Supporting Student's Mathematical Reasoning with the Mathematical Practices Part 1
- Shared screen with speaker view

rebecca.stankee

34:04

Hi from MaryAnn Love and Rebecca Stankee

pikete

34:49

Hello - Terry from Sitka

Stephanie Richardson

35:10

Hello from Stephanie in Fairbanks

Diana Kurka

35:33

Thanks MaryAnn for letting us know you have others online with you.

Chris

36:30

Hello - Chris from Juneau

Debbie Berg

36:55

Hello, Deb from Tok

Peggy Bruno

37:08

Hello, Peggy from Minto

Elizabeth Ross

37:34

Beth from Fairbanks

Liz

37:45

Hello, Liz from Tok.

Michael Hanson

38:45

Hello - Michael from Kenai

Jennifer Bleicher

39:05

Jennifer Bleicher

Liz

39:21

Tok School

Michael Hanson

39:49

Watching students take off with daily mental math practice!

Elizabeth Ross

39:50

Beth from Ladd Elementary in Fairbanks. Best Math moment.. doing tanagrams with students, and I couldn't create the picture

Pamela Helmich

39:54

from Tuntutuliak, whenever it’s clicking for the kids. Thats the best!

Martha Sager

39:57

Martha from Kodiak, North Star Elementary, best moment was explaining something on the board to my students and finally “getting” it myself. It changed the way I taught math.

pikete

40:02

Pretty much every day - I love teaching 1st grade math!

Christina Webster

40:03

Fairbanks, Joy K-8, seeing my students last year excited about math class and getting very into our lessons and being driven for success in themselves.

Liz

40:07

High school students today jumped in and helped each other. They would not let each other just copy their work. They would tell a peer their answer but made them learn the steps.

Jerry White

40:17

I love to prove to kids that they already know the answer, but haven’t realized it yet.

Jennifer Bleicher

40:18

Jennifer Bleicher Cottonwood Creek Elementary Wasilla--My best math moment is seeing a student realize they did extremely well on an assessment--I teach the intervention kiddos and to see them soar is awesome!

Peggy Bruno

40:25

A "best" math moment happens any day I can see the light come for the students.

rebecca.stankee

40:37

The "ah ha" moments

jdunning

40:41

My fifth graders were working on an activity color coding prime and composite numbers and I heard some students say “Wow, math is really fun!”

siefertc

40:43

Best math moment was your Facts Fluency class I took last year. First voluntary enrollment in 50 years, following disaster when math changed in 1964 in my education, Terrific! My kids are loving your strategies!

Elizabeth Jones

40:48

Beth from Seward - seeing or having the "Ah Ha" moment

Erin

40:53

As student in high school I had teacher spend time outside of school tutoring me in math because I had such a hard time. That is one of the reasons I am an educator today.

Stephanie Richardson

40:56

I teach at Weller in Fairbanks, and my best math moment was when one of my most struggling math students found her voice and shared her ideas during a Number Talk

f202593

41:08

Abigail Paul, Watershed School, Best math moment was when I started teaching math to kids and realized that our system is (mostly) base-ten. Going to school, all the way through college, I was not instructed to “make tens” and never remember a teacher telling me our system is primarily base ten.

Chris

42:10

Chris with Johnson Youth Center in Juneau, I have several. The kids I work have variety of leaning disorders so getting them through HS math and seiing them realize they can do math.

Elizabeth Ross

42:11

Abigail- my kids are tired of hearing about my Friends of 10.

Martha Sager

42:28

A and E

Chris

42:36

E.

Liz

42:51

E

pikete

42:58

E driven by D

Christina Webster

43:00

C and E

rebecca.stankee

43:02

A and C

Michael Hanson

43:05

D

rebecca.stankee

43:07

and D

Erin Carriker

43:09

e

Pamela Helmich

43:12

Lol— all of them, but we are focusing on a and e

Erin

43:13

All

jdunning

43:16

All would be great but I would like to start with A and B

f202593

43:19

A-F…sorry! Can’t choose!

Stephanie Richardson

43:21

While I’d like for them to have all of those, E is definitely my most important now.

Elizabeth Ross

43:26

D. Want them to be B

Erin

43:30

D though

Peggy Bruno

43:37

I want my students to be problem solvers and understand that making mistakes can be a good think and help us learn.

Jennifer Bleicher

43:45

Since I teach below level math--all of them--I want them to take the "risk" and realize they can learn from their mistakes

Jennifer Bleicher

43:58

also learn the "why" from math

Pamela Helmich

44:57

I’m getting a notice that our internet is unstable

Elizabeth Ross

45:07

Missing information to solve it?

Erin

45:10

How far is the pail?

Christina Webster

45:42

Jill

Jennifer Bleicher

45:50

I too feel like something is missing?

siefertc

45:59

Jill

Erin Carriker

46:03

how far is the hill

Chris

46:12

Jill it is unless the its a small hill

f202593

46:20

Jill

Elizabeth Ross

46:27

OK. I guess Jill is always ahead.

Peggy Bruno

46:36

Jack is walking about 1.7 seconds faster than Jill

Stephanie Richardson

47:07

Jill, although I agree there’s missing info

f202593

47:25

where is the pail of water?

Polly Rowell

47:27

Jill

Susan Smith

47:47

I would put this in a number line

Jennifer Bleicher

48:00

I drew out an illustration based on them walking 15 yards

f202593

48:08

I did a ratio and reduced it

Elizabeth Ross

48:10

5:25 Jack and 3:10 Jill

Jennifer Bleicher

48:32

I think Jack goes faster based on that distance and the time given?

Stephanie Richardson

48:37

I used the ratio and reduced it as well

Derek Bynagle

48:48

Doesn't matter where the pail is, Jill is walking faster (0.2y/s<0.3y/s) so would get there first (unless Jack falls down and Jill comes tumbling after)

Christina Webster

48:51

I divided to figure out how far they each walk per second

Michael Hanson

48:56

I was thinking 15 yeards - it would take Jack 75 seconds and Jill 50 seconds. I think :)

Polly Rowell

49:01

Jack walks 1 yard at 5 sec. and Jill walks 1 yard at 3.3 sec

f202593

49:08

If you reduce down to a common denominator of 5, it’s clear to me.

Erin Carriker

49:19

Jill her rate/ distance is faster

Jerry White

49:20

Jack is walking at 3 yards per second and Jill is walking at 3.3 yards per second. However, Jill will probably have to stop and ask someone for direction.

Elizabeth Ross

49:25

So 5:25 reduces to 1:5. Can I then make it 2:10? Its equal

Erin

49:30

Good question, does Jack fall?

jdunning

49:42

If Jack walks 5 yards in 25 sec. Jill can walk 6 yards in 20 sec. so Jill is actually walking faster.

Jennifer Bleicher

49:50

I am always telling my kiddos to illustrate to get a better picture of what is actually happening.

Susan Smith

51:05

I think Jac kwill not stop because we know do not sot pfor directions and they’ll go way out of the way since they do not want to appear map challenged!

Susan Smith

51:20

males…

Susan Smith

52:35

Sorry..I am so punchy after school

Derek Bynagle

54:24

lacking in many

Elizabeth Ross

54:28

using a strategy to solve a problem.

Chris

54:37

thinking the problem through

pikete

54:41

...making sense and solving problems...

Christina Webster

54:43

Mathematical reasoning is making sense of the how and why to the individual solving the problem

siefertc

54:54

exploring options

Pamela Helmich

54:55

Is using what you know to make sense of a problem

Susan Smith

55:03

figuring out HOW to do the work, not just the answer. The myriad of methods help students see math in more than just one way and peers help them see a way to be successful in their thinking.

f202593

55:07

Curiosity combined with prior knowledge and creativity to solve mathematical problems

Stephanie Richardson

55:09

Math reasoning is being able to know what a math situation is and have a bag of tricks to draw from to solve it

Michael Hanson

55:09

being able to make sense of math and find a solution to a problem

Martha Sager

55:09

Perhaps somewhat unconscious?

Erin Carriker

55:10

solving real world problems

Peggy Bruno

55:10

Math reasoning is using context to help solve a problem

jdunning

55:12

Understanding the problem and using strategies to find a solution

Derek Bynagle

55:31

being able to make sense of the problem and using multiple strategies to solve it

Jerry White

55:42

Problem solving

Melissa Linton

55:48

Mental Sweat

Susan Smith

57:40

I instantly saw a number line then a stopwatch!

Stephanie Richardson

57:41

There are multiple ways to solve the problem

Susan Smith

58:20

Our electricity went off so I’m not sure hoe much longer we will be on…can’t see all my keyboard letters so please excuse poor spelling…’

Derek Bynagle

58:36

the process of sharing our different ways

Stephanie Richardson

58:36

…and we had to see if we agreed with others’ answers

Elizabeth Ross

58:47

Some students may want to work the numbers...but others may stop at the 5y=25 sec and 6y=20 sec which works too

Pamela Helmich

58:58

Iwas able to work through it and see others thinking

pikete

59:11

First it is necessary to break down the story to see what is happening and what needs to be solved, then go back to get the needed information and determine a strategy to try.

Christina Webster

59:13

We all developed similar and different plans and had to investigate that further to get an answer, we also had differing opinions

f202593

59:19

Conjecturing seems to apply since we usually need to determine what information is included, if there is any information we don’t have that we need and if we can draw a logical conclusion.

Peggy Bruno

59:36

Students could try multiple ways to solve the problem and be successful. I now change my answer because I can think it through again

Jennifer Bleicher

01:00:04

Look at all the information and try to solve it in different ways and chat with others on how they came to their answer

Elizabeth Ross

01:00:42

B

Derek Bynagle

01:00:43

b

Susan Smith

01:00:44

A

Peggy Bruno

01:00:45

A

Chris

01:00:46

b

pikete

01:00:47

a

Christina Webster

01:00:48

B

Jennifer Bleicher

01:00:49

a

rebecca.stankee

01:00:50

a

Stephanie Richardson

01:00:52

a

Polly Rowell

01:00:53

A

Martha Sager

01:00:55

b

rebecca.stankee

01:01:00

just kidding B!

jdunning

01:01:02

A because subtraction 1 from 121 and adding 1 to 89

Susan Smith

01:01:18

If you take one from a number you have to add one to the other one

Michael Hanson

01:01:19

b

Derek Bynagle

01:01:37

You need to add or subtract the same amount from each number to keep the problemm the same

Jerry White

01:01:58

My calculator said B

Jennifer Bleicher

01:02:19

rounding?

Elizabeth Ross

01:02:28

You need to either add to both numbers or subtract from both numbers so it's equal

Christina Webster

01:02:41

If you add one to the first number, you must also add one to the other to keep it the same answer

Polly Rowell

01:02:42

OH MY! It's B

Pamela Helmich

01:02:52

I honestly don’t know why its b but I say its b

Michael Hanson

01:03:11

if you give the 1 from 121 to 89 then it becomes 120-90

f202593

01:03:14

If you are taking one more away than the original problem took away, you have to compensate by adding one to the number you are subtracting from.

Chris

01:03:15

mental math, and also checked it with my calulator

Pamela Helmich

01:03:21

Something about subtraction works “one way”

Susan Smith

01:04:09

OK, its b because one os 30 and the other is 32

Erin

01:04:19

When you add a story it really makes sense!

Chris

01:04:28

money is always a good example for my kids

Stephanie Richardson

01:04:29

I agree Erin!

Derek Bynagle

01:04:42

Show it on a number line

Peggy Bruno

01:04:46

I'm noticing I am doing what my students do answering too qickly. Whew!

jdunning

01:04:51

In visualizing a balance scale I see that if you subtract one and add one to the other sided it would no longer be balbanced

Jerry White

01:04:59

Answer A rounds both numbers, but in opposite directions.

Susan Smith

01:05:02

me too Peg!

Christina Webster

01:05:26

I love the balance idea!

Christina Webster

01:06:12

We had to defend our answer in the group environment, people’s answers evolved over time

Diana Kurka

01:06:16

Developing and evaluating arguments.

Susan Smith

01:06:18

I thought I was using reasoning, but it was faulty!

Elizabeth Ross

01:06:46

We gave an answer and then had to defend it

f202593

01:06:52

Generalizing because we are being asked to take an operation we are familiar with and then working to identify a rule.

Erin

01:06:54

The question is asking us to evaluate our answer.

Martha Sager

01:07:08

I tell my students our class is a safe place to make mistakes and talk things through.

Susan Smith

01:07:10

thank you Jennifer!

Stephanie Richardson

01:07:24

Not thinking of math as an “answer” and right/wrong takes a long time to unlearn

Polly Rowell

01:07:49

Yes, the important thing to me was answering quickly. I didn't think about it and I chose wrong. Once I looked at the reasoning, I realized I chose wrong.

Elizabeth Ross

01:08:11

that's a lot of work and tiring!

f202593

01:08:40

I think maybe pattern is a better word than rule (changed my mind).

Elizabeth Ross

01:08:48

Multiple choice seems to make use all make quick choices

Martha Sager

01:10:28

1

Rafe

01:10:29

2

rebecca.stankee

01:10:33

3

Michael Hanson

01:10:35

2

Pamela Helmich

01:10:35

2.5

rebecca.stankee

01:10:37

2

Polly Rowell

01:10:37

3

Elizabeth Ross

01:10:38

Hmm, I vaguely remember these exist..1

siefertc

01:10:40

1

Derek Bynagle

01:10:41

1.5

Erin

01:10:41

2

Peggy Bruno

01:10:44

1

jdunning

01:10:46

1

Erin Carriker

01:10:52

2

Stephanie Richardson

01:10:54

3

pikete

01:11:04

These are shared as a daily focus for the lesson

f202593

01:11:23

Some words are good to remember, like conjecturing. I think that’s one I haven’t considered in a while (just one example).

Derek Bynagle

01:15:34

I'm sorry if I missed this, but is there a place to get those 8 practices and student look fors?

Derek Bynagle

01:15:54

Thanks!

Diana Kurka

01:16:07

We will have it posted to the RESOURCES page.

f202593

01:17:21

B. Use appropriate tools strategically

Elizabeth Ross

01:20:57

I didn't write down the letters... that would have been easier!

f202593

01:24:56

All other integers

Elizabeth Ross

01:25:00

Doubles

Jennifer Bleicher

01:25:07

doubles

Erin Carriker

01:25:10

doubles

Derek Bynagle

01:25:20

all real numbers

Christina Webster

01:25:38

I agree with rational numbers

Liz

01:25:38

(x+1)(x-1)=2x

siefertc

01:28:57

Searching for patterns

rebecca.stankee

01:29:11

Hi sorry I forgot to check Elizabeth Wilkins in on my computer too.

Stephanie Richardson

01:30:21

Reasoning requires you to use the math practices

Elizabeth Ross

01:30:39

It feels endless...there isn't just an answer

Christina Webster

01:30:42

A lot of the math practices take place in our math reasoning

f202593

01:31:08

It’s useful to teach students to be curious about how their mind works when they are presented with any problem and in order to be fast at reasoning, it’s useful to have solid fact fluency too.

Erin Carriker

01:31:12

the why is so important to kids

Jennifer Bleicher

01:31:15

Looked for a pattern and then thought about why. I think about how my intervention kiddos would react to this. I always try to get then give my their reasoning which they have a difficult time with because they are worried about saying something wrong.

Peggy Bruno

01:31:20

How about reason abstractly and quantitatively?

Christina Webster

01:35:52

Planning a solution pathway

Elizabeth Ross

01:35:54

Entry points. If they can't find a way to start, the rest won't happen

Martha Sager

01:35:59

They are ABLE to explain it to themselves…

Michael Hanson

01:36:15

understand the meaning of the problem and look for entry points

Derek Bynagle

01:36:16

plan solution pathway

pikete

01:36:18

Monitor and evaluate progress and change course if necessary...

Stephanie Richardson

01:36:20

M.I.P “…plan a solution pathway rather than simply jumping into a solution attempt.” Taking the time to make a plan and be willing to work through it and make corrections

jdunning

01:36:23

Explain the meaning and monitor and evaluate their progress and change course

f202593

01:36:25

Plan a solution pathway rather than simply jumping in

Liz

01:36:26

We need to work on monitoring and evaluating.

Peggy Bruno

01:36:36

Analyze the givens

Pamela Helmich

01:36:37

Being able to start with something, to have a beginning start point

Polly Rowell

01:37:00

Proficient students explain to themselves, analyze, make conjectures, make attempts, monitor and evaluate their progress.

Chris

01:37:08

My students need to understand want they are being asked, so looking for an entry point

Jennifer Bleicher

01:37:20

Intervention kiddos have an extremely difficult time with all of these due to not having the confidence to even how to start. Every year I try to get them to see making sense of the problem is not as difficult as they think it is.

siefertc

01:37:27

My students each have learning differences and are English Language Learners. In order to make progress they have to be successful. Baby steps with success. They have gone from hating math to loving it, but breaking steps down with practice....Needed.

Erin Carriker

01:38:22

kids looking for a starting point and feeling success

Stephanie Richardson

01:38:52

M.I.P - visually represent the problem to help them solve the problem and explain it

Elizabeth Ross

01:39:04

Older students that are ELLs or Special Ed often need the concrete and then can progress

Polly Rowell

01:39:08

Being able to explain

Jennifer Bleicher

01:39:18

Students who are not mathematically proficient need support and teachers need to spiral back to fill up gaps...

Elizabeth Ross

01:40:23

What do you do when the student asks themselves Does this make sense? and they say Yes but it doesn't?

Elizabeth Ross

01:42:45

I teach my older kids in all can be multiplication. But I also teach them to draw it out and that works best with this type of problem

Elizabeth Ross

01:43:06

There is a question on the WJ4 that has "in all" and is multiplication

Pamela Helmich

01:45:34

too busy, I would be confused much less my students

Stephanie Richardson

01:45:36

It doesn’t encourage them to try strategies out. It assumes there’s one way to solve the problem

Polly Rowell

01:45:41

First, they focus on the numbers. The story is important.

Elizabeth Ross

01:45:43

So things to do, formula, but students aren't "thinking" asbout the problem

Christina Webster

01:45:46

To me this is the same as key words, you have them looking for specific things instead of taking in the context of the problem.

Peggy Bruno

01:45:55

Learning what to do hear takes away from relevant thinking time

Jennifer Bleicher

01:45:59

They don't see the bigger picture.

rebecca.stankee

01:46:04

You want them to use their own problem solving

f202593

01:46:05

Some numbers may be irrelevant to the solution. Sometimes the question isn’t actually phrased as a question, etc.

Polly Rowell

01:46:16

It would be better to look at the story with the numbers covered up.

Jerry White

01:46:26

This is just another gimmick. This doesn’t teach kids to solve anything.

Pamela Helmich

01:49:40

Kathy visiting her friends

Liz

01:49:42

A musher who lost her dog team and then got a ride the rest of the way.

Martha Sager

01:49:45

Kathy traveling by dogsled to visit her friend

f202593

01:49:46

Kathy traveling from village to village to visit friends

Christina Webster

01:49:46

Kathy going on a journey

Jerry White

01:49:47

Traveling by dog team to visit friends

Elizabeth Ross

01:49:48

Kathy traveling from village to village- distance and time

Erin

01:49:52

It is about how Kathy gets to different villages.

Derek Bynagle

01:49:56

Kathy traveling by wawlking and dog sled

Polly Rowell

01:49:58

Kathy's mode of transportation to get from village to village to see her friend.

jdunning

01:49:58

a girl visiting a friend and walking and sledding to get there

Karen Marquez

01:50:00

Kathy traveling from a village to a village on a sled and walking

Jennifer Bleicher

01:50:00

Kathy is traveling to another village to visit friends. Part of the time she walks, part of time she uses the dog sled.

pikete

01:50:02

Differrent ways Kathy travels

siefertc

01:50:02

Traveling from village to village.

Erin Carriker

01:50:05

traveling with her dogs to visit friends

Jerry White

01:50:08

Good mushers run with their dogs.

Jennifer Bleicher

01:50:11

I love this!

Pamela Helmich

01:51:44

50 miles

Christina Webster

01:51:52

3.5 Miles

Elizabeth Ross

01:51:55

50 3.5 9 1 hour

Liz

01:51:56

50 miles, half, 3.5 mph, 9 mph

Christina Webster

01:51:57

Half the time

Polly Rowell

01:51:57

50 miles; half, 3.5 miles, hour

Derek Bynagle

01:52:00

half the time

Jennifer Bleicher

01:52:01

50 miles

Chris

01:52:02

50 miles total 3.5 miles, 9 mph

Erin

01:52:12

50 miles, 3.5 miles an hour, 9mph

f202593

01:52:13

50 miles, half the time, the other half of the time, 3.5 miles in one hour and 9 miles an hour

Jerry White

01:52:15

50 miles 25/3.5 and 25/9

f202593

01:52:43

How long it takes Kathy to travel the 50 miles

Elizabeth Ross

01:52:52

How long will it take Kathy to reach her friends

Pamela Helmich

01:53:05

How long will she walk?

Liz

01:53:10

How long she will be riding?

Elizabeth Ross

01:53:23

How fast does she travel walking vs riding

Derek Bynagle

01:53:26

How far will she walk? ride?

Jerry White

01:53:28

Why is she walking?

Chris

01:53:29

avg mph on trip

Christina Webster

01:53:36

How long is it going to take her

Polly Rowell

01:53:40

How long will it take her to ride the sled all of the way?

Jennifer Bleicher

01:53:43

How far will she be walking?n

rebecca.stankee

01:54:01

avg mph

Diana Kurka

01:55:00

Exploring this website will be one of the options for your assignment if you are taking the webinar for credit.

Christina Webster

01:57:40

People boarding a bus

f202593

01:57:44

It’s about people riding the bus in the park

Polly Rowell

01:57:45

The bus at the park.

Pamela Helmich

01:57:47

People riding a bus

Peggy Bruno

01:57:48

Taking the bus to the park

Derek Bynagle

01:57:49

a crowded bus

Elizabeth Ross

01:57:49

SDeeing animals!

jdunning

01:57:51

Getting on the bus

Diana Kurka

01:57:52

Susan the webinar is recorded. You will have access to it by tomorrow.

Erin

01:57:53

An animal park

Jerry White

01:58:07

Jerry. “Pretend you’re the bus driver.”

Jennifer Bleicher

01:58:08

The Park Bus takes people to different places.

Elizabeth Ross

01:59:39

variable n

f202593

02:00:20

Big chart paper, make a map, pictures

Polly Rowell

02:01:20

Webster is nice.

rebecca.stankee

02:07:14

Lots of picture and visuals

Susan Smith

02:08:21

Our first grade book has these that my student is using this week

Elizabeth Ross

02:11:25

5x4, 4x5

Polly Rowell

02:11:34

5 X ?=20

Stephanie Richardson

02:11:36

5 + 5 + 5 + 5

f202593

02:11:37

Repeated addition or multiplication

Pamela Helmich

02:11:42

5+5+%=%

Pamela Helmich

02:11:48

oops

Jerry White

02:11:50

Another way is to explain “=“ as “is equal to.”

Jennifer Bleicher

02:11:51

repeated addition

Derek Bynagle

02:14:12

10+5c=100

Susan Smith

02:14:21

(100-10) divided by 5=X

Pamela Helmich

02:15:49

Number 2

f202593

02:15:49

Oh how funny. I thought I had the extra ten bucks to spend on the holders first!

Jennifer Bleicher

02:15:51

1 & 3

Elizabeth Ross

02:15:51

Numberless problems and 3 reads

Liz

02:15:52

3 reads

Chris

02:15:53

3

pikete

02:15:53

Three Reads, version 1

Martha Sager

02:15:57

#1

Christina Webster

02:16:00

3-Reads!

Erin

02:16:01

3 reads

Debbie Berg

02:16:01

Graphic organizers with part part whole, and the three reads, version 2.

Susan Smith

02:16:03

PICS, 3 reads

jdunning

02:16:04

#1

Jerry White

02:16:07

3 reads for sure.

f202593

02:16:10

1 and 4 for sure!

Stephanie Richardson

02:16:11

I’ve tried numberless word problems, and I’d like to do that again. I’d love to do 3 reads, version 1

Diana Kurka

02:16:11

These are all options for the online discussion for tonight’s webinar if you are taking the webinar for credit.

Peggy Bruno

02:16:15

I plan on using graphic organizers tomorrow for my 4th graders in multiplication

Derek Bynagle

02:16:16

3-reads

Erin Carriker

02:16:26

three reads

f202593

02:16:27

I love 2 as well

Polly Rowell

02:16:37

Numberless problems, SIP and graphic organizer

Pamela Helmich

02:16:38

I already do 3 read. Its wonderful!

Michael Hanson

02:16:42

Bar diagrams

f202593

02:16:51

I’m really excited to try these things. Thanks!

siefertc

02:16:59

I want to 3 READS and numberless problems.

f202593

02:17:23

I already use some of them, but it’s good to be reminded and I have also learned new things.

f202593

02:17:43

I need to get better with my own math fluency!

Susan Smith

02:17:45

I like the WORDL!

Stephanie Richardson

02:17:56

I would almost like to change the way I assess students’ math and focus more on the math practices rather than the content.

Peggy Bruno

02:18:03

I love making our problems into stories. My kids would be fully engaged

Martha Sager

02:18:05

I transferred to a new school and new math curriculum this year and am learning along with my students. I need to break it down for me as much as them! What I’m learning here will help a lot!

siefertc

02:18:16

So glad to nix the Key Words.

Christina Webster

02:18:20

I’m with you Martha!

Polly Rowell

02:18:36

Being more aware of math practices and how important to use it with students.

jdunning

02:18:39

I can see how spending more time on reasoning helps students understand math.

rebecca.stankee

02:18:40

I love that

f202593

02:18:45

I like the idea of assessing for strategies as another way to grade students, even though of course the right answer is so important to make math useful too.

Erin

02:18:48

Exactly

Derek Bynagle

02:19:07

Always good to be reminded to slow down and work on these practices, not just focus on the mechanics

Jennifer Bleicher

02:19:29

I will definitely work on math story problems and use the PIC. It will definitely change what my kids think about math!

Stephanie Richardson

02:19:34

Are there rubrics out there for assessing the practices?

f202593

02:19:39

It’s so much more fun when we remember the storytelling part. Dramatizing would be fun!

Susan Smith

02:19:52

And that’s one rason i grade my kids’ work- they don’t because I’ll have to go through it anyway to see why their answers are incorrect

Christina Webster

02:20:00

What mathematical basis or background do students need prior to doing some problems like this. If students don’t understand subtraction can they still work through the story to figure that out. I haven’t tried the story style yet.

Melissa Crane

02:20:22

Course Registration: http://www.cvent.com/d/yyq3fx Resource page: https://asdn.org/webinar-resource-page-supporting-students-mathematical-reasoning-fall-2019/ Survey 1: https://www.surveymonkey.com/r/L3J2XFG

Christina Webster

02:21:06

Awesome, thank you for answering that for me.

Martha Sager

02:21:41

I don’t think we are seeing all the comments...

f202593

02:21:57

I am amazed by how re-energized I feel about helping student with disabilities with story problems! Thanks!

Jennifer Bleicher

02:22:05

Ditto!

Erin Carriker

02:23:03

yes!

Jennifer Bleicher

02:23:17

Thank you!

Stephanie Richardson

02:25:34

Will the link to the resources be emailed also, or does the recorded Webinar have the links in it?

Christina Webster

02:25:45

Who is our contact for questions or clarifications about assignments? Can we get an email for who that is?

Melissa Crane

02:27:22

Christina Webster

02:30:11

Great thank you!