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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
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
02:30:11
Great thank you!