18:47:17 From Bill Vedders : My kids can't get enough of "tetris" 18:47:35 From Amy Hughes : my high school students loved the connect 4 doubles 18:47:36 From Bethany Nyboer : I was practicing the Fishing for 10's with my kindergartener and it is really helping his understanding of making 10. 18:47:38 From jones_marla : My kids love “Rectangle Fit” I would recommend more squares to draw their arrays. 18:47:39 From Jessica : played fishing for ten and they really liked it 18:47:39 From Samantha Wuttig : Missing addend BINGO 18:47:41 From michelle.amundson : My students love to play math games!! 18:47:42 From Deb : Modified the bowling pin game. Kids loved it. 18:47:43 From BUlroan : In my kindergarten class, we are doing one more cover it! I have a number poster on the wall the kids are using to find one more and kids are helping teach each other! 18:47:50 From Bill Vedders : I now have them say the whole fact family before coloring in the array 18:47:52 From christina.sabin : I’m going to start “tetris” soon. I’m using the quick looks for multiplication 18:47:56 From rebecca.stankee : Loved fish for ten and tic-tac-ten 18:48:01 From Kelly OConnor-Demko : I introduced Subtraction Stacks and I will look at ways to adapt it to higher facts. 18:48:04 From Sandra Barron : Fishing for 10s- lots of fun for my 2nd and 3rd graders 18:48:09 From Joshua Smith : I introduced the bowling game, kids loved it 18:48:10 From Jo Carlson : I didn’t get to try a game yet as I am not in a classroom this year. But I am excited to carry copies of “Tetris” with me as it is so versatile and can be used in many levels. 18:48:10 From BUlroan : In my 1st and 2nd grade class, we are now experts at making ten because of the fishing for ten! 18:48:12 From Jen Reid : I played the game where they hold a card on their forhead in a group of three. They LOVED it 18:48:15 From lau : tried bingo and fishing for 10s went well 18:48:21 From Chris Hebert : middle school- I success with chrome books and "moby math" fact fluency, they were more engaged and had more meanigful practice than when I tried game time 18:48:23 From naomigalloway : square bingo 18:48:24 From BUlroan : I am also working on connect 4 bingo, great fun 18:48:24 From HeatherOlson : I'm having students vocalize what they are doing as they work out problems and it's been going ok, but would've been better to have started at the beginning of the year. 18:48:29 From darleia.caldwell : Mine loved the connect 3 or 4, and bingo 18:48:35 From Francine : I’m planning to play an adaptation of Subtraction stacks with my high schoolers 18:48:38 From naomigalloway : fixed multiplier war 18:48:43 From BUlroan : I want to make one less bingo cards nexxt 18:48:45 From Jo Carlson : I didn’t finish my thought. I meant to carry it with me while I am subbing in the Elementary school this year. 18:48:53 From aa021475 : we play lucky 5 and 10 to secure their foundational knowledge 18:49:00 From Lindsey Harger : we did bingo and they loved it 18:49:05 From cory crossett : My 4th, 5th and 6th grade kids have been wild about forehead math. I have seen some significant forward progress now that I’m more overt about teaching strategies like making tens and doubling. 18:49:09 From stephen.byers : Hi I used the make 10. Used it before starting greater than one and less than one. Even played games while I was on the deer stand. 18:49:12 From michael.olsen : multiplication war 18:49:33 From Kelly OConnor-Demko : Lots of my colleagues are looking for games, too. 18:49:36 From roberts_jacob : In my Pre-Algebra, bowl a fact with any operations 18:49:51 From Chelsea Newton : my advance math class of 6th graders loved bowl-a-fact 18:50:13 From jeannie.wolfe : We play fact fluency Friday. These games are super helpful for math buy in, excitement, engagement and rote practice without the boring worksheets. 18:50:32 From Emily Ramirez : Used a bingo make a 100 game again connected with percents. Made teaching discounts go more smoothly 18:51:08 From laurie.stevens : Sorry I’m a little late. 18:51:27 From Sandra Barron : I couldn't see anything 18:51:35 From alison : That's a great idea Emily. I am starting percents with my kids in a few weeks and some kids struggle so much with discounts and percent change. 18:51:41 From Kirsten Wight : In my class we've been doing games two days a week, my kiddos are loving number recognition bingo! 18:52:54 From Sandra Barron : My screen is all black... can everyone else see the powerpoint? 18:53:04 From Bill Vedders : see it fine here 18:53:14 From jones_marla : Yes I can see it fine 18:53:20 From Sandra Barron : Hmmm. Mine has worked before. 18:53:41 From Melissa Crane : try signing out and back in 18:53:52 From Sandra Barron : I will, thanks 18:54:00 From Rebecca Paul : It's all good on my screen! 18:54:38 From Sandra Barron : All good now! I refreshed the screen. Thank you. 18:55:04 From lau : flexibility, accuracy, efficiency, appropriate stragegy use 18:55:06 From Jo Carlson : I just got back in. Got booted out, so I don’t know what question was just asked. 18:56:18 From christina.sabin : There’s such a range….I have kids in all phases 18:57:30 From michelle.amundson : My 2nd students are verbally doing doubles and wanting to know about multiplication 18:57:43 From Joshua Smith : just accuracy? 18:57:45 From christina.sabin : accuracy and efficiency? 18:57:46 From sophiaarmstrong : Accuracy 18:57:48 From alison : Accuracy 18:57:51 From rebecca.stankee : accuracy 18:57:51 From Emily Ramirez : 2 18:57:52 From Rebecca Paul : accuracy 18:57:53 From Amy Hughes : 1-2 18:57:53 From Jo Carlson : two 18:57:55 From Bill Vedders : 2 18:57:56 From jones_marla : accuracy 18:57:57 From alison : And efficiency since it's timed 18:57:57 From Bethany Nyboer : accuracy 18:58:02 From lau : accuracy 18:58:02 From Sandra Barron : 2 18:58:02 From darleia.caldwell : 2 18:58:02 From cory crossett : accuracy and efficiency 18:58:04 From Mellissa Mayse : Accuracy 18:58:05 From HeatherOlson : 1 18:58:08 From naomigalloway : efficiency if they skip around and do the easy ones 18:58:11 From Chelsea Newton : accuracy 19:02:41 From christina.sabin : I read an article about math trauma last week. It starts young :( 19:04:39 From jones_marla : I still have math anxiety and can’t do any math after wine. 19:05:16 From jeannie.wolfe : To learn and to problem solve 19:05:26 From sophiaarmstrong : We don’t know something better 19:05:28 From Deb : That sounds like this is lacking a growth mindset. 19:05:35 From HeatherOlson : Tradition 19:05:46 From sv018645 : Required to do it. 19:05:51 From Sandra Barron : What we thought we should do... 19:05:53 From Jessica : expected for progress monitoring 19:05:54 From rebecca.stankee : requirments 19:05:54 From Deb : Parents support the practice. 19:05:55 From jones_marla : In sped, we use timed assessments all the time 19:05:59 From Samantha Wuttig : What was valued in the past 19:06:02 From Mellissa Mayse : Required to by district 19:06:06 From naomigalloway : just continuing what was already being practiced. i’m ready to start something new 19:06:12 From lau : feel it's an expeced 19:06:15 From christina.sabin : I don’t do them…I teach strategies and let them use a multiplication chart until winter break 19:06:15 From noelstrick : I quit after our first class, lol. We are playing square bingo for now. And we are revisiting the old with bell work 19:06:17 From jones_marla : yes, almost required by the district 19:06:38 From jeannie.wolfe : Math facts don’t have to be timed. I give them in my class with no timer. 19:07:03 From Lindsey Harger : I usually give the timed tests, but we don't actually time them....unless we are doing progress monitoring 19:07:05 From Deb : I quit doing time tests too. 19:07:18 From Sandra Barron : I stopped timed tests,too. And discussed why with the students. 19:07:20 From Amy Hughes : I like the tests to find the incorrect facts 19:07:21 From jones_marla : I like to remove the timed aspect from their AIMSweb 19:07:26 From naomigalloway : I’m reducing mad minutes to mad math. will have a file box full of directions and strategies to play for practice. We have been practicing them each day, a new one each week 19:07:29 From karenmajdic : admin expect it 19:07:51 From Jessica : yes. I did as a kid too 19:07:56 From Deb : I love time tests. It challenges me to think fast! 19:07:59 From christina.sabin : break apart method….I love this stuff ;) 19:08:00 From Kirsten Wight : I had serious anxiety about having to do multiplication facts with a timer going in front of me 19:08:02 From Lindsey Harger : I didn't get anxiety, but I am really competitive and took it as a challenge, so I NEEDED to finish and get them correct. 19:08:03 From noelstrick : I felt stressed! I can’t teach math and not do well ! 19:08:06 From naomigalloway : I’ve never done well with a timer 19:08:07 From Jo Carlson : Very anxious! 19:08:09 From lau : extreme anxiety; wanted to grab the calculator 19:08:13 From Rebecca Paul : I enjoy it! 19:08:13 From cory crossett : I didn’t have much anxiety, but I’m confident with my strategies and that’s the only reason why. 19:08:13 From rebecca.stankee : So nervous! 19:08:15 From Joshua Smith : I enjoyed it 19:08:16 From HeatherOlson : I didn't think as clearly as I would without a timer. 19:08:16 From karenmajdic : automatic stress 19:08:19 From sv018645 : I knew it wasn't a real test. 19:08:19 From sophiaarmstrong : I loved timed multiplication tests when I was a kid. They really motivated me but if it was something that I couldn’t finish I would want to finish. I love math! 19:08:20 From roberts_jacob : minor pressure 19:08:26 From michelle.amundson : I tried to use strategies to figure them out felt pressured 19:08:29 From BUlroan : At first, I was nervous, but it was quick math reflex time. Had to dig it out of me. LOL 19:08:30 From aa021475 : i WAS SCRAMBLING TO MAKE IT HAPPEN, AND FAST! 19:08:30 From jeannie.wolfe : I would love this as a non timed activity. Something I can accomplish and be successful at in my own time 19:08:31 From sv018645 : Brought up energy and anxiety level. 19:08:36 From Bill Vedders : I was anxious too as I was not expecting to be timed 19:08:39 From Kurt Jones (TNK) : I din’t like it because I know that I can do them all, but maybe not as fast as expected. 19:08:40 From Bethany Nyboer : I got nervous and no one could see me! haha 19:08:42 From Jill : i don't mind it. G ood brain practice. 19:08:46 From michael.olsen : I love doing math, even timed math! 19:08:48 From lau : did not feel i had time to use strategies 19:09:01 From darleia.caldwell : I would get really anxious and it would be really hard to focus on stragety 19:09:16 From naomigalloway : kids stand at their seat, bounce their legs, tap pencils, they get upset with others that are making noise or shaking the table. Everyone is in an uproar 19:09:17 From christina.sabin : 120+60=180 19:09:24 From sv018645 : 10x10 19:09:24 From Amy Hughes : break apart 19:09:26 From noelstrick : 15x10+30 19:09:26 From Deb : If I have all the time in the world to solve a problem, I might as well go to the bathroom, walk around the room, and talk to my friends ‘cause we have all day. 19:09:27 From gregory.beck : 10 x 15 + 30 19:09:27 From Samantha Wuttig : 12* 10 + half of that 19:09:34 From sv018645 : 12.x`12 19:09:41 From Joshua Smith : 12 squared + three twelves 19:09:43 From roberts_jacob : facor 15 to 3 & 5 12x3 and 12x5 add em 19:09:44 From BUlroan : 150 plus 30 19:09:46 From christina.sabin : Now I’m nervous….not sure if it’s right Haha 19:09:46 From cory crossett : 12 x 12 then 3 x 12 19:09:50 From Jo Carlson : 10x10 19:09:54 From rebecca.stankee : 15 times 4 = 60 times 3 19:10:16 From Sandra Barron : 15x6, times 2 I like to think of different strategies. To solve and then to check. 19:10:18 From Joshua Smith : did not think of that 19:10:28 From gregory.beck : 10 - 19 -19 19:10:37 From christina.sabin : 90+81 19:10:38 From BUlroan : 90 and 81 19:10:38 From gregory.beck : yeah 19:10:38 From Emily Ramirez : 9 x 20 -9 19:10:40 From Joshua Smith : 190 - 9 19:10:40 From darleia.caldwell : 5x80 + 5x8 19:10:44 From alison : I did 20 x 9 then subtract 19:10:46 From roberts_jacob : old fashioned way 19:10:48 From BUlroan : 180-9 19:10:49 From HeatherOlson : 9(20)-9 19:10:51 From Sandra Barron : 20x9 minus9 19:10:51 From Jo Carlson : 9x20-9 19:10:51 From jones_marla : 9x20-9 19:11:02 From sv018645 : 9x20-9 19:11:03 From Bethany Nyboer : 9x20-9 19:11:11 From lau : 9x20-9 19:11:52 From naomigalloway : Some of my kids are struggling to pretend 10 and subtract, so I will be adapting a game to subtract. 19:12:36 From Chris Hebert : this is what I love about Go Math 19:12:41 From darleia.caldwell : 4 +4 and add 1 19:13:01 From sophiaarmstrong : efficiency 19:13:05 From Michelle Fedran : all 19:13:08 From Emily Ramirez : Flexibility and strategy 19:13:13 From christina.sabin : strategy and flexibility and accuacy 19:13:16 From Bill Vedders : appropriate use of strategy 19:13:17 From jones_marla : approp strat use 19:13:18 From christina.sabin : accuracy 19:13:18 From lau : all 19:13:19 From Lindsey Harger : strategy use 19:13:20 From rebecca.stankee : all 19:13:26 From Chelsea Newton : strategy and flexibitily 19:13:26 From Jessica : strategy 19:13:27 From michael.olsen : all 19:13:28 From Jo Carlson : flexibility accuracy strategy use 19:13:31 From sophiaarmstrong : yeah, efficient strategy 19:13:43 From christina.sabin : cute 19:13:44 From sophiaarmstrong : phase 1! 19:13:45 From darleia.caldwell : countingup 19:13:47 From BUlroan : Think it would have to be modeled with think aloud 19:13:59 From Kurt Jones (TNK) : Phase 1 19:14:00 From BUlroan : Especially with ell students 19:14:12 From sophiaarmstrong : phase 2 19:14:20 From christina.sabin : phase 2 19:14:22 From Sandra Barron : Interesting. It is easy to count up by 2 19:14:34 From lau : good phase 2 19:14:57 From christina.sabin : ancer 19:14:58 From darleia.caldwell : Phase 2 19:14:59 From Emily Ramirez : Really clear explanation 19:15:07 From lau : good phase 2 19:15:12 From rebecca.stankee : Wow so clear 19:15:27 From darleia.caldwell : wow 19:15:32 From lau : pretend a ten! 19:15:34 From Amy Hughes : great example 19:15:50 From aa021475 : they get to be the teacher in their journals 19:16:28 From aa021475 : maybe having them share strategies - find one different than your own.. 19:16:29 From BUlroan : Hands on manipulative might be good for this 19:16:33 From darleia.caldwell : 8x8 -7 19:16:35 From christina.sabin : when do they do these activities? I’m struggling with when to incorporate more of these games and strategy ideas when we have such limited time and mandated curriculum with a pacing guide 19:16:49 From lau : using graph paper or counters? 19:16:51 From jones_marla : dance steps. 56=7x8 19:16:54 From darleia.caldwell : -8 19:16:55 From karenmajdic : 10-18 x5 plus 2x 7 19:16:57 From Amy Hughes : this is great for bell work 19:17:01 From Bill Vedders : seven 7s us 49 add one more 7 19:17:10 From naomigalloway : I like to do these in the morning as they arrive, or right before lunch 19:17:14 From Emily Ramirez : 4 times 7 and then double it 19:17:21 From Bethany Nyboer : she knows her tools! 19:17:47 From Kurt Jones (TNK) : Third way prepares students for the distributive property. 19:17:50 From lau : did not think of 4x7-- good idea 19:18:21 From christina.sabin : It reminds me of the number strings in Contexts for Learning Mathematics 19:18:27 From naomigalloway : I’m going to ask this tomorrow morning 19:18:31 From sophiaarmstrong : that trying to think is really a doozy! 19:18:53 From Emily Ramirez : Really nice job showing her work, I want to show it to my middle school class 19:21:43 From lau : well i have a question: would the fact sort bowls assess efficiency? 19:22:25 From Bill Vedders : Maybe just asking how they feel about math, or timed tests in particular. 19:22:33 From lau : thanks 19:22:46 From Jo Carlson : Write a math fact incorrectly and ask the students to tell you what the student may have done to get it incorrect and how to advise them to get it correct next time. 19:22:56 From Emily Ramirez : How would you go about solving 372 + 92? Explain what strategies could you use? —Journal prompt 19:23:30 From Emily Ramirez : Sorry that was supposed to be 372 +98 19:25:51 From Deb : I think people should share that informaiton with the rest of us! :) 19:26:06 From jones_marla : Today I learned one of my most anxious learners did very well during a game with dice (multiplication, addtion/subtraction) faster than his peers and he needs the most processing time 19:28:16 From aa021475 : Jo Carlson - YES! 19:28:42 From Deb : Ok, questions here, is there a collection of math interventions? I head up our SST and we are struggling with providing teachers with interventions to help with struggling math students. 19:29:41 From jones_marla : Numbers World 19:31:09 From Deb : Is Numbers World like Math Whizz or is it different? 19:31:31 From christina.sabin : We just started a tier 2 interventions as a grade level team. We pick out the essential standard that all students have to know by the time they leave 5th grade. After we teach the skill in our regular lesson, we give a quick formative assessment and then group them by the errors or if they need extensions. 3 days a week, we use the last half of our math class for a walk to math where students go to their groups for more learning. 19:31:39 From naomigalloway : maybe tally marks on frequency 19:31:44 From jones_marla : Numbers World is a curriculum used as an intervention. Whizz isn’t an intervention but supplemental 19:31:45 From sophiaarmstrong : R=rarely, S=some of the time, M=most of the time, A=Always 19:31:48 From Nikki Boozer : I'd make a note of strategy used or automaticity 19:31:50 From Sandra Barron : You can hear what they say while they play. I would put a plus, check or minus 19:31:54 From gregory.beck : codes 19:32:08 From Jessica : + or - 19:32:17 From Bethany Nyboer : If you want a few weeks in a row you could have 4 columns for each week. (to have a monthly glance at progress) 19:32:20 From karenmajdic : A place for a date might be good - so you make sure you hit every student equally. 19:32:25 From Nikki Boozer : Could observe during math talk, games, classwork 19:32:28 From sophiaarmstrong : … to mean they were really slow 19:32:41 From christina.sabin : I love the monthly glance idea! 19:32:49 From HeatherOlson : Which facts they were actually doing. 19:33:03 From karenmajdic : Use different colors to record for different dates of observation. 19:33:42 From Emily Ramirez : At this point I might not be assessing multiplication facts, but it might be useful to have a similar list looking for strategy use within regular curriculum like working on word problems with a partner. 19:36:42 From cr08093 : I used the sorting bowls for known, skip counting, or using a strategy for facts and now I am working on individualized work for the skip count bowl problems. 19:36:46 From lau : i like the variety of charts/sheets you've presented 19:36:55 From darleia.caldwell : I do too 19:37:36 From Samantha Wuttig : Could they do self assessments? 19:37:55 From christina.sabin : Oooh! I self assessments! 19:38:45 From BUlroan : Using the same verbiage is helpful throughout classrooms. The names of the strategies and a procedure poster is what I’m thinking. 19:38:51 From Emily Ramirez : I just thought of cutting up a worksheet for middle school and have them sort which ones they know for sure, don’t know, and maybe know. 19:39:23 From cr08093 : I found a few new strategies to share with my class. I ended up sharing it with my grand children and they loved it. 19:41:35 From sophiaarmstrong : what is the other tough? 19:41:41 From christina.sabin : Do you have a multiplication interview? 19:41:52 From christina.sabin : :) 19:41:56 From sophiaarmstrong : tough? 19:42:10 From sophiaarmstrong : ‘toughie? 19:43:49 From rebecca.stankee : Double 19:43:53 From rebecca.stankee : ten partners 19:43:54 From aa021475 : pretend 10 for 9 +4 19:43:55 From Jessica : doubles 19:43:59 From Lindsey Harger : doubles 19:44:01 From Kirsten Wight : doubles 19:44:01 From jones_marla : doubles, near doubles, pretend a ten 19:44:02 From Lindsey Harger : pretend a 10 19:44:03 From Sandra Barron : pretend 10 19:44:04 From Jill : doubles plus 1 19:44:05 From BUlroan : Pretend a ten 19:44:05 From rebecca.stankee : make a ten 19:44:06 From lau : doubles, pretend ten 19:44:10 From Emily Ramirez : make a 10, doubles 19:44:12 From Sandra Barron : doubles 19:44:14 From Jo Carlson : doubles plus one, tens facts, pretend a ten 19:44:16 From cr08093 : doubles plus 1 19:44:19 From Mellissa Mayse : doubles 19:44:20 From Amy Hughes : pr tend a 10, make 10 and doubles and near doubles 19:44:21 From BUlroan : doubles plus 1 19:44:24 From Chelsea Newton : doubles 19:47:21 From christina.sabin : So cute! 19:47:24 From naomigalloway : brilliant 19:47:30 From jenniferbay-williams : yes she is! 19:48:16 From sophiaarmstrong : What a clever little girl! 19:49:56 From darleia.caldwell : Too cute! I love how she talks about it 19:50:02 From letricia.cesar : Awe so cute 19:50:05 From Joshua Smith : she's doing very well 19:50:09 From sophiaarmstrong : She has her foundational facts 19:50:11 From naomigalloway : she took your earlier example of near doubles and adapted it to another equation 19:50:13 From Amy Hughes : she is at derived facts 19:50:13 From christina.sabin : she’s using a lot of derived fact strategies 19:50:16 From Bill Vedders : I was impressed how she could verbalize her thinking 19:50:19 From gregory.beck : good foundation 19:50:21 From aa021475 : she's working on her derived facts now! 19:50:23 From Heidi : quick to apply new method 19:50:23 From sophiaarmstrong : She can pretend a 10 and make 10 19:50:23 From Emily Ramirez : She is able to clarify what strategies she uses 19:50:27 From Mellissa Mayse : She;s using derived fact strategies 19:50:33 From cory crossett : Her ability to describe her thinking was impressive 19:50:33 From Jessica : making ten happens a lot 19:50:33 From gregory.beck : good number sense 19:50:50 From Chelsea Newton : doing the strategies but not remembering the names everytime 19:50:58 From lau : impressive; she's doing well 19:51:10 From Francine : She was very willing to learn 19:51:13 From Joshua Smith : I did notice that, was wondering why 19:51:15 From Lynda Bekoalok : love that she knows the strategy names 19:51:17 From christina.sabin : were her rocks counting 19:51:19 From christina.sabin : ? 19:51:25 From jones_marla : I noticed the rocking got a little more intense 19:51:42 From Sandra Barron : She showed she can use different strategies and even learn while being interviewed. 19:51:59 From karenmajdic : Had some work making, thinking about ten. Need work with near doubles. Beginning to use and verbalize strategies. 19:52:36 From Jo Carlson : Sorry, my kids interrupted me and I missed your question. 19:52:47 From Emily Ramirez : So an interview may help slower processors be more willing to try out a new strategy instead of relying on tried and true 19:55:29 From jenniferbay-williams : Emily - I think that is a really interesting insight and I have found it to be true. Especially when they can see you are really interested in HOW they think. 19:56:29 From Emily Ramirez : I have some very intelligent slow processors in my class right now. Trying to help them live up to their potential. 19:58:15 From Amy Hughes : I think with older students having them come up with more than one strategy is really helpful 19:58:37 From naomigalloway : thank you for showing the ten cards that will help me 19:58:44 From karenmajdic : Love your use of structure to reveal or nudge thinking of different strategles 19:58:52 From HeatherOlson : He's got doubling down. 19:58:58 From Jessica : very comfortable with doubles 19:59:02 From cory crossett : He’s pretty willing to fall back on skip counting. 19:59:02 From jones_marla : He sure can double 19:59:05 From BUlroan : beginning to break apart 19:59:10 From Amy Hughes : he seems more in the foundational area but getting stronger with derived facts 19:59:12 From christina.sabin : and skip counting 19:59:17 From karenmajdic : Needs work on 5s 19:59:19 From sv018645 : Tell us about the visual you gave to him at the end. 19:59:20 From sophiaarmstrong : Wow, I never thought adding groups of 16 would be a strategy 19:59:23 From Kelly OConnor-Demko : He is counting by 1s and not making 10s while subtracting too well. Did he miss these foundational skills in addition? 19:59:50 From Sandra Barron : Doubles factsseem like a comfortable strategy 19:59:53 From Emily Ramirez : He is trying so hard to use doubles for everything, but then misses other strategies 19:59:55 From rebecca.stankee : I love seeing his thought process when using these interview process 20:00:20 From lau : he was using his strategies; still skip counting, but accurate 20:02:55 From jones_marla : 5 or 10 questions 20:03:32 From Sandra Barron : It probably depends on where the conversation leads us. More questions when needed... 20:03:56 From Emily Ramirez : Do you typically try to interview the whole class in one day? or maybe 5 per day? 20:04:27 From Kelly OConnor-Demko : Maybe how old they are. 20:04:31 From Bill Vedders : My question exactly Emily 20:05:00 From karenmajdic : Thanks for providing the follow up questions - these are will be great for us to use during instructions. Modeling internal talk we hope kids will internalize. 20:05:52 From Kelly OConnor-Demko : I like the idea of teaching when you can. 20:06:00 From Amy Hughes : I like to have more than one student model solving the problems and remind them there is more than one way to solve 20:06:03 From sophiaarmstrong : Kids LOVE that individual time and will learn faster if you point it out right then 20:06:08 From noelstrick : As we are doing this I am watching my 3rd grader do her homework, She had 6X6 but struggled with 6X7 until she drew the array for 6x6, then it was like a lightbulb, but she she needed the picture to visualize adding that next group of 6. My poor kids as we take this class are like my experiment, haha. But it was interesting I observed she had 6*6 memorized and couldn’t add up without the visualization. 20:06:37 From sophiaarmstrong : What a great mom! 20:07:05 From Lynda Bekoalok : We have such a scripted math program and pacing guide these days in our district how do we fit this in? I totally see the value in it, just time is the issue. 20:07:21 From Emily Ramirez : Do you ever try interviewing 2 kids at once? 20:08:13 From Bill Vedders : Kids could interview each other too 20:08:17 From sophiaarmstrong : I can’t hear you all of a sudden 20:08:25 From sophiaarmstrong : solved! 20:08:31 From cory crossett : I have 5 - 10 minute “cubby conferences” with kids - just a couple a day. I could build it into that for those who don’t have mastery (grades 4,5,6). This would allow me to group them for strategy lessons. 20:08:58 From karenmajdic : Perhaps doing 3 kids at once - have them write their answer and strategy on a whiteboard. Then share 20:08:59 From darleia.caldwell : I like this one 20:09:56 From karenmajdic : love the code. 20:10:14 From Bill Vedders : Love it 20:10:17 From letricia.cesar : Love this 20:10:19 From christina.sabin : I like this one for 5th graders 20:10:24 From Amy Hughes : this is great 20:10:29 From lau : yes i like this 20:10:30 From sv018645 : We like it! 20:10:35 From darleia.caldwell : We did this in Bridges, but the kids just marked the box their neighbor did. 20:10:54 From letricia.cesar : (Heart emoji) 20:11:32 From christina.sabin : Nice! 20:11:50 From christina.sabin : I like these ones better than the observation sheet….I will lose the observation sheet. Haha 20:11:54 From Michelle Fedran : <3 20:12:07 From darleia.caldwell : I love this idea 20:12:28 From rebecca.stankee : That is such a great idea! 20:12:37 From rebecca.stankee : great visual 20:12:59 From gregory.beck : great way to figure where class is 20:13:28 From aa021475 : this alows more students to be engaged, and lets them move around the room, 20:13:54 From lau : start with 3 bowls, then 5; then back to 2 20:13:56 From darleia.caldwell : :) 20:14:00 From Samantha Wuttig : :) 20:14:00 From rebecca.stankee : yeah!1 20:14:02 From Emily Ramirez : I like how the students have to evaluate their own thinking. 20:14:03 From Heidi : yes 20:14:04 From Mellissa Mayse : :) 20:14:04 From Kirsten Wight : so much fun! 20:14:05 From dianakurka : Yep! The kids love it! 20:14:06 From Lindsey Harger : yes 20:14:07 From darleia.caldwell : yes 20:14:12 From Amy Hughes : the kids love this 20:14:15 From Sandra Barron : I already like what I am hearing 20:14:17 From Deb : Funny, I just did this today in a training I was a part of. 20:14:26 From Lynda Bekoalok : We did this the first day of school, the kids loved it and then expanded on it for other subjects. 20:15:10 From Kelly OConnor-Demko : Teaching idea with the fact sort bowl. “Can you take one of your cards in a bowl and use a different strategy to solve? Tell a friend what you did and then move it to that bowl.” 20:16:01 From Amy Hughes : love that Kelly 20:16:20 From darleia.caldwell : Kelly- that is awesome 20:16:39 From Kelly OConnor-Demko : I think I would have them glue stick the sorted cards to the bowls and then I could look at them later. 20:16:46 From christina.sabin : Yes, Kelly…great idea! 20:16:53 From Bill Vedders : wowow 20:17:05 From christina.sabin : Wow 20:17:10 From naomigalloway : ahem.. Wow 20:17:29 From cr08093 : goal setting. 20:17:45 From Lynda Bekoalok : The research slides you shared at the beginning of class are not in the powerpoint. Can you share them? 20:17:59 From christina.sabin : Thank you! 20:18:01 From gregory.beck : thank you 20:18:04 From Chelsea Newton : thank you! 20:18:09 From Rebecca Paul : Thank you! 20:18:09 From Sandra Barron : Thank YOU so much! 20:18:09 From Lynda Bekoalok : Awesome! 20:18:13 From Emily Ramirez : Great class thanks! 20:18:14 From Mellissa Mayse : thank you 20:18:15 From noelstrick : Thank you! 20:18:15 From Chris Hebert : thanks! 20:18:18 From dianakurka : These articles are one of the Options for the discussion tonight. 20:18:19 From Deb : I thought class went until 5:45??? 20:18:20 From naomigalloway : Thank you 20:18:21 From Kirsten Wight : Thank you! 20:18:21 From Jo Carlson : Thank you! 20:18:22 From rebecca.stankee : Thank you!!! 20:18:25 From Bill Vedders : Thanks from Soldotna! 20:18:33 From michael.olsen : thank you 20:18:45 From Joshua Smith : thank you so much - great class! 20:18:46 From Kelly OConnor-Demko : Thanks! 20:18:51 From jones_marla : Thanks!! 20:18:51 From darleia.caldwell : I haven’t been able to get on the discussion 20:18:54 From darleia.caldwell : site 20:19:25 From Melissa Crane : Survey #3: https://www.surveymonkey.com/r/355R6BR 20:19:42 From karenmajdic : Kodiak thanks you for the great ideas 20:20:14 From jenniferbay-williams : Thank you! 20:20:31 From Lynda Bekoalok : Can’t wait to see you and get more at the RTI conference in Jan in Anchorage! 20:22:03 From darleia.caldwell : I haven’t been able to get there? 20:22:34 From Amy Hughes : RTI conference is awesome. 20:22:56 From cory crossett : What’s the link for the discussion site again? 20:23:16 From darleia.caldwell : I will email you then, becuause I haven’t been able to find that. to do the discussion 20:23:33 From cory crossett : Thanks. I think I dropped the ball last time. 20:23:40 From noelstrick : Thank you! 20:25:33 From jenniferbay-williams : I have uploaded the PDF of powerpoint in the Google folder with the other Webinar resources from last time 20:26:12 From cr08093 : Diana, I am the person having trouble. I can not get to the class or team. I am taking this for credit. I will text you. 20:26:18 From Deb : How do we get to the resourses? 20:26:40 From cr08093 : Sorry, Christine 20:26:45 From jenniferbay-williams : https://drive.google.com/open?id=1be5Zc_7bhZotB9sg1vfFFMPm9FLnoHoP 20:26:54 From Melissa Crane : Survey #3: https://www.surveymonkey.com/r/355R6BR 20:26:57 From Lynda Bekoalok : Sometimes my computer does weird things and i get kicked out. It makes it hard to participate, but I do when I can. 20:27:04 From Deb : Thank you! 20:27:39 From Heidi : thank you 20:27:45 From Samantha Wuttig : Thank you! 20:29:31 From darleia.caldwell : I will email you 20:29:34 From darleia.caldwell : Thank you