18:46:34 From Melissa Crane : Resource page: https://asdn.org/webinar-resource-page-where-to-start-determining-priorities-for-math-instruction-fall-2020/ 18:48:09 From sandra.manning : Are there papers to download? 18:48:21 From Melissa Crane : Resource page: https://asdn.org/webinar-resource-page-where-to-start-determining-priorities-for-math-instruction-fall-2020/ 18:48:23 From goen_bonnie : Thank You Bobbi Jo, I so certainly agree ASDN ROCKS 18:48:27 From sandra.manning : Hmmm, only the download shows up 18:48:43 From sandra.manning : Only the button 18:48:46 From cunningham_meghan : the resources arent loading 18:48:49 From Kaleigh Ryno : It doesn’t say what it is 18:49:19 From Pamella Simpson : The downloads are not working 18:49:31 From sandra.manning : Thanks 18:49:31 From Blessing Ihedioha : The download buttons are not working 18:51:16 From Sam Jordan : Working on the links 18:52:50 From Tracey T : true 18:52:53 From Blessing Ihedioha : True 18:52:53 From Aniak : False as mammals we lose with just 2 18:53:00 From Joe Ward : true 18:53:02 From Pamella Simpson : false 18:53:03 From Kaleigh Ryno : false 18:53:06 From Fran : False, thinking about various animals 18:53:15 From Cody Priest : True. But depends on animal types 18:53:28 From sandra.manning : Are we comparing to animate or inanimate objects? 18:53:30 From Lacey Rininger : true 18:53:37 From Bridget : depends! 18:53:41 From mariah graham : False, whose legs? 18:54:25 From mariah graham : False-most have the same 18:54:27 From sandra.manning : That is an inequality 18:54:28 From Blessing Ihedioha : If we consider amputees , then the average number legs for humans will be less than 2 18:54:36 From Bridget : false based on revision! 18:54:43 From Cody Priest : Because there are some people who dont have legs then the average is 1.99 18:54:44 From Aniak : yep 18:55:52 From Bradley’s iPhone : false 18:56:39 From Sam Jordan : Download links on asdn.org now work https://asdn.org/webinar-resource-page-where-to-start-determining-priorities-for-math-instruction-fall-2020/ 19:14:27 From Bridget : 5! and 2. 19:14:34 From Blessing Ihedioha : 2 19:14:48 From sandra.manning : I think number 2 is the easiest because there are enough out there to use 19:15:06 From Kaleigh Ryno : it was a toss up between 1 and 5 because not all learn the same and they may be able to solve tasks using a different approach then maybe was my focus that day. 19:15:31 From Tracey T : 3 continuity, and many students are having to figure out things on their own ….. independently 19:15:39 From mariah graham : 4: I can’t always see what students are doing so I’m less likely to try to push/lead them in one certain direction 19:15:42 From cunningham_meghan : 4 - not looking at other student’s ideas and work (less peer distraction) and 2 - so many great math web resoruces to use 19:15:50 From Fran : 5 They are having to use a lot of prior knowledge, I have been sending home some work that asks them to show in multiple ways 19:16:06 From Lacey Rininger : 4 - less oversite, allowing them to struggle on their own 19:16:07 From Bridget : 5- I always encourage varied approaches but now I find that when students have a new approach it is so fun to witness over zoom- and it is something they feel comfortable saying over zoom. "I solved that but in a different way than you!" comes up so often in my zooms 19:16:40 From Aniak : 2 using common core requires lots of scaffolding and supplemental materials to meet each student where they are at 19:17:18 From Luke McDonald : 5 - especially paired with kids sharing with their thinking 19:17:19 From Aniak : Donald 19:17:32 From Aniak : kk 19:18:06 From MirabelleNausialuataqblossom : 3: allows you to differentiate depending on grade level, good for multi-grade classroom 19:23:35 From Kaleigh Ryno : I’m sorry, I have to step away for a minute. 19:27:15 From Kaleigh Ryno : back 19:31:22 From Blessing Ihedioha : yes 19:31:29 From Tracey T : I would have needed much more time 19:31:31 From sandra.manning : I came up with 9/18 x 4/3 19:31:34 From Blessing Ihedioha : 1/2 X 4/3 19:31:35 From Bridget : 8/3 times 1/4 19:31:39 From Aniak : No fair using improper fraction 19:31:47 From mariah graham : 3/4 x 8/9 19:32:04 From sandra.manning : Donald she didn’t say I couldn't 19:32:21 From Aniak : coool 19:38:31 From mariah graham : I do this every year with my Pre-Algebra class at the start of the year, they love it! Really gets them talking right away too 19:39:27 From sandra.manning : I need to try this with my Algebra II class 19:40:53 From sandra.manning : Number equivalencies 19:41:00 From Fran : Order of operations 19:41:01 From mariah graham : PEMDAS 19:41:08 From Bridget : reducing 19:41:10 From Tracey T : Order of operations. 19:41:34 From sandra.manning : Estimation 19:43:38 From Bobbi Jo Erb : www.openmiddle.com http://bit.ly/talkingmathMS http://bit.ly/talkingmathMS http://bit.ly/talkingmathk5 20:33:02 From sandra.manning : That would be a step at a time right? 20:42:19 From Melissa Crane : Survey 3: https://www.surveymonkey.com/r/CRP7P2V 20:45:02 From Bridget : Thank you!