Supporting Student's Mathematical Reasoning with the Mathematical Practices Part 3
- Shared screen with speaker view

Catherine O'Neil

35:57

Thank you.

Tennessee

36:05

I think folks have to change their chat settings and I forgot to do it

Christina Webster

39:07

My students did 3-reads in small groups last week and rocked it! Our whole class practice has paid off.

siefertc

39:34

My students love this and when I assigned a short measurement packet with story problems, they jumped at the option of using the process.

Catherine O'Neil

39:56

I have had them pair up to do a 3-read. Lots of good discussion with the students.

Jennifer Bleicher

40:17

I have been using PICS and my intervention math class loves it!

Terry Pike

41:12

We have been using numberless problems regularly at the beginning of math, working with partners, and the level of critical thinking and reasoning has been wonderful to witness.

Stephanie Richardson

41:41

I have enjoyed continuing to use the numberless word problems, and I do feel they are beginning to get better at looking at the whole problem rather than just the numbers

Christina Webster

41:45

It also helps lead into problems involving unknowns/variables

Elizabeth Ross

42:03

We do numberless problems almost daily. The students have finally adjusted to not having numbers in a problem. They are reading the problems more carefully and able to tell what they should do with the numbers…

Catherine O'Neil

42:28

My students are beginning to see them as a story.

Elizabeth Ross

43:48

Did Eduardo’s cars with 5 resource kiddos. Made 10 frames that we called garages… Kids loved it

Catherine O'Neil

43:49

Used number 4 - students liked trying to find all the squares.

Elizabeth Ross

44:19

I don’t think everyone has switched to all panelists and attendees…

Terry Pike

44:26

Eduardo's Cars - the students could choose any math tool from the shelves. Those students who chose manipupatives were more successful and could explain their reasoning better than students who only used white boards.

erin.carriker

45:03

sorry, haha! cara’s candy and how many squares

Sophia Armstrong

45:13

I just did #4 today. Hoowee! That was so hard for 1st grade. They did not see the pattern but they were excited to say, what they thought were, smart things.

kathleenkerkhoff

45:22

We also did How many squares. I let them give me the easy answer then challenged them to find all 30. They looked at me like I had 3 heads, but then put their heads together and found the rest

Sophia Armstrong

45:29

I use numberless word problem quite often. I love them because they do seem to think more about what they WILL have to do to solve it instead of just shouting out an answer.

Sophia Armstrong

45:50

Math felt like a silly disaster today!

Sophia Armstrong

48:34

doubling

Elizabeth Ross

48:46

15/30= 1/2 so half of 46 is 23

Michael Hanson

48:48

looked at the relationship between 15 and 30

Derek

48:57

15/30 = 1/2 so.. what elizabeth said

Stephanie Richardson

49:02

I noticed 15 was half of 30, so I took 46 and divided it by 2

Catherine O'Neil

49:02

Reduced 15/30 to 1/2 then divided

Liz

49:31

times 4 to both n and d

Christina Webster

49:36

multiplied 15 and 48 then divided that answer by 12

Stephanie Richardson

49:40

I did the same as Liz

Elizabeth Ross

49:42

12xn =48 n+4 15x4

Derek

49:50

12 *4 = 48 so 15*4=60

Sophia Armstrong

49:52

divide by 4, multiply by 5

Sophia Armstrong

50:15

multiply the numerator by 4

Elizabeth Ross

50:32

30/6=5 24x5= 120

Derek

50:33

6/24 = 1/4 so 30*4=120

Stephanie Richardson

50:35

I divided 30 by 5, and then multiplied 24 by 5 to find n

Catherine O'Neil

50:46

Reduced 6/24 to 1/4

Christina Webster

51:00

30 divided by 5 is 6, 24 times 5 is 120

Liz

51:17

change 3.5/5 to 7/10 then double n and d

Elizabeth Ross

51:21

I skipped this problem. Stupid decimals!

Sophia Armstrong

51:26

I saw that 3.5 is 1/4th of 14

Diana Kurka

57:31

Yes we do!

Elizabeth Ross

57:46

A

Stephanie Richardson

57:49

A

Sophia Armstrong

57:49

a

Derek

57:51

a

erin.carriker

57:51

a

lila

57:53

a

Tennessee

57:53

A

Catherine O'Neil

57:58

a

Liz

57:58

a

Derek

58:21

7

Sophia Armstrong

58:21

MP2

siefertc

58:26

8

Stephanie Richardson

58:28

2 and 7

Catherine O'Neil

58:28

2

Erin

58:29

2

lila

58:31

mp7

f167468

58:31

2

maryann.love

58:32

2

Lisa Varner

58:58

2

erin.carriker

59:35

2

Christina Webster

59:54

2

deberry_heather

01:00:20

2

Sophia Armstrong

01:00:20

Looking for a pattern?

lila

01:00:21

2

Catherine O'Neil

01:00:32

2

Tennessee

01:00:32

2 & 8?

Christina Webster

01:00:46

Noticing repeating calculations=8

Stephanie Richardson

01:01:31

7

Lisa Varner

01:01:37

7

kathleenkerkhoff

01:01:40

7

Catherine O'Neil

01:01:42

7

Derek

01:01:44

mp 2

Christina Webster

01:01:46

create a coherent representation of the problem?

erin.carriker

01:02:47

7

Lisa Varner

01:06:50

4 X 2

Elizabeth Ross

01:06:54

4x2

Catherine O'Neil

01:06:58

Change all numbers to a fraction

Liz

01:06:58

distribute the 4

lila

01:06:58

multiplication PEMDAS

Sophia Armstrong

01:07:04

I would figure out 4x2, then deal with those messy decimals

Stephanie Richardson

01:07:10

I would do 4 x 2

Christina Webster

01:07:13

Make 2 and 1/3 improper

Susan Smith

01:07:17

change the mixed number to an improper fraction

Derek

01:07:26

improper fraction

siefertc

01:07:27

4x2 then 4x 1/3

f167468

01:07:27

Change 2 & 1/3 into an improper fraction

Michael Hanson

01:07:27

change 2 1/3

Tennessee

01:07:31

Improper fraction first

Susan Smith

01:08:22

did not think about skip counting

Susan Smith

01:08:28

good idea

Sophia Armstrong

01:09:05

I like the first one, but I din’t think of that at all.

Liz

01:09:09

the first is easy to model with fraction pieces

Christina Webster

01:09:19

The second and 4th?

lila

01:09:20

the first one

Elizabeth Ross

01:09:21

All of them…I think some teachers might not like the skip counting idea…

Susan Smith

01:09:21

the 4 X 7/3 should have a 4/1 correct

Catherine O'Neil

01:09:23

multiplying 4 across the mixed number

Michael Hanson

01:09:24

I like the first and 4th

erin.carriker

01:09:32

I don’t like fractions haha!

Stephanie Richardson

01:09:38

It seems like all are reasonable, but depending on your level of comfort, some might be faster than others

Liz

01:09:52

it makes a whole

Jerry

01:09:53

the last one is how I would approach it.

Susan Smith

01:10:24

if I can’t see it I don’t suggest it!

Elizabeth Ross

01:10:37

I’d still do 12x2

Susan Smith

01:10:38

decimal2.5

Stephanie Richardson

01:10:49

I would still do 12 x 2

Liz

01:10:49

12 times 2

Erin

01:10:51

12x2

Sophia Armstrong

01:10:52

I would change the problem to 6x5

Christina Webster

01:10:52

I’d still make an improper fraction for the second number

Lisa Varner

01:11:06

I would multiply the whole numbers

Elizabeth Ross

01:11:07

The decimal idea was interesting…

Susan Smith

01:11:14

no

Elizabeth Ross

01:11:18

Takes too long

siefertc

01:11:33

1/2 of 12+12x2

Catherine O'Neil

01:11:34

yes

Terry Pike

01:11:34

Yes

Susan Smith

01:11:36

c works well

Susan Smith

01:11:47

decimal

Liz

01:11:54

I think skip counting would be very accurate for students

Susan Smith

01:12:58

skip oe improper fraction

Catherine O'Neil

01:12:59

d

Erin

01:13:00

a

Susan Smith

01:13:02

or

lila

01:13:09

a

Stephanie Richardson

01:13:09

c

e02228

01:13:09

I think that I would pick a for this one

Elizabeth Ross

01:13:10

3x5

Michael Hanson

01:13:10

a

Christina Webster

01:13:10

e

Derek

01:13:19

c

Lisa Varner

01:13:21

c

Sophia Armstrong

01:13:22

a and c

Susan Smith

01:13:36

i noticed that after the fact! it’s bee na long day

Catherine O'Neil

01:15:25

It gets students to start thinking first.

Stephanie Richardson

01:15:42

It seems it encourages students to use what they already know about problems so solve this one

Elizabeth Ross

01:15:43

Well it gives ur structure #7

f167468

01:15:43

Make sense of problems MP #1

maryann.love

01:15:56

Not solve yet but make sense of the problem

siefertc

01:15:56

Looking for what we know

Lisa Varner

01:16:08

Look for structure 37

Terry Pike

01:16:12

#3 - explain my thinking has to start with THINKING, make a plan to solve rather than jumping in to solve.

Elizabeth Ross

01:16:13

a

maryann.love

01:16:15

a

Christina Webster

01:16:15

b

Liz

01:16:16

a

Susan Smith

01:16:16

b

Max Pananen

01:16:17

b

kathleenkerkhoff

01:16:17

b

Stephanie Richardson

01:16:17

a

Terry Pike

01:16:17

a

f167468

01:16:18

b

e02228

01:16:19

a

Sophia Armstrong

01:16:19

b-ish

Catherine O'Neil

01:16:20

b

siefertc

01:16:21

b

Lisa Varner

01:16:21

b

erin.carriker

01:16:58

b

Susan Smith

01:20:54

changing fractions to decimals

Stephanie Richardson

01:20:57

You’re example was almost identical to the number talk I did with my students today

Elizabeth Ross

01:21:03

Adding 3 single digits

maryann.love

01:21:27

In kindergarten, we’ve been using dots in different configurations.

Susan Smith

01:21:35

middle school really needs that one

Catherine O'Neil

01:21:46

We were doing two digit addition today, making groups of ten.

Stephanie Richardson

01:22:04

There’s a great book with many ideas for number talks

Lisa Varner

01:22:11

four different ways to solve 5 X 18

Sophia Armstrong

01:22:13

Taking about dots…how do you pronounce “subatizing”?

Susan Smith

01:22:49

sub-a-ti-zing?

Susan Smith

01:23:12

never heard the word so what is it?

siefertc

01:23:45

I just bought the elementary and middle school books because they seemed to fit with your webinars!

Susan Smith

01:23:48

got it

Susan Smith

01:24:55

100+30+6

Catherine O'Neil

01:25:05

1 hundreds, 3 tens, 6 ones.

Susan Smith

01:25:07

3rd grade math today

maryann.love

01:25:15

hundred, Tens and ones

Sophia Armstrong

01:25:18

10x10+6x6

kathleenkerkhoff

01:25:21

base ten manipulatives

Erin

01:25:21

draw pics for blocks

Lisa Varner

01:25:23

140-4

Michael Hanson

01:25:30

pictures

Catherine O'Neil

01:25:31

I do this activity everyday with my students and call it Name that Number.

e02228

01:25:47

$1.00 + .30 +.06

Sophia Armstrong

01:26:01

In Everyday Math it is called the Name-Collection box

Susan Smith

01:26:04

7/10

Susan Smith

01:26:27

7 dimes

Susan Smith

01:26:51

not in my wheelhouse!

Sophia Armstrong

01:27:12

3(x+2y+2)

Stephanie Richardson

01:27:14

x+x+x +y+y+y+y+6

Sophia Armstrong

01:27:30

That’s HARD!

Christina Webster

01:28:15

That’s middle school math right there

Elizabeth Ross

01:28:45

I really had no idea how to break it apart. I wanted to stick in numbers for x and y

Sophia Armstrong

01:28:47

This is instant differentiation!

Susan Smith

01:28:49

so glad i don’t teach that level!

Polly Rowell

01:29:23

It's definitely deepening my understanding.

Catherine O'Neil

01:31:02

place value

Polly Rowell

01:31:14

place value

e02228

01:31:16

Will need to borrow

Catherine O'Neil

01:31:22

operation

Susan Smith

01:31:24

regrouping in tens

Michael Hanson

01:31:25

subtraction

Sophia Armstrong

01:31:27

1 number is close to 200

Stephanie Richardson

01:31:29

There are 0 tens

Elizabeth Ross

01:31:34

201 is close to 200. Can I add up to 200?

siefertc

01:31:35

three-digit numbers and subtraction

maryann.love

01:31:36

close to 200

Derek

01:31:38

three digit subtracion

Terry Pike

01:31:38

The first number was close to 200

Christina Webster

01:31:39

201 is very close to 200

erin.carriker

01:31:40

200

Michael Hanson

01:31:41

some estimation

Tennessee

01:31:42

201 close to 200

Lisa Varner

01:32:02

I noticed that 201 is 1 away from 200

Terry Pike

01:32:26

I can use 200 to begin and

Christina Webster

01:32:26

It can lead to a shortcut of rounding or subtraction using 200 instead which is easier for most

Susan Smith

01:32:32

answer change 20 to 19 and add ten to the ones place

Elizabeth Ross

01:32:45

Counting up to 200

Catherine O'Neil

01:32:50

Line up the place values

Christina Webster

01:34:37

PEMDAS

Sophia Armstrong

01:34:40

That’s a lot of 2s in there.

Polly Rowell

01:34:42

addition and subtaction

Elizabeth Ross

01:34:43

6,2,12 all friendly with each other

Susan Smith

01:34:47

you’ll have to move numbers

Catherine O'Neil

01:34:59

( ) are involved

Christina Webster

01:35:04

I’m being a typical student…X

Stephanie Richardson

01:35:06

There are lots of 2s

Tennessee

01:35:08

X+2 on each side

Michael Hanson

01:35:09

equal

Catherine O'Neil

01:35:11

Equal is in the middle

Polly Rowell

01:35:15

parentheses

Sophia Armstrong

01:35:17

I think the answer will be negative

f167468

01:35:31

Order of operations

Derek

01:35:51

all even

Derek

01:35:57

divide by 2

Stephanie Richardson

01:40:03

There’s a sink

Elizabeth Ross

01:40:05

Numbers r missing

Susan Smith

01:40:11

top and right are some lengths

Christina Webster

01:40:11

2 sides are the same

e02228

01:40:12

Not all sides are the same

Susan Smith

01:40:16

same

siefertc

01:40:16

It's not even

Tennessee

01:40:21

2 sides are the same

Erin

01:40:21

There is a sink

Catherine O'Neil

01:40:22

not even sides

maryann.love

01:40:25

the sides are different lengths

Lisa Varner

01:40:28

I notice I can make two shapes

Susan Smith

01:41:43

our 1-5th grade books ask this in every chapter

Susan Smith

01:42:17

they make them wrong and kids must explain how to fix it

Susan Smith

01:42:28

she made tens

Sophia Armstrong

01:42:52

The difference is still the same between both problems

Susan Smith

01:43:11

no regrouping necessary

Michael Hanson

01:43:19

easier

Catherine O'Neil

01:43:21

good number sense

lila

01:43:44

I love that!

Susan Smith

01:45:28

it is NO or KNOW?

Liz

01:48:48

love this book!

Susan Smith

01:49:02

thank you

Elizabeth Ross

01:50:17

2 facts and a fib also. An ELL activity

Sophia Armstrong

01:50:37

fib!

Diana Kurka

01:51:23

That’s a fun way to get used to the strategy too. (using it as a class builder or team builder).

Sophia Armstrong

01:53:42

add 2 to both!

Susan Smith

01:53:47

subtract 4 from each number

Rafe

01:53:58

add two

Sophia Armstrong

01:54:09

I added 2 to each number!

Sophia Armstrong

01:54:19

then 86-70

Susan Smith

01:54:30

take 4 from each number

Rafe

01:55:03

having that nice fat number of 70 makes it easier for me

Elizabeth Ross

01:55:13

84-70=14+2=16

Susan Smith

01:56:31

prime

f167468

01:56:36

odd

Susan Smith

01:56:40

both have 1

Catherine O'Neil

01:56:43

both have a one in the tens place

Stephanie Richardson

01:56:44

They both have 1s

kathleenkerkhoff

01:56:44

both have a one in them

maryann.love

01:56:46

They both have to digits

Terry Pike

01:56:46

tens are the same and ones are different

Sophia Armstrong

01:56:47

they both have the same 10s, but different 1s

siefertc

01:56:49

More than 10

Catherine O'Neil

01:56:50

odd numbers

erin.carriker

01:57:04

both have one

Christina Webster

01:57:20

both have even denominators

Susan Smith

01:57:22

8 is 2 X 4

Stephanie Richardson

01:57:28

They are both fractions

maryann.love

01:57:34

both are fractions

Jerry White

01:57:38

Denominators are multiples of 4

kathleenkerkhoff

01:57:40

the denominator is divisible by 4, 2

Catherine O'Neil

01:57:40

both have fractions, the bottom numbers are multiples of 4

Christina Webster

01:57:42

Both have odd numberators

siefertc

01:57:42

Denominators are even

maryann.love

01:57:47

an odd and a even on both

Sophia Armstrong

01:57:48

Both numerators are smaller that denominators

Christina Webster

01:58:16

both show a portion of something

siefertc

01:58:17

Fractions of a whole

Sophia Armstrong

01:58:33

they are all close to each other

Rafe

01:58:35

they can all be decimals

Rafe

01:58:40

or fractions

Sophia Armstrong

01:58:50

rectangle sides!

Susan Smith

01:58:52

flat tops and bottoms

Catherine O'Neil

01:58:55

they all have corners

Elizabeth Ross

01:58:57

3D

Polly Rowell

01:59:01

All 3D

Christina Webster

01:59:01

All 3D

maryann.love

01:59:01

They are all 3d

Sophia Armstrong

01:59:04

prisms

Derek

01:59:11

prisms

kathleenkerkhoff

01:59:11

some parallel sides

Polly Rowell

01:59:20

All have vertices

Susan Smith

01:59:27

all will hold a dog...seriously

Elizabeth Ross

02:00:24

8

Sophia Armstrong

02:00:24

looking for a pattern

Catherine O'Neil

02:00:26

8

kathleenkerkhoff

02:00:38

7, 8

Susan Smith

02:02:20

use counters

Sophia Armstrong

02:02:54

I DON’T know that!

Susan Smith

02:03:15

1 units =s one rod?

Susan Smith

02:03:23

10 units=1 rod

Terry Pike

02:03:32

How do you know 15 is a double plus 1?

Sophia Armstrong

02:03:41

The 5-7 grade question

siefertc

02:03:42

do you know that one may not be one?

Susan Smith

02:03:55

me either Sophia!

Lisa Varner

02:04:03

How do you know that 900 is equal to 90 tens?

Susan Smith

02:04:03

never thought about it really

Catherine O'Neil

02:04:05

Lots of times students say: I used my fingers. I then ask them to show me how they used their fingers.

Polly Rowell

02:04:35

Students will say I figured it in my head.

Stephanie Richardson

02:04:37

How do you know that 5 x 6 is 30?

Susan Smith

02:04:38

I did it in my head is the one we have to pull it out ofthem

Elizabeth Ross

02:05:11

I ask them when they are multiplying (and are incorrect). Kids seem to think they should just know

Christina Webster

02:06:20

I like this!

Sophia Armstrong

02:06:47

13, it fits 3 conditions

Catherine O'Neil

02:06:57

13

e02228

02:07:03

13

Terry Pike

02:07:37

699

Catherine O'Neil

02:07:42

215

e02228

02:07:45

695

Sophia Armstrong

02:07:48

215

Derek

02:07:50

215

Polly Rowell

02:07:54

695

Christina Webster

02:07:58

695?

Susan Smith

02:09:16

1, 2,3,4,5,6…all

Susan Smith

02:09:29

mostly 1,5,6, no ma’am

Christina Webster

02:09:29

10!

Sophia Armstrong

02:09:32

3

Elizabeth Ross

02:09:33

Share, Share, Compare

Lisa Varner

02:09:34

Express it differently

Jerry White

02:09:34

2 wrongs and 1 right

Christina Webster

02:09:34

3

Catherine O'Neil

02:09:36

9

kathleenkerkhoff

02:09:38

How do you know, alike/different, 2 truth and 1 lie

Diana Kurka

02:09:38

This is one of the OPTIONS for the assignment today.

Stephanie Richardson

02:09:40

I already do number talks, but am excited to try 1, 5 and 8

Derek

02:09:50

2 truths

Terry Pike

02:09:54

Notice-Wonder and How do you know?

f167468

02:09:54

How do you know? For order of operations

Susan Smith

02:09:57

8 wil leb fun

e02228

02:09:58

6 and 4 for sure!

siefertc

02:09:59

2,3,7,8,10

Susan Smith

02:10:01

wil lbe

Stephanie Richardson

02:10:03

I think they will be excited about a change

Polly Rowell

02:10:06

2, 3, 10

Christina Webster

02:10:44

Thank you!

Erin

02:10:48

Thank you