00:32:03 Noelle Derse, ASDN: estimating
00:32:08 Liz: mad minutes fractions, decimal, percent
00:32:12 Christy Edsell: Teaching young ones how to count
00:32:21 Beth: I have learned to ask thoughtful questions.
00:32:23 Jeanna Pendleton Larson: fractions
00:32:27 Sonya Cook: Linear relationships
00:32:30 price_alexander: tipping my waiter/waitress
00:32:37 santiago.hubahib: Hello. Understanding students difficulties
00:32:39 suzanne walters: Projects incorporating charts, stats
00:32:52 Becky: teaching math vocabulary
00:32:54 kathleen.abrams: Helping little ones learn how to count
00:33:09 Brittany Gladsjo: Math notebooks, new to it this year but loving it
00:38:20 Beth: half of 380..
00:38:33 Kathleen Fisher: 200-10
00:38:43 brittany.schmitz@nsbsd.org: About 200
00:38:45 Jeanna Pendleton Larson: about 200
00:39:18 Kathleen Fisher: 150 and 200
00:41:28 Kathleen Fisher: Also if they start thinking in tens they can make the jump to 5
00:41:44 Kathleen Fisher: doubles and halves
00:43:06 Beth: front end estimation with addition
00:46:14 Beth: sure I will take dot cards :)
00:46:43 Beth: that's cool
00:47:01 Sonya Cook: This works great with estimating square roots
00:48:04 Kathleen Fisher: The Math Learning Center number line app is good for projecting this type and manipulation
00:48:19 Kathleen Fisher: free
00:49:05 Kathleen Fisher: Activates number sense
00:49:07 Beth: number flexibility, comparing
00:49:17 mteneyck: They can count from anywhere
00:49:29 Sonya Cook: Students need to think about whether responses are reasonable.
00:49:31 Kathleen Fisher: and no right/wrong
00:51:21 Sonya Cook: 40
00:51:33 Sonya Cook: 200
00:59:32 Liz: less, more, less
00:59:35 Brittany Gladsjo: Middle more
00:59:40 Jeanna Pendleton Larson: 1 less
00:59:58 Sonya Cook: I really like this activity.
01:00:13 Sonya Cook: The third is greater than 50
01:03:41 Kathleen Fisher: And if you have a diverse group maybe you throw a friendly number in the mix
01:03:58 Kathleen Fisher: So every one has a place to engage
01:05:03 Sonya Cook: I like more or less than one for talking about division in general. So many kids don’t think about their quotients.
01:07:50 Jeanna Pendleton Larson: Teaching some of these strategies will help my kids fill in some whole they have.
01:07:54 John SanGiovanni: 14 - 9 —> 10 - 9 + 4
01:09:32 Kathleen Fisher: How important is it that kids know the name of strategies?
01:10:39 Beth: I have a question: How to fact families become decent tools for #7...
01:20:24 Christy Edsell: 1234
01:20:28 Beth: 6, 7, 3, 9
01:20:36 Christy Edsell: sad
01:20:50 John SanGiovanni: 67 + 39
01:21:07 John SanGiovanni: TARGET = 106
01:21:24 John SanGiovanni: 5, 4, 6, 2
01:21:34 John SanGiovanni: 1, 3, 9, 6
01:21:54 John SanGiovanni: 46 + 52
01:22:07 John SanGiovanni: 13 + 96 = 109
01:22:09 Liz: 25X4 + 6
01:22:28 mteneyck: 62 plus 45
01:22:49 Sonya Cook: 65 + 42
01:22:49 mteneyck: Meghan
01:27:15 Dan May: 7 then 100
01:28:30 Aleta May: 345 - 145 + 8
01:28:38 Aleta May: :)
01:28:54 Aleta May: lol —
01:33:07 Dan May: I call it ‘taking numbers apart'
01:37:30 Noelle Derse, ASDN: Me too. I’m really happy he’ll be at rti. I just love how it’s just tool, tool, tool, example, example, example. AND I love that he just makes us all do math, just like we make kids do math!
01:37:37 Noelle Derse, ASDN: sorry
01:37:48 Noelle Derse, ASDN: Soooo a compliment
01:41:55 John SanGiovanni: 9:03 EST
01:42:00 John SanGiovanni: 5:03 your time
01:49:49 Aleta May: What do you mean by partial sums
01:50:02 Aleta May: sorry, adhd
01:51:17 Aleta May: yes, 4th/5th
01:59:08 Mary: and when the top number is greater, confuses them
01:59:15 Aleta May: I actually did that process for 47-34 in my head — so cool. My kids love shortcuts like this
01:59:46 Jeanna Pendleton Larson: My students hate to do this once they have learned standard algorithim
02:00:31 Aleta May: It is easier to reason out visually without paper/pencil
02:00:58 Dan May: Right, just like ‘old-school vs. new-school’ fractions
02:01:10 Aleta May: Ok—borrowing is a little trickier
02:02:54 Mary: Makes me realize why I spend so much energy on teaching this...stories about how the tens are so nice, they're letting the ones borrow, yada yada
02:03:04 John SanGiovanni: 600 - 289
02:03:27 santiago.hubahib: This is very complicated procedure .
02:04:28 John SanGiovanni: 599 - 288
02:08:07 Dan May: Plus 5 on left minus 5 on right
02:08:08 Christy Edsell: This would be very confusing for my resource kiddos
02:08:13 Aleta May: I have recently taught borrowing across zeros. I agree—they may “get it” but what about getting it again later without much reteaching. Thank you for this idea. So should I just scrap the borrowing across zeros and ins teach teach it this way?
02:08:34 schewe_james: I’m often leary about compensation because the “adjusting” sometimes gets lost or forgotten … if that makes sense
02:09:58 Aleta May: Okay.
02:10:30 schewe_james: yep
02:15:34 Aleta May: Dan took a math class using the textbook Crossing The River With Dogs. It really helped him with HS math teaching. Do you teach a class to help teachers teach HS Algebra?
02:15:36 schewe_james: like the good cashiers used to do when giving you your change
02:18:02 Aleta May: He used the older version. There is now a 2nd edition: https://www.amazon.com/Crossing-River-Dogs-Problem-Students/dp/1119441293/ref=sr_1_1?crid=23AV8AYJ53K90&keywords=crossing+the+river+with+dogs+3rd+edition&qid=1636075937&qsid=137-8981546-2875106&sprefix=crossing+the+river+with+do%2Caps%2C395&sr=8-1&sres=1119441293%2C0470464739%2C1559533714%2C1559530685%2C1931914141%2C1401291112%2CB07FBMRZD7%2CB00KRNJMZ4%2CB01LX7PKJX&srpt=ABIS_BOOK
02:18:55 Aleta May: Wiley publishers. Problem Solving for college students
02:22:19 Beth: fact families...
02:22:24 Beth: fact
02:24:51 Jeanna Pendleton Larson: make ten strersategy even with the bigger numb
02:24:51 Beth: I like the naming of the strategies and to explicitly model/teach/practice them and to review etc.
02:25:01 suzanne walters: Compensation
02:25:10 mteneyck: I like the quick way to estimate with more or less for even littles :)
02:25:21 Sonya Cook: Counting up and counting down using a number line.
02:25:24 Lorrie Scoles: Adding up to subtract
02:25:36 schewe_james: estimating is most often used
02:25:37 Dan May: ask what’s half of a half?
02:25:44 Joyce Dunning: I like the betweens and the count on/count back
02:26:02 John SanGiovanni: https://drive.google.com/drive/folders/1eE68ETEmcNOrHNqBOsa_W2KHN54fwL0V?usp=sharing
02:26:23 Melissa Crane - Tech Host: Survey https://www.surveymonkey.com/r/2L8XR29
02:26:25 Dan May: Count on by 10 starting at 57
02:26:34 Doug Penn: Thanks John
02:26:40 Dan May: thanks
02:26:41 price_alexander: thank you
02:26:41 Nicole O'Donnell: Thanks!
02:26:42 Aleta May: Thank you!