Christina Webster

02:01:52

7

e02228

02:01:52

2

Michael Hanson

02:01:56

2

Stephanie Richardson

02:01:56

2

Christina Webster

02:02:05

…2

f202593

02:02:33

7

Andrea Colvin

02:02:35

7

Stephanie Richardson

02:02:37

7

e02228

02:02:37

7

Melissa Crane

02:04:21

Credit Course Registration Link: http://www.cvent.com/d/yyq3fxResource Page: https://asdn.org/webinar-resource-page-supporting-students-mathematical-reasoning-fall-2019/Survey Link 2: https://www.surveymonkey.com/r/LBLPYV9

Michael Hanson

02:04:41

This has been really great! At first, I was struggling and wondering if I was going to get it. I am in district administration and do not teach a class. I am feeling much more confident!

Stephanie Richardson

02:04:45

Enhancing these tasks will mean that students are doing fewer problems…but in much more meaningful ways.

f202593

02:04:47

I’m so excited about how much more I am using my imagination and playing while I am working on math with my students now.

Jennifer Bay Williams

02:05:32

Yes, Stephanie!!! That is it…a great example of less is more!

Jennifer Bay Williams

02:06:02

Love the comment f202593...bringing creativity to math!

Jennifer Bay Williams

02:06:33

Michael-love having administrators and so glad you kept solving the tasks!

Diana Kurka

02:07:03

dkurka@alaskaasca.org

Lila

02:07:56

Thank you so much! I love all the new ideas and how much we are opening students' minds by allowing them to build their own questions.

Max Pananen

02:09:46

I like this type of approach to math as it focuses initially less on numbers and more on teaching critical thinking and problem solving skills. Once a student finds a way of thinking the makes sense to them they can solve almost any problem.

Melissa Crane

02:10:27

Survey Link 2: https://www.surveymonkey.com/r/LBLPYV9

Jennifer Bay Williams

02:10:31

Yes! Exactly - critical thinking!

Jennifer Bay Williams

02:10:57

Thanks, Lila!