18:56:01 From Cindy Black : Focusing on strategies & tools, rather than rote has done SO MUCH to help my students build confidence in math. 18:56:51 From Rafe : Sorry I’m late. I had bus duty. Did I miss much? 18:59:56 From Kim Sundberg : Start at 6 and count up 7 19:00:00 From charles.haygood : Repeated addition in grade 2. 19:00:01 From pikete : Phase 1 student would be counting or counting on. 19:00:03 From Amy Ballard : Copying on 19:00:04 From jdunning : Using manipulative such as base ten blocks 19:00:05 From Joseph Rueter : go to 7 count up 6 to 13 19:00:05 From janarose.odenheimer : That multiplcations is counting by groups 19:00:05 From Becca S. : Using counters to make an array 19:00:07 From grantj : Counting out six groups of 7 for 6 x 7 19:00:07 From Amy Ballard : counting 19:00:09 From donita.jerue : skip counting for 6X7 19:00:10 From evans_kim : Student begins counting at 1 and goes from there. 19:00:13 From Cindy Black : Heavy reliance on tallies or counters to physically count. 19:00:14 From MIranda : Count on 19:00:17 From Lydia Zeisel : they might be "adding" 6 7 times 19:00:17 From lwoods : counting out objects one group of 6 another of 7 and then mushing it all together 19:00:18 From kelley.harvey : Using blocks or cubes to count out 6 and 7 more then maybe counting on or counting all. 19:00:19 From Marisa : drawing a picture to count dots of 6 groups of 7 19:00:19 From Naomi Buck : counting 6 objects, then counting 7 more 19:00:21 From hesson_paula : I teach first and secong we count on from the biggest number first 19:00:23 From acuna_lizzie : skip counting by 6s 19:00:26 From Rebecca : Counting by ones 19:00:28 From Alison : making an array and then counting the xxxx 19:00:29 From Rosa Wright : Making number lines 19:00:31 From msdaly : Multiplication chart 19:00:34 From Alaska : uses counters and counts up, uses fingers to cont up or down 19:00:35 From brook : student starts at one and count up 19:00:35 From flanigan_trisha : using their fingers to add, tally marks, number lines 19:00:36 From katharine.koski : starting with counting 6 groups and putting 7 into each group 19:00:44 From Joseph Rueter : counting by sixes to 42 19:00:45 From evans_kim : Counting on from biggest number. 19:00:57 From Kaci Tauriainen : using an array 19:01:07 From acuna_lizzie : doubles plus one 19:01:08 From evans_kim : count on from biggest number 19:01:08 From Amy Ballard : Doubles plus 1 19:01:08 From pikete : phase 2 double plus one, 6+6=12 plus one more for 13 19:01:09 From Becca S. : 5+1+5+2 19:01:11 From hesson_paula : doubles plus one 19:01:16 From Lydia Zeisel : 6 + 6 and one more 19:01:20 From jdunning : 5+5+2+1 19:01:20 From grantj : Making a ten 19:01:21 From lwoods : two groups of 5s adding on 19:01:22 From kelley.harvey : double 7 take away 6 19:01:28 From hesson_paula : grouping 19:01:28 From Alison : not sure I understand the term deriving... 19:01:30 From flanigan_trisha : 6+6 =12, so 6=7. =13 19:01:32 From acuna_lizzie : 6x6 then adding 6 19:01:34 From Rosa Wright : Multiply by 5 then add one more 19:01:37 From Becca S. : 7X 5 +7 19:01:39 From Rebecca : 6x6 +6 19:01:39 From Alaska : 6x 5 add 6 add 6 19:01:40 From alandavis : Six squared plus 6 19:01:43 From jdunning : 6X6+6 19:01:44 From Joseph Rueter : go to 36 add 7 19:01:48 From eastham_laura : 6*7 plus 6 19:01:49 From Alison : thanks 19:01:49 From MIranda : double 7 and - 7 19:01:50 From jennifer.heidersdorf : 6 groups of 7 19:01:50 From grantj : 6 x 6 + one more set of 6 19:01:52 From Cindy Black : Counting up from 5x7 19:02:03 From MIranda : Making an array 19:02:05 From mcdonald_jennifer : 7 X 3 double it 19:07:06 From kelley.harvey : Make it friendly 19:08:04 From hesson_paula : plus or a minus one strategy 19:08:35 From hesson_paula : higher order thinking 19:10:29 From hesson_paula : 2+9 could be a pretend a 10 19:10:37 From charles.haygood : 2 + 9 would be pretend a 10 19:10:43 From Kim Sundberg : I’m still thinking. . . 19:10:48 From Joseph Rueter : 8+8 doubles 19:10:53 From brook : 8+8 doubles 19:10:54 From msdaly : 4_6 combos of 10 19:10:57 From flanigan_trisha : 8+8 doubles 19:11:05 From Joseph Rueter : 10+7 is combos of ten 19:11:06 From Alison : quite a few make a 10s in there 19:11:06 From Rosa Wright : 10 + 7 could be making ten (10+10 subtract 3) 19:11:06 From Becca S. : 4+6 is making 10 19:11:07 From grantj : 10+7 = 10+ 19:11:09 From hesson_paula : fact family for the last one 19:11:13 From MIranda : making ten 6+4 19:11:17 From grantj : 4 + 6 Making 10 19:11:18 From Lydia Zeisel : 15-1 foundation 19:11:22 From lwoods : 4+6 making 10 19:11:43 From MIranda : 7 + ___ =10 Mkaing ten 19:11:45 From kelley.harvey : make 10 or pretend a 10, doubles, 10+, -1, make 10, make 10 19:11:51 From hesson_paula : use subtraction to find the missing addend 19:12:03 From Cindy Black : Distance from 10 or from the nearest known fact is SO hard, even for third. 19:12:09 From MIranda : 15-1 near doubles 19:12:15 From Rosa Wright : 4+5 near doubles 19:12:22 From kelley.harvey : near doubles, 19:12:22 From Lisa Longlet : near doubles 19:12:22 From msdaly : Near doubles 19:12:27 From hesson_paula : use your fingers 19:12:30 From Lisa Longlet : near doubles 19:12:34 From lwoods : doubles 19:12:35 From Rosa Wright : Near doubles 19:12:35 From kelley.harvey : pretend a 10 19:12:36 From Kim Sundberg : doubles 19:12:37 From msdaly : ten minus 1 19:12:38 From jdunning : Near doubles 19:12:38 From MIranda : Pretend ten 19:12:39 From Alison : doubles plus 1 19:12:40 From brook : doubles or making 10 19:12:40 From kevin hamrick : near doubles 19:12:42 From Lydia Zeisel : 9+5 pretend a ten 19:12:51 From Lisa Longlet : pretent a 10 19:12:52 From Kim Sundberg : pretend a 10 19:12:53 From lwoods : Pretend 10 19:12:53 From brook : Making 10 19:12:54 From Rosa Wright : Pretend a ten 19:12:54 From flanigan_trisha : 9=5 pretend a 10 19:12:55 From jdunning : pretend a 10 19:13:10 From jdunning : Making 10 19:13:12 From Rosa Wright : pretend a 10 19:13:15 From Joseph Rueter : making 10 19:13:15 From MIranda : Pretend a ten 19:13:15 From hesson_paula : double fours again 19:13:16 From Lisa Longlet : Making 10 19:13:18 From mcdonald_jennifer : what is a find a five? 19:13:20 From Naomi Buck : make a 10 19:13:21 From jennifer.heidersdorf : Making 10 19:13:30 From MIranda : Preten a ten 19:13:39 From msdaly : 8 and 2 is 10 plus 2 more is 12 19:18:55 From Becca S. : subtracting a group 19:18:59 From janarose.odenheimer : 6x10 then subtract 19:19:00 From eastham_laura : 5’s 19:19:01 From msdaly : Subtracting a group 19:19:01 From grantj : add a group 19:19:01 From acuna_lizzie : subtracting a group 19:19:04 From katharine.koski : adding a group 19:19:05 From Rosa Wright : subtracting 19:19:05 From Cindy Black : Known facts - I make them learn 9s first. 19:19:05 From kevin hamrick : answer adds up to 9 19:19:06 From Rebecca : 5s and 1 19:19:06 From MIranda : Subtracting a group 19:19:08 From Lydia Zeisel : subtracting a group 19:19:08 From hesson_paula : I am not sure 19:19:09 From gardeline_tara : subtracting group 19:19:10 From flanigan_trisha : 9*5=45=9=54 19:19:10 From Lisa Longlet : subtract a group 19:19:10 From lwoods : 5x9 then adding6 19:19:11 From pikete : add a group 19:19:12 From kelley.harvey : near squares 19:19:14 From Elizabeth Barrett : adding a group 19:19:14 From jdunning : 5X9 then add 6 19:19:15 From Alaska : 5s 19:19:23 From alandavis : Subtracting a group 19:19:24 From Joseph Rueter : subtract a group 19:19:26 From evans_kim : 6x10 minus 6 19:19:29 From charles.haygood : 10 x 6 then remove 1 group of 6 19:19:33 From Kim Stewart : Going to 9X5 and then go up 19:19:33 From Alison : break apart... although I just have it memorized 19:19:37 From hesson_paula : Okay 19:19:43 From Marisa : hand trick 19:19:50 From kelley.harvey : I am skip counting some too 19:19:53 From janarose.odenheimer : They can use the mutiplication by 10 then subtract. Espically if they can use that for addition 19:19:55 From donita.jerue : 9x5 + 6 more 19:19:56 From jdunning : Sorry should have been 5X9 add 9 19:20:00 From hesson_paula : okay…9X3 and then double 19:20:00 From Alison : love the hand trick 19:20:01 From Alaska : the nines “trick” 19:20:08 From Rosa Wright : also with multiplying by 9’s you subtract 1 and make the numbers add to 9 19:20:10 From hesson_paula : fingers with the nines 19:20:49 From donita.jerue : should have been + 9 sorry 19:21:09 From msdaly : accuracy 19:21:14 From Alison : accuracy 19:21:15 From brook : accuracy 19:21:17 From lwoods : accuracy 19:21:18 From Kate V : accuracy 19:21:19 From Cindy Black : Accuracy & efficiency. 19:21:20 From Lisa Longlet : acuracy 19:21:20 From jdunning : accuracy 19:21:20 From grantj : accuracy, efficiency 19:21:22 From charles.haygood : accuracy, efficiency, 19:21:23 From Lisa Longlet : efficiency 19:21:24 From Naomi Buck : efficienc,y accuracy 19:21:24 From Rosa Wright : Efficiency and Accuracy 19:21:25 From evans_kim : accuracy 19:21:26 From Tina Peyerk : accuracy 19:21:27 From Rafe : accuracy 19:21:28 From MIranda : Accuracy and efficiency 19:21:28 From gardeline_tara : accuracy 19:21:29 From Alaska : efficiency 19:21:30 From Elizabeth Barrett : accuracy 19:21:30 From acuna_lizzie : accuracy and efficiency 19:21:30 From hesson_paula : efficiency 19:21:31 From Amy Ballard : accuracy 19:21:33 From flanigan_trisha : efficiency and accuracy 19:21:33 From katharine.koski : accuracy 19:21:36 From Joseph Rueter : foundational 19:21:37 From adam.meade : accuracy 19:21:38 From Kim Sundberg : accuracy 19:21:51 From Lydia Zeisel : You would only learn what they know. Not how they process it 19:24:17 From hesson_paula : yet, we have to AIMS 8-minute MCOMP tests 19:24:29 From hesson_paula : are we doing away with them... 19:25:00 From Becca S. : all of them 19:25:00 From grantj : All of them 19:25:01 From Alison : all 19:25:02 From Alaska : all 4 19:25:03 From Kim Sundberg : all 19:25:03 From lwoods : all f 19:25:03 From hesson_paula : ALL 4 19:25:03 From kelley.harvey : all 19:25:04 From adam.meade : 4 19:25:05 From Rafe : all 19:25:06 From MIranda : appropriate strategy use and efficieny really all 19:25:06 From Kate V : all 19:25:10 From donita.jerue : You would get all. 19:25:11 From charles.haygood : all 19:25:12 From evans_kim : all 19:25:13 From willis_jessica : All aspects of fluency 19:25:15 From Rosa Wright : All aspects - might miss efficiency if just walking aroung, though 19:25:16 From brook : I think all of them would be able to be assessed 19:25:17 From gardeline_tara : Alll can be assessed with observation 19:25:19 From Kim Sundberg : as long as they are thinking out loud 19:25:20 From Tina Peyerk : all 19:25:21 From Kim Stewart : All 19:25:23 From katharine.koski : All 19:25:25 From acuna_lizzie : all 19:25:26 From hesson_paula : we have to be flexible in our thinking as well 19:25:32 From Naomi Buck : all 19:25:36 From jdunning : All if you can hear their thinking 19:26:36 From willis_jessica : Or if you can see their thinking…on paper, writing/drawings, etc. 19:28:56 From lwoods : I like the bucket 19:29:05 From janarose.odenheimer : I love that I dea 19:29:06 From Rebecca : How long would you give a 2nd language learner to answer in an interview? 19:30:06 From hesson_paula : That’s awesome 19:30:25 From MIranda : I would like to list specific strategies. I can see several students putting in just knew when they did not have a strategy. 19:32:31 From hesson_paula : okay, thank you for that explanation 19:32:37 From MIranda : Yes 19:33:33 From Marisa : When giving a interview with a AEL student, I have noticed that math is the “same” in every language and AEL students do not struggle with the recall of these facts and giving the numbers ~ dependnent on where they are at on the fluency continuim that Dr. William expressed … if that makes sense. 19:34:17 From Lisa Longlet : Yes 19:34:20 From jennifer.heidersdorf : yes 19:34:25 From Alison : yes 19:34:26 From willis_jessica : Yes 19:34:26 From acuna_lizzie : subitizing 19:34:28 From adam.meade : I’ve never done that 19:34:29 From alandavis : No, I’ve never used it 19:34:30 From Lisa Longlet : subitizing 19:34:32 From Rebecca : A few 19:34:32 From Alaska : like roll and write? 19:34:33 From MIranda : yes 19:34:33 From evans_kim : yes 19:34:34 From hesson_paula : I have wanted to do that … 19:34:34 From janarose.odenheimer : yes 19:34:34 From Amy Ballard : yes 19:34:35 From grantj : no 19:34:35 From lwoods : no I have not 19:34:39 From Rosa Wright : I have not 19:34:50 From adam.meade : I havn’t 19:34:55 From charles.haygood : yes 19:35:11 From mcdonald_jennifer : It’s on my to do 19:35:30 From Kaci Tauriainen : I have not 19:36:23 From Kaci Tauriainen : 10 19:36:24 From lwoods : 5 and 5 19:36:25 From MIranda : 5 x2 19:36:28 From lwoods : 4 5s 19:36:29 From Rosa Wright : 0 19:36:29 From brook : 4 groups of 5 19:36:29 From Lisa Longlet : 20 19:36:32 From grantj : 4 5s 19:36:34 From Lisa Longlet : 10 and 10 19:36:36 From Tina Peyerk : 4 5s 19:36:37 From hesson_paula : double 10 19:36:38 From Alison : 4 5s 19:36:38 From MIranda : 5 x 4 19:36:39 From Alaska : 2 10s 19:36:40 From willis_jessica : 4 dice of 5 19:36:43 From Rosa Wright : +10 -10 19:36:46 From Kaci Tauriainen : 4groups of 5 19:36:50 From adam.meade : 4x5 19:36:55 From Naomi Buck : 4 5s or 2 10s 19:37:27 From Becca S. : How long do you practice before you start showing the equation? 19:37:41 From adam.meade : 6x3 19:37:41 From jdunning : 18 19:37:45 From MIranda : 3 x 6 19:37:45 From willis_jessica : 3 groups of 6 19:37:47 From lwoods : 6 3s 19:37:50 From pikete : two sets of 9 19:37:51 From hesson_paula : 3x4 and 2x3 19:37:51 From Lisa Longlet : 3 groups of 6 19:37:52 From kelley.harvey : 9 and 9 19:37:53 From Alison : 3 sets of 6 19:37:54 From brook : 2 groups of 9 19:37:54 From acuna_lizzie : 3 groups of 6 19:37:56 From Kim Sundberg : Its great with a 12+6 19:38:02 From Kim Stewart : 6 three times 19:38:02 From Kim Sundberg : 12+6 19:38:03 From charles.haygood : 3 groups of 6 19:38:08 From Joseph Rueter : 12 and more 19:38:11 From grantj : 6 x2 + 6 x 1 19:38:37 From Marisa : would this be similiar to the site “which one deosn’t belong?" 19:38:44 From Kaci Tauriainen : 2 groups of 6 and one more 19:38:54 From Marisa : wodb.ca 19:38:58 From Kim Sundberg : I like to make it all one color and then ask how the kids see it 19:39:54 From MIranda : It looks like break apart strategy. 3 x4 = 12 + 12 19:40:18 From MIranda : Oops 3x3 = 9+9 19:41:38 From Cindy Black : I love math games, but have had to eliminate their use in class due to time constraints - how can we work them back in? 19:41:55 From hesson_paula : I love stations 19:42:45 From MIranda : I recently have implemented Math Daily 3 and have added more games and manipulatives. I have been able to see strategies and assess 19:43:51 From pikete : Cindy, I took this webinar earlier and had the dame issue, but began adding them to the end of the lesson or the beginning of the lesson. We have become quite efficient in making time for them. My admin is on board because she sees the mental work the kids are doing as they 'play'. 19:44:25 From hesson_paula : game board complete 19:44:25 From lwoods : yes 19:44:27 From Cindy Black : Thank you, pikete. I’ll try to encourage my students to be efficient with our 45-60 minute block. 19:44:28 From Lisa Longlet : ready 19:44:33 From Alison : yes ready 19:44:35 From acuna_lizzie : ready 19:44:36 From adam.meade : ready 19:44:40 From Kim Stewart : yes 19:44:43 From Kim Sundberg : yay! 19:44:46 From Elizabeth Barrett : readyy 19:44:47 From Becca S. : Yes! 19:44:47 From hesson_paula : haha 19:44:48 From Alison : always 19:45:22 From Kim Sundberg : what 19:45:26 From hesson_paula : just once 19:45:53 From lwoods : if I wrote it 8 3 times just once 19:46:22 From hesson_paula : perfect 19:47:36 From pikete : Bingo 19:47:47 From kelley.harvey : I love how honest we all are :) 19:48:08 From jdunning : bingo 19:48:13 From acuna_lizzie : BINGO 19:48:40 From Kim Sundberg : We’re all winners because we are learning our doubles ;-) 19:48:44 From hesson_paula : congrats to the winners 19:49:00 From Rebecca : Are you using just one die? 19:49:10 From grantj : squares 19:49:12 From hesson_paula : strategy 19:49:20 From Alaska : give the answer, find the equation 19:49:21 From Rebecca : Thank you 19:49:23 From Joseph Rueter : doubles +1 19:49:24 From alandavis : Addition using 2 six sided dice 19:49:26 From jdunning : strategy 19:49:32 From hesson_paula : word definitions 19:49:45 From evans_kim : ten pairs 19:49:48 From willis_jessica : Any of the (harder) multiplication facts — 3s, 4s, 6s, 7s, 8s, 9s 19:50:06 From MIranda : near squares 19:50:19 From Marisa : multiplication with zero … jk 19:50:26 From Joseph Rueter : combo of ten 19:50:32 From lwoods : what makes 10, like roll 6 and cross out 4 19:51:25 From Alison : I’m sorry... how late does this go? 19:51:30 From Marisa : the next game I have is Lucky 13 19:51:40 From Kim Sundberg : A class you get to play games in and get credit! They should do this more in college! 19:51:57 From willis_jessica : 18 cross intersections, yes 19:51:59 From dianakurka : Usually the class goes until 5:30 or so 19:52:06 From Alison : thanks 19:52:26 From Alaska : my pkt only has bingo 19:52:34 From willis_jessica : 6 groups of 3 19:52:40 From hesson_paula : that’s how i saw it 19:52:56 From Becca S. : wouldn’t they just count the intersections? 19:53:10 From willis_jessica : That’s what I did Becca! lol 19:54:07 From Lisa Longlet : a like this different visual from a typical array 19:54:14 From MIranda : I put dots on the cross wires. Another way to help them focus on the intersections. 19:55:38 From Joseph Rueter : pretend a ten 19:55:39 From lwoods : near 10 19:55:41 From Rebecca : Pretend a 10 19:55:41 From willis_jessica : 1. pretend a ten 19:55:42 From Amy Ballard : Pretend a ten 19:55:42 From grantj : pretent a ten 19:55:44 From Cindy Black : break apart: 20+30+3+9 19:55:44 From Lisa Longlet : near 10 19:55:45 From hesson_paula : near ten 19:55:45 From frandaly : Near 10 - 1 19:55:45 From katharine.koski : pretend ten 19:55:47 From Naomi Buck : pretend a ten 19:55:47 From Alison : make a ten 19:55:49 From Lydia Zeisel : pretend a ten 19:55:50 From jdunning : Near 10 or make 10 19:55:51 From Kim Stewart : near 10 19:55:52 From Alaska : near ten 19:55:52 From charles.haygood : pretend 10 19:55:54 From jennifer.heidersdorf : make 10 19:55:54 From Charlaine : tpuching 6 and counting seven6x10-6accuracyNopretend a ten 19:56:03 From willis_jessica : Ys 19:56:05 From Rafe : exactly 19:56:09 From kelley.harvey : 59+3 19:56:12 From donita.jerue : Near 10 subtract 1 19:56:15 From MIranda : Preten a ten then take 1 from 23 19:56:16 From adam.meade : pretend 10 19:56:16 From gardeline_tara : Could you explain find a 5 please? 19:56:31 From Tina Peyerk : 40+22 19:57:11 From willis_jessica : Pretend a 100 19:57:19 From mcdonald_jennifer : count up 19:57:21 From lwoods : near 100 19:57:23 From Lisa Longlet : combos of 10 19:57:25 From Becca S. : 292+3 19:57:31 From Becca S. : 300-295 19:57:31 From grantj : compensation (pretend a ten/hundred?) 19:57:32 From hesson_paula : count up from smallest to largest 19:57:38 From evans_kim : pretend 100 19:57:46 From charles.haygood : 300-295 19:58:00 From Joseph Rueter : pretend a ten 19:58:07 From Rebecca : 300-290 = 10 estimate 19:58:14 From MIranda : I took 3 from 303 and 300+ 292 then + 3 19:58:17 From adam.meade : 292+300=592 +3 = 595 19:58:18 From willis_jessica : Round 2.9 to 3.0, drop 3.45 by .1 19:58:18 From Alaska : count up, 19:58:32 From charles.haygood : rounding 19:58:33 From Lisa Longlet : Make a 3 subtract .1 19:58:38 From lwoods : round up 19:58:41 From kelley.harvey : make 1 19:58:42 From Kaci Tauriainen : Rounding 19:59:19 From hesson_paula : I like that 19:59:21 From willis_jessica : 10 x 5, 3 x 5 add totals 19:59:23 From Lydia Zeisel : 5x10 plus 3x5 50+15 19:59:30 From Cindy Black : Break apart: 10 x 5 + 3 x 5 19:59:35 From MIranda : 10 x 5 + 3 x5 19:59:43 From hesson_paula : break apart method 19:59:45 From Joseph Rueter : 5X10 + 3X5 19:59:45 From gardeline_tara : multiply by 10 and divide by 2 19:59:46 From lwoods : 10 x5 plus 3x5 19:59:48 From Marisa : lattice? 19:59:49 From Kaci Tauriainen : break apart 19:59:51 From grantj : break apart 10 X 5 + 3 x 5 19:59:58 From lwoods : 30 x 10 =99 19:59:59 From alandavis : 33x10 + 33x3 20:00:01 From frandaly : 13 to 10 and 3 20:00:04 From flanigan_trisha : 3 20:00:05 From grantj : 33 x 10 + 33 x 3 20:00:06 From Cindy Black : I’d still do break apart, but that’s my answer to everything. 20:00:11 From Lydia Zeisel : 330x10 plus 99 or plus 100-1 20:00:12 From Rebecca : 30 x 10 plus 3 x3 20:00:15 From Lisa Longlet : 33X10 and 33X3 - break apart 20:00:16 From Joseph Rueter : 33X10 +3 X33 20:00:30 From Alaska : 30 x10 + 3x3 20:00:35 From kelley.harvey : 33x10 + 33x3 20:00:37 From gardeline_tara : 33 x 10 + 33 x 3 20:01:03 From hesson_paula : I like the standard algorithm 20:01:09 From MIranda : Break apart 33 x 10 then 3 x 13 20:01:30 From Naomi Buck : 4 x 3=12, 1/4 x 4 =1, 12+1=13 20:01:30 From Joseph Rueter : 4X3 + 4X1/4 20:01:32 From Lisa Longlet : 4 x 3 and 4 x 1/4 20:01:34 From alandavis : 4x3 + 4x 1/4 20:01:34 From jdunning : 4x3 + 4x1/4 20:01:35 From hesson_paula : adding the one fourth to make a whole 20:01:35 From Lydia Zeisel : 12+1 20:01:39 From kelley.harvey : 1/4x4 + 3x4 20:01:39 From grantj : 4 x 3, 4 x 1/4 20:01:41 From acuna_lizzie : 4X3 +4X1/4 20:01:42 From flanigan_trisha : 3*33=99 33*10=330 330+100=430-1=429 20:01:44 From Cindy Black : 4 x 4 + 4/4 20:01:47 From Becca S. : 4x3 +4x1/4 20:01:55 From mcdonald_jennifer : make it a decimal 20:02:04 From MIranda : 4 x 3 +1/4 + 1/4 + 1/4 + 1/4 20:02:37 From Kim Sundberg : old school and labor intensive 20:02:46 From hesson_paula : hahaha Kim 20:02:54 From hesson_paula : I’m old school 20:02:59 From Kim Sundberg : me too 20:03:26 From Marisa : can we exchange break apart for distrubutive? 20:03:52 From hesson_paula : so is decompose 20:04:13 From Kim Sundberg : It took me a while to learn how to do “today’s” math and unlearn how I had learned it growing up 20:04:39 From Rebecca : We both agree with that 20:05:32 From Lydia Zeisel : Red: timed tests 20:05:40 From evans_kim : green: quick looks 20:05:41 From Marisa : don’t unlearn add it to your strategy tool box 20:05:45 From Lydia Zeisel : green:more games 20:05:45 From adam.meade : Red: timed tests 20:05:49 From MIranda : Red light time tests 20:05:49 From acuna_lizzie : Green: I’d Like to play more games! 20:05:49 From Amy Ballard : green light - quick look 20:05:51 From kelley.harvey : I will STOP timed tests as fluency measures 20:05:51 From Lisa Longlet : Green - incorporating more substantial and enjoyable practice - make the time! 20:05:52 From frandaly : Green: quick looks 20:05:54 From adam.meade : green: games 20:05:55 From Tina Peyerk : Green light: observation checklists 20:05:55 From brook : green: more games 20:05:56 From Becca S. : Red Light - Stop putting all the facts together in one game and focus on one strategy 20:05:58 From gardeline_tara : Green light…. more games! 20:06:01 From Rebecca : Green: Quick Looks 20:06:02 From Ann Ferree : Red- timed facts 20:06:03 From willis_jessica : red—no more timed tests, yellow — more games, green—teaching of many practices, 1 at a time with lots of practice!!! 20:06:03 From pikete : Green - add Bingo to our game selection 20:06:03 From Kate V : green: quick looks and games! 20:06:05 From Elizabeth Barrett : red light timed tests 20:06:06 From frandaly : green: paired fact sort 20:06:06 From katharine.koski : Green: games!! 20:06:06 From eastham_laura : green light: Quick look 20:06:07 From Marisa : red ~ thrown around fluency so loosey goosey 20:06:07 From kelley.harvey : What was yellow? 20:06:09 From jennifer.heidersdorf : Play more games 20:06:10 From acuna_lizzie : Green: Interview 20:06:11 From Rebecca : Yellow: Quick Looks for Pam 20:06:12 From hesson_paula : green light= games especially bingo 20:06:13 From Alaska : red: timed tests only yellow quick look, green more games! 20:06:14 From Kim Sundberg : green: games 20:06:14 From pikete : Oh, and quick looks! 20:06:15 From lwoods : yellow for auto timed test green for more games 20:06:17 From charles.haygood : Green:focus my games for particular facts. 20:06:18 From Rafe : Yellow quick look 20:06:19 From mcdonald_jennifer : green quick look 20:06:20 From jdunning : Red - stop timed tests, green - play more games using strategies to help practice facts 20:06:21 From alandavis : Teaching High School I see a green light of revisiting these strategies, as many of my students are not fluent. 20:06:28 From Elizabeth Barrett : green bingo multiplication games 20:06:29 From MIranda : Yellow light: Using bowls for placing strategies in 20:06:31 From hesson_paula : yellow light….a diffent way to do timed test 20:06:33 From Ann Ferree : more games 20:06:43 From grantj : Red: stop relying on timed multiplication drills to assess facts fluency. Unfortunately our grade level just started a math intervention that uses timed facts sheets to assess multiplication fact fluency. I will spread the word to my colleagues! 20:06:43 From Lydia Zeisel : yellow: quick looks 20:06:46 From Lisa Maesner : Red-no more timed tests for fluency 20:06:48 From donita.jerue : Stop timed tests, thinking about quick looks, and will increase game time. 20:06:50 From Lisa Longlet : Love the crossed wires game! 20:06:53 From frandaly : yellow: multiplying fraction is coming up in my math curriculum, and how to practice facts without the long transition of proper to improper and back again 20:06:54 From Naomi Buck : red light: timed facts, yellow: quick look. 20:07:04 From Rebecca : Green light: slowing down with talking about strategies 20:07:06 From kelley.harvey : Yellow-playing more games for practice even though my program has very few games. Giving myself permission to skip the worksheets :) 20:07:06 From katharine.koski : Yellow: quick looks 20:07:08 From Alison : yellow- teaching small group fact fluency strategies with my strugglers 20:07:10 From grantj : Green: more games! It's hard to find the time, but this is a good reminder that they're imporant. 20:07:12 From Joseph Rueter : Red stop timed test 20:07:18 From Kim Sundberg : Yellow: having graceful conversations with staff who are still using timed tests 20:07:20 From MIranda : Green light: Adding more quick looks to foster more strategies 20:07:21 From Kim Stewart : Green: Continue to share with students “my thinking” aka my strategies 20:07:22 From charles.haygood : Green:more quick looks 20:07:32 From kelley.harvey : Love the graceful conversations :) 20:07:38 From flanigan_trisha : GREEN-GAMES 20:07:40 From Joseph Rueter : incorporate more games that are focused on strategies. 20:07:42 From Charlaine : Red Stop timed tests, Yellow checklistdx green games 20:07:46 From Alison : green- after school game club with Tara 20:07:56 From Joseph Rueter : encourage more student sharing of strategies 20:08:15 From Cindy Black : Green: continue take-home games, since classtime has been eliminated for them. 20:08:16 From Alaska : green emphasis on strategies and making time for students to digest skills 20:08:22 From MIranda : I like the math game club 20:08:23 From Marisa : building awareness that there is not a right way to get to the answer … 20:08:36 From charles.haygood : yellow:student interview 20:08:37 From Kim Sundberg : parent ed nights 20:09:00 From charles.haygood : Green:Math mindset 20:09:18 From Alaska : peers teaching/learning from each other - 20:09:38 From lwoods : yes we have a parent night next week Thurs 20:09:44 From hesson_paula : I like the dicussion tonight 20:09:49 From MIranda : Is there a place at all for time tests? 20:10:18 From Becca S. : Do you need to go back to basic addition facts in order to do multiplication facts? (If students have not mastered them?) 20:10:40 From hesson_paula : I have a growth chart 20:10:51 From hesson_paula : for timed tests 20:11:36 From frandaly : Will you be covering more strategies for multiplying (or adding, subtraction etc) fractions and decimals? And games for that? Anyone else with resource recommendations? 20:11:54 From Becca S. : thanks! 20:12:00 From hesson_paula : I send some games home 20:12:17 From acuna_lizzie : What online resources do you recommend for students? 20:12:24 From Marisa : yes please :) 20:12:24 From Alaska : Yellow- how to use progress monitoring probe reports with mcomp mcap as a means of determining special ed qualification for math - other options? appropriate use? Thoughts! 20:13:31 From Lydia Zeisel : You mentioned a game on page 4 of something. Was there something I need to download? I may have missed that. I can look again. 20:13:47 From Rebecca : Mancala on Cool Math 20:13:56 From dianakurka : Go to our resources website for all handouts.