Supporting Student's Mathematical Reasoning with the Mathematical Practices Part 4
- Shared screen with speaker view

maryann.love

34:52

Hello from Erin and MaryAnn in Juneau!

Catherine O'Neil

36:07

Cathy from Tok

Jerry White

37:11

Jerry White from Bethel is on.

Diana Kurka

37:27

We do have participants adapting so thanks for sending the Word doc!

tennessee.judkins

37:29

Tennessee from Utqiagvik

Derek

38:41

7+2(n-1) for total seats

Lila

38:49

4th row: 13

Lila

38:58

5th: 15

Christina Webster

39:10

I would make an input/output chart

tennessee.judkins

39:40

I was thinking along the lines of something similar to Derek, but didn’t produce the formula yet

Lila

39:58

10th: 25

Andrea Colvin

40:01

I thought it was easier to figure out when I took the initial 7 out of each row

maryann.love

40:22

We like the input/output chart

Lila

40:34

I just drew dots on a sticky note.

Catherine O'Neil

41:03

I would have student create a chart to start with.

siefertc

44:40

We are doing te

Terry Pike

44:53

Really seeing progress using the Numberless Problems - students are now beginning to approach the problem with trying to understand the story rather than jumping to an answer.

Lila

44:54

3 reads is working wonderfully in my low 1st graders. I am doing the first read with no numbers to prevent them from being distracted. I have seen huge growth in student ability to understand and solve word problems.

Catherine O'Neil

45:03

I used the numberless problems. My students were able to understand what was happening. Once we added the numbers it was more successful.

Christina Webster

45:08

I feel like every class I post about the 3-reads but I just love them and how they’ve made my classroom come alive during our morning math classes.

Jerry White

45:09

Three reads is working great for me.

Diana Kurka

45:10

We had a bunch of folks doing 3 reads and numberless problems and sharing on the discussion site!

kathleenkerkhoff

45:14

Three reads have worked very well for us. The kids have reminded me a couple times to wait for the third read before solving

siefertc

45:43

We are doing the three reads with "Ask yourself" questions and the students are loving it and 5 students got up to share how they solved it. Resource Jr. High

siefertc

47:35

Yes, we are using the prompt "We are learning to think like mathematicians" and they seem to really feel more confident and excited.

maryann.love

48:31

With our first graders, we are still practicing whole group modeling of the 3 read story problems, but have not yet seen students transfer to doing this on their own.

Stephanie Richardson

48:52

I have loved exploring the routines from the last Webinar. I’ve been using Number Talks since the beginning of the year, but have enjoyed doing other routines. The express it differently went quickly and easily for our large, mixed ability math group

Catherine O'Neil

49:18

I use a board activity called Name that Number for my 2nd graders. They have to show me away to make a given number.

kathleenkerkhoff

49:30

I don’t know how number talks are supposed to go, but we have talked about the many ways a number can be broken up and put back together and that the equations are like stories or maps to show the process we used

maryann.love

49:50

We love number talks and our k/1 students are getting really good at explaining their thinking with others!

Elizabeth Ross

49:57

We tried Strategize First steps- did an activity with 4 different problems and each student decided on their first step and then did Share, Share, compare

siefertc

50:01

Used strategize first steps when students used manipulatives to solve "crossing the river". No one was able to solve the first time but groups did not give up and some did get the answer!

Lisa Varner

51:21

I use both Notice-Wonder and Analyze Worked Examples.

Lisa Varner

51:48

They LOVE Notice-Wonder.

siefertc

52:45

We used Notice-Wonder on the Jumpstart Ferris wheel.

Christina Webster

53:13

My students loved 2 truths and a lie. It helped when working with problems that have multiple correct solutions, using the two truths and a lie got their brains to shift to finding more than one correct answer.

Lisa Varner

53:23

And the Analyze Worked Examples works well with several GoMath problems examples. It is really difficult for my third grades to find errors in incorrect examples.

Catherine O'Neil

53:39

I had students do Share, Share, Compare.

Catherine O'Neil

54:16

I had them do two problems.

kathleenkerkhoff

54:49

We just started the distributive property (third grade) so 2 wrongs and 1 right have fit in

Lisa Varner

54:54

I also really like "How Do You Know?" Lots of times my students try to tell me, "because I thought it in my head."

Stephanie Richardson

55:20

I have used condition a couple of times. It seemed like it worked really well with my students who like to take risks, but the ones who are more tentative struggled more.

Catherine O'Neil

55:37

I used a lot of How do you know? when students give me the answers to problems. This helps me understand their thinking.

Catherine O'Neil

59:10

Communicate, respond, explain, make sense

Christina Webster

59:13

arguments

Stephanie Richardson

59:15

The phrase “analyze situations by breaking them into cases” jumped out to me

Lisa Varner

59:17

distinguish correct logic

Elizabeth Ross

59:30

justify

Derek

59:32

clarify

Stephanie Richardson

59:35

There are a lot of higher level thinking skills used in this math practice

Jennifer Bleicher

59:48

I liked How DO you know

Elizabeth Ross

59:49

Compare two arguments

siefertc

59:50

Distinguish correct logic or reasoning from what is flawed, explain

maryann.love

59:52

justify

Derek

01:03:57

If your friend has a 3 dollars and 90 cents and you have 88 cents and your friend gives you a dime, you still have the same amount together.

Elizabeth Ross

01:04:04

True. I solved 2 decimal problems and it works and then used whole numbers (Friends of 10) and it worked

Andrea Colvin

01:04:05

True, because they will cancel each other out. .1 + -.1 = 0

Catherine O'Neil

01:04:37

It is true because if you take something from one number and add it to the other number it will add up the same.

Christina Webster

01:05:28

You have 5 apples, if I give you 1 apple and take another apple, you still only have 5 apples….putting it in basic terms?

kathleenkerkhoff

01:07:45

#3 This is true. I can multiply or use repeated addition to prove that any number times ten will have a zero in the ones place

Diana Kurka

01:08:20

This is one of the discussion Options for today’s webinar.

Derek

01:08:24

#3 is true as Adding a zero to the end of a number changes all place values

Stephanie Richardson

01:08:41

I’m going to say that #3 is false. It does not play out when you multiply a decimal by a multiple of 10. For instance, 1.3 x 40 = 52

Catherine O'Neil

01:08:55

Conjecture 3 - This only works if the multiple of ten begins with a one; ie, 10, 100, 1000, etc. It will not work if had another number than one.

Christina Webster

01:09:00

#3 Multiples of 10 end in zero so anything times 10 will have a zero at the end of it.

Lisa Varner

01:09:23

#3 is true because when you are multiplying by ten there is a zero in the ones place

maryann.love

01:09:32

Conjecture #3 is true for whole numbers. You take the number that you are multiplying by 10 and add a zero at the end.

Derek

01:09:48

good call stephanie, must be a whole :)

Catherine O'Neil

01:09:56

Examples: 3 x 10 = 30, 3 x 30 = 90

Jerry White

01:10:10

I didn’t see the “multiple” of ten until my third read.

kathleenkerkhoff

01:10:32

Sorry…third grade doesn

Lisa Varner

01:13:15

I think conjecture 4 is true with whole numbers.

Elizabeth Ross

01:13:29

4 seems to work with whole numbers

Christina Webster

01:14:30

After teaching PEMDAS #5 throws me for a loop. Every time I’m trying it, its working, but I just taught it as left to right!

kathleenkerkhoff

01:14:35

#5 since we are learning the distributive property it depends on which operation you use first. Wouldn’t you need to know the end product to know if your order of operations is correct?

Elizabeth Ross

01:15:03

#4 decimal seem to work too

Catherine O'Neil

01:15:27

#5 Order of operations

Stephanie Richardson

01:15:42

I’m going to tentatively say #5 is true for positive numbers, including decimal numbers.

Christina Webster

01:16:41

I think #5 is true for negative numbers too…I tried it and got the same thing. Maybe I need different number combinations

Catherine O'Neil

01:16:55

We all can not see what J Dunning is positng.

Derek

01:17:21

#5 works sometimes but not always true depending on orders of multiplication and division and how many of each operation.

Jerry White

01:24:09

YES!

Christina Webster

01:27:49

Trevor claims that 5z + 15= 5(z + 5) Is this correct? Why or why not?

Stephanie Richardson

01:28:16

Joe Schmoe argued that all scalene triangles have an obtuse angle. Is he right?

jdunning

01:28:56

In finding the are of a rectangle it doesn’t matter which measurement is the length and which is the width

Jennifer Bay Williams

01:31:40

MP4 for MP2

Catherine O'Neil

01:31:56

MP4

kathleenkerkhoff

01:33:04

MP1, MP4

Lisa Varner

01:33:09

MP2 What strategies might/did you try?

Catherine O'Neil

01:33:21

MP2

Stephanie Richardson

01:33:41

#3 MP 5

Lisa Varner

01:34:05

3. MP 4 Use diagrams graphs, etc.

kathleenkerkhoff

01:34:06

#3 MP4,

Lila

01:34:27

MP 5

Stephanie Richardson

01:34:50

#4 MP 7

Catherine O'Neil

01:35:01

#4 MP7

Lisa Varner

01:35:03

4. MP7 Look for patterns

siefertc

01:35:05

7 and 8

Lisa Varner

01:35:25

5. MP 5

Catherine O'Neil

01:35:35

#5 MP5

tennessee.judkins

01:35:37

4

kathleenkerkhoff

01:35:40

#5 MP4,5

Stephanie Richardson

01:36:11

#6 MP 3

Catherine O'Neil

01:36:20

#6 MP2

Lisa Varner

01:36:45

6. Could it be MP1 check for reasonableness?

Catherine O'Neil

01:36:45

#7 mp7

Christina Webster

01:36:47

7

kathleenkerkhoff

01:36:54

#7 MP3,

Catherine O'Neil

01:37:40

#8 mp1

Derek

01:38:39

#7 mp3

Diana Kurka

01:43:34

This is another of our Options for the discussion topic today.

Lisa Varner

01:43:49

I ordered this book. I love it!

Derek

01:45:23

take 49 from 176

Stephanie Richardson

01:45:41

What’s the difference between 176 and 49?

Derek

01:45:49

find the difference of 176 and 49

Elizabeth Ross

01:46:00

177-50?

kathleenkerkhoff

01:46:03

180-50=130 +5=135 (we finished a unit on rounding)

Christina Webster

01:46:06

49 less than 176

Catherine O'Neil

01:46:10

?Can you solve subtract

Jpeterson

01:46:11

176 take away 40 take away 9

Terry Pike

01:46:27

176-50=126+1

Elizabeth Ross

01:48:38

I do this closed task :)

Catherine O'Neil

01:48:47

What could you buy with $10?

jdunning

01:48:57

You only have $20. What would you buy?

Elizabeth Ross

01:49:03

Give a certain amount of money and ask them what they would buy

Stephanie Richardson

01:49:19

That’s where I was headed as well.

Diana Kurka

01:49:44

Yes it is one of the options!

Christina Webster

01:50:48

Yes the kids can earn these points throughout the game!

Christina Webster

01:51:22

Gimkit is great for earning and taking points, I might change the problem to give a gimkit example of one of the students playing it

Catherine O'Neil

01:52:08

Which shading has more or less?

kathleenkerkhoff

01:52:13

6/4

Stephanie Richardson

01:52:14

6/4

Jerry White

01:52:15

6 , 4ths

Elizabeth Ross

01:52:21

1 1/2 6/8

tennessee.judkins

01:52:26

1 1/2

Jerry White

01:52:27

1 1/2

maryann.love

01:52:34

1 1/2

maryann.love

01:55:39

Kalani has 62 cents. How many of each coin could she have?

Stephanie Richardson

01:55:45

Kalani needs to buy a toy for $5.50. How many different ways can she make that amount? (I’ll be honest, I’m a bit stumped at adding MP 8 into it.)

kathleenkerkhoff

01:56:15

I’m stumped because the amounts are pretty concrete; how to shake it up

Derek

01:57:28

What coins would you use to buy x?

Catherine O'Neil

01:59:23

2

e02228

01:59:24

2

Stephanie Richardson

01:59:24

2

kathleenkerkhoff

01:59:25

2

Terry Pike

01:59:26

2

Jerry White

01:59:26

2

Catherine O'Neil

01:59:28

10

Terry Pike

01:59:29

10

kathleenkerkhoff

01:59:29

10

Stephanie Richardson

01:59:30

10

Max Pananen

01:59:31

10

jdunning

01:59:31

10

e02228

01:59:32

10

Catherine O'Neil

01:59:54

20

Max Pananen

01:59:57

20

tennessee.judkins

01:59:58

20

Stephanie Richardson

01:59:58

20

Terry Pike

01:59:59

20?

Jerry White

02:00:01

15

kathleenkerkhoff

02:00:05

20

kathleenkerkhoff

02:03:37

9x2.1

Derek

02:03:54

bottom left

Christina Webster

02:03:55

9.7X55.6

Jerry White

02:05:19

Conjecture Cards.

jdunning

02:05:26

I want to work on conjecturing

Christina Webster

02:05:33

Writing conjectures came easier than I thought it would, will definitely be using them.

e02228

02:05:34

Using PICS

Lisa Varner

02:05:37

I want to work on opening tasks.

Terry Pike

02:05:42

Best Tool

Stephanie Richardson

02:05:43

I love the idea of conjectures, and hope to use questions like the last slide during discussions

maryann.love

02:05:51

We are looking forward to opening tasks.

Catherine O'Neil

02:05:53

Open ended questions

Derek

02:05:56

Conjectures, but it'll take some work!

siefertc

02:06:03

Counting counters, students have been doing similar activities with blocks, also I like the best tool

Stephanie Richardson

02:07:32

…being flexible with my thinking.

Terry Pike

02:07:34

...knowing what you know and how you know it...

Derek

02:07:53

Using multiple strategies to understand, solve, and explain

Christina Webster

02:07:54

Pushing yourself and your students to think bigger than traditional mathematics

tennessee.judkins

02:07:59

…endless answers.

Catherine O'Neil

02:08:03

...finding a way that makes sense to you and explaining it to someone else.

maryann.love

02:08:07

sharing your thinking with others and learning from their thinking.

Andrea Colvin

02:08:07

thinking about problems before, during, and after solving

Lisa Varner

02:08:10

Mathematical reasoning is critical in the development of understanding math concepts.

Jerry White

02:08:10

Figuring out, by using math, how to solve real world problems.

e02228

02:08:12

...learning, growing, and discovering

siefertc

02:08:13

Looking for different ways to solve a problem and using different tools to check for answers.

siefertc

02:08:56

Continuing to use these strategies to start my classes.

Catherine O'Neil

02:09:00

… using some of the strategies in my classroom to empower students to do well.

Terry Pike

02:09:03

Thinking outside the curriculum materials - what do my students need to truly understand?

Christina Webster

02:09:03

Being committed to try new things in the classroom

Stephanie Richardson

02:09:09

…giving students the opportunity to find various ways to solve problems, talk about their mathematical thinking, and friendly argue with others.

Christina Webster

02:09:13

Thank you!!!

Derek

02:09:19

Allowing for multiple ways of doing, and discussing their strengths (and weakenesses)

Lisa Varner

02:09:22

I will support mathematical reasoning by building a daily routine into my math class. I will also encourage meaningful discourse among students regarding mathematics.

kathleenkerkhoff

02:09:24

not jumping to the solution, but honor the process - they are varied and creative

Melissa Crane

02:09:32

Survey 4: https://www.surveymonkey.com/r/L67BQZT

maryann.love

02:09:33

We will support mathematical reasoning by trying new things in the classroom that we learned from this class.

Catherine O'Neil

02:09:41

I have enjoyed the course.

Stephanie Richardson

02:09:48

Thank you!

Jerry White

02:10:00

… teaching children that it’s okay to have to think about problem solving.

e02228

02:10:02

Giving more opportunities to find different ways to solve problems and allowing students to share their thinking with each other.