18:50:21 From Derek : 7+2(n-1) for total seats
18:50:29 From Lila : 4th row: 13
18:50:39 From Lila : 5th: 15
18:50:51 From Christina Webster : I would make an input/output chart
18:51:20 From tennessee.judkins : I was thinking along the lines of something similar to Derek, but didn’t produce the formula yet
18:51:38 From Lila : 10th: 25
18:51:41 From Andrea Colvin : I thought it was easier to figure out when I took the initial 7 out of each row
18:52:02 From maryann.love : We like the input/output chart
18:52:14 From Lila : I just drew dots on a sticky note.
18:52:43 From Catherine O'Neil : I would have student create a chart to start with.
18:56:20 From siefertc : We are doing te
18:56:32 From jdunning to All panelists : I have been doing the 3 reads but my students haven’t gotten past wanting to go straight to the answer. I am hopeful it will get better with practice.
18:56:33 From Terry Pike : Really seeing progress using the Numberless Problems - students are now beginning to approach the problem with trying to understand the story rather than jumping to an answer.
18:56:34 From Lila : 3 reads is working wonderfully in my low 1st graders. I am doing the first read with no numbers to prevent them from being distracted. I have seen huge growth in student ability to understand and solve word problems.
18:56:43 From Catherine O'Neil : I used the numberless problems. My students were able to understand what was happening. Once we added the numbers it was more successful.
18:56:48 From Christina Webster : I feel like every class I post about the 3-reads but I just love them and how they’ve made my classroom come alive during our morning math classes.
18:56:49 From Jerry White : Three reads is working great for me.
18:56:50 From Diana Kurka : We had a bunch of folks doing 3 reads and numberless problems and sharing on the discussion site!
18:56:54 From kathleenkerkhoff : Three reads have worked very well for us. The kids have reminded me a couple times to wait for the third read before solving
18:57:20 From jdunning to All panelists : It is 5th grade
18:57:23 From siefertc : We are doing the three reads with "Ask yourself" questions and the students are loving it and 5 students got up to share how they solved it. Resource Jr. High
18:58:25 From jdunning to All panelists : Ok thanks
18:59:15 From siefertc : Yes, we are using the prompt "We are learning to think like mathematicians" and they seem to really feel more confident and excited.
19:00:11 From maryann.love : With our first graders, we are still practicing whole group modeling of the 3 read story problems, but have not yet seen students transfer to doing this on their own.
19:00:32 From Stephanie Richardson : I have loved exploring the routines from the last Webinar. I’ve been using Number Talks since the beginning of the year, but have enjoyed doing other routines. The express it differently went quickly and easily for our large, mixed ability math group
19:00:58 From Catherine O'Neil : I use a board activity called Name that Number for my 2nd graders. They have to show me away to make a given number.
19:01:11 From kathleenkerkhoff : I don’t know how number talks are supposed to go, but we have talked about the many ways a number can be broken up and put back together and that the equations are like stories or maps to show the process we used
19:01:30 From maryann.love : We love number talks and our k/1 students are getting really good at explaining their thinking with others!
19:01:37 From Elizabeth Ross : We tried Strategize First steps- did an activity with 4 different problems and each student decided on their first step and then did Share, Share, compare
19:01:41 From siefertc : Used strategize first steps when students used manipulatives to solve "crossing the river". No one was able to solve the first time but groups did not give up and some did get the answer!
19:03:01 From Lisa Varner : I use both Notice-Wonder and Analyze Worked Examples.
19:03:28 From Lisa Varner : They LOVE Notice-Wonder.
19:04:14 From jdunning to All panelists : We occasionally analyze worked examples and the kids seem to engage quite well in trying to find the error. I have them begin with looking at what was done right before what was wrong.
19:04:25 From siefertc : We used Notice-Wonder on the Jumpstart Ferris wheel.
19:04:53 From Christina Webster : My students loved 2 truths and a lie. It helped when working with problems that have multiple correct solutions, using the two truths and a lie got their brains to shift to finding more than one correct answer.
19:05:04 From Lisa Varner : And the Analyze Worked Examples works well with several GoMath problems examples. It is really difficult for my third grades to find errors in incorrect examples.
19:05:19 From Catherine O'Neil : I had students do Share, Share, Compare.
19:05:56 From Catherine O'Neil : I had them do two problems.
19:06:30 From kathleenkerkhoff : We just started the distributive property (third grade) so 2 wrongs and 1 right have fit in
19:06:34 From Lisa Varner : I also really like "How Do You Know?" Lots of times my students try to tell me, "because I thought it in my head."
19:07:00 From Stephanie Richardson : I have used condition a couple of times. It seemed like it worked really well with my students who like to take risks, but the ones who are more tentative struggled more.
19:07:17 From Catherine O'Neil : I used a lot of How do you know? when students give me the answers to problems. This helps me understand their thinking.
19:07:19 From jdunning to All panelists : My class likes to do “which one doesn’t belong” which I think is like the alike and different.
19:10:50 From Catherine O'Neil : Communicate, respond, explain, make sense
19:10:54 From Christina Webster : arguments
19:10:56 From Stephanie Richardson : The phrase “analyze situations by breaking them into cases” jumped out to me
19:10:58 From Lisa Varner : distinguish correct logic
19:11:10 From Elizabeth Ross : justify
19:11:12 From Derek : clarify
19:11:15 From Stephanie Richardson : There are a lot of higher level thinking skills used in this math practice
19:11:28 From Jennifer Bleicher : I liked How DO you know
19:11:29 From Elizabeth Ross : Compare two arguments
19:11:30 From siefertc : Distinguish correct logic or reasoning from what is flawed, explain
19:11:33 From maryann.love : justify
19:15:38 From Derek : If your friend has a 3 dollars and 90 cents and you have 88 cents and your friend gives you a dime, you still have the same amount together.
19:15:44 From Elizabeth Ross : True. I solved 2 decimal problems and it works and then used whole numbers (Friends of 10) and it worked
19:15:46 From Andrea Colvin : True, because they will cancel each other out. .1 + -.1 = 0
19:15:51 From jdunning to All panelists : For working with small whole numbers an algebra balance works as a visual.
19:16:17 From Catherine O'Neil : It is true because if you take something from one number and add it to the other number it will add up the same.
19:17:08 From Christina Webster : You have 5 apples, if I give you 1 apple and take another apple, you still only have 5 apples….putting it in basic terms?
19:19:25 From kathleenkerkhoff : #3 This is true. I can multiply or use repeated addition to prove that any number times ten will have a zero in the ones place
19:20:01 From Diana Kurka : This is one of the discussion Options for today’s webinar.
19:20:04 From Derek : #3 is true as Adding a zero to the end of a number changes all place values
19:20:21 From Stephanie Richardson : I’m going to say that #3 is false. It does not play out when you multiply a decimal by a multiple of 10. For instance, 1.3 x 40 = 52
19:20:35 From Catherine O'Neil : Conjecture 3 - This only works if the multiple of ten begins with a one; ie, 10, 100, 1000, etc. It will not work if had another number than one.
19:20:40 From Christina Webster : #3 Multiples of 10 end in zero so anything times 10 will have a zero at the end of it.
19:21:03 From Lisa Varner : #3 is true because when you are multiplying by ten there is a zero in the ones place
19:21:12 From maryann.love : Conjecture #3 is true for whole numbers. You take the number that you are multiplying by 10 and add a zero at the end.
19:21:29 From Derek : good call stephanie, must be a whole :)
19:21:36 From Catherine O'Neil : Examples: 3 x 10 = 30, 3 x 30 = 90
19:21:50 From Jerry White : I didn’t see the “multiple” of ten until my third read.
19:22:12 From kathleenkerkhoff : Sorry…third grade doesn
19:24:55 From Lisa Varner : I think conjecture 4 is true with whole numbers.
19:25:09 From Elizabeth Ross : 4 seems to work with whole numbers
19:25:23 From Erin to All panelists : I agree true with whole numbers
19:25:40 From e02228 to All panelists : #4 - 6*8 = 48, just like 12*4 = 48....so with whole numbers
19:26:10 From Christina Webster : After teaching PEMDAS #5 throws me for a loop. Every time I’m trying it, its working, but I just taught it as left to right!
19:26:15 From kathleenkerkhoff : #5 since we are learning the distributive property it depends on which operation you use first. Wouldn’t you need to know the end product to know if your order of operations is correct?
19:26:43 From Elizabeth Ross : #4 decimal seem to work too
19:26:55 From jdunning to All panelists : #5 false because 21/3x2=14, but 21/6=3.5
19:27:08 From Catherine O'Neil : #5 Order of operations
19:27:22 From Stephanie Richardson : I’m going to tentatively say #5 is true for positive numbers, including decimal numbers.
19:28:21 From Christina Webster : I think #5 is true for negative numbers too…I tried it and got the same thing. Maybe I need different number combinations
19:28:36 From Catherine O'Neil : We all can not see what J Dunning is positng.
19:29:01 From Derek : #5 works sometimes but not always true depending on orders of multiplication and division and how many of each operation.
19:35:49 From Jerry White : YES!
19:39:29 From Christina Webster : Trevor claims that 5z + 15= 5(z + 5) Is this correct? Why or why not?
19:39:56 From Stephanie Richardson : Joe Schmoe argued that all scalene triangles have an obtuse angle. Is he right?
19:40:36 From jdunning : In finding the are of a rectangle it doesn’t matter which measurement is the length and which is the width
19:43:20 From Jennifer Bay Williams : MP4 for MP2
19:43:36 From Catherine O'Neil : MP4
19:44:34 From Erin to All panelists : mp1 ya
19:44:44 From kathleenkerkhoff : MP1, MP4
19:44:49 From Lisa Varner : MP2 What strategies might/did you try?
19:45:01 From Catherine O'Neil : MP2
19:45:01 From Erin to All panelists : MP2
19:45:11 From e02228 to All panelists : #3 MP2,
19:45:21 From Stephanie Richardson : #3 MP 5
19:45:45 From Lisa Varner : 3. MP 4 Use diagrams graphs, etc.
19:45:46 From kathleenkerkhoff : #3 MP4,
19:46:07 From Lila : MP 5
19:46:30 From Stephanie Richardson : #4 MP 7
19:46:41 From Catherine O'Neil : #4 MP7
19:46:44 From Lisa Varner : 4. MP7 Look for patterns
19:46:45 From siefertc : 7 and 8
19:47:05 From Lisa Varner : 5. MP 5
19:47:08 From e02228 to All panelists : #5 5
19:47:14 From Erin to All panelists : 5 mp5
19:47:15 From Catherine O'Neil : #5 MP5
19:47:17 From tennessee.judkins : 4
19:47:20 From kathleenkerkhoff : #5 MP4,5
19:47:51 From Stephanie Richardson : #6 MP 3
19:48:00 From Catherine O'Neil : #6 MP2
19:48:04 From e02228 to All panelists : #6 2, 3
19:48:25 From Lisa Varner : 6. Could it be MP1 check for reasonableness?
19:48:26 From Catherine O'Neil : #7 mp7
19:48:28 From Christina Webster : 7
19:48:34 From kathleenkerkhoff : #7 MP3,
19:49:21 From Catherine O'Neil : #8 mp1
19:49:22 From Erin to All panelists : 8mp1
19:50:19 From Derek : #7 mp3
19:55:14 From Diana Kurka : This is another of our Options for the discussion topic today.
19:55:29 From Lisa Varner : I ordered this book. I love it!
19:57:03 From Derek : take 49 from 176
19:57:21 From Stephanie Richardson : What’s the difference between 176 and 49?
19:57:29 From Derek : find the difference of 176 and 49
19:57:40 From Elizabeth Ross : 177-50?
19:57:43 From kathleenkerkhoff : 180-50=130 +5=135 (we finished a unit on rounding)
19:57:46 From Christina Webster : 49 less than 176
19:57:50 From Catherine O'Neil : ?Can you solve subtract
19:57:51 From Jpeterson : 176 take away 40 take away 9
19:58:08 From Terry Pike : 176-50=126+1
20:00:19 From Elizabeth Ross : I do this closed task :)
20:00:27 From Catherine O'Neil : What could you buy with $10?
20:00:33 From Erin to All panelists : if you had $20 what could you buy?
20:00:37 From jdunning : You only have $20. What would you buy?
20:00:43 From Elizabeth Ross : Give a certain amount of money and ask them what they would buy
20:00:59 From Stephanie Richardson : That’s where I was headed as well.
20:01:09 From f167468 to All panelists : How many meals (food and dessert)can you have for $10.
20:01:24 From Diana Kurka : Yes it is one of the options!
20:02:28 From Christina Webster : Yes the kids can earn these points throughout the game!
20:03:02 From Christina Webster : Gimkit is great for earning and taking points, I might change the problem to give a gimkit example of one of the students playing it
20:03:48 From Catherine O'Neil : Which shading has more or less?
20:03:53 From kathleenkerkhoff : 6/4
20:03:54 From Stephanie Richardson : 6/4
20:03:55 From Jerry White : 6 , 4ths
20:04:01 From Elizabeth Ross : 1 1/2 6/8
20:04:06 From tennessee.judkins : 1 1/2
20:04:07 From Jerry White : 1 1/2
20:04:14 From maryann.love : 1 1/2
20:07:19 From maryann.love : Kalani has 62 cents. How many of each coin could she have?
20:07:25 From Stephanie Richardson : Kalani needs to buy a toy for $5.50. How many different ways can she make that amount? (I’ll be honest, I’m a bit stumped at adding MP 8 into it.)
20:07:56 From kathleenkerkhoff : I’m stumped because the amounts are pretty concrete; how to shake it up
20:09:08 From Derek : What coins would you use to buy x?
20:11:03 From Catherine O'Neil : 2
20:11:04 From e02228 : 2
20:11:04 From Stephanie Richardson : 2
20:11:06 From kathleenkerkhoff : 2
20:11:06 From Terry Pike : 2
20:11:06 From Jerry White : 2
20:11:08 From Catherine O'Neil : 10
20:11:10 From Terry Pike : 10
20:11:10 From kathleenkerkhoff : 10
20:11:10 From Stephanie Richardson : 10
20:11:11 From Max Pananen : 10
20:11:11 From jdunning : 10
20:11:13 From e02228 : 10
20:11:14 From Erin to All panelists : 10
20:11:34 From Catherine O'Neil : 20
20:11:37 From Max Pananen : 20
20:11:38 From tennessee.judkins : 20
20:11:38 From Stephanie Richardson : 20
20:11:39 From Terry Pike : 20?
20:11:41 From Jerry White : 15
20:11:45 From kathleenkerkhoff : 20
20:11:47 From Erin to All panelists : 20?
20:15:17 From kathleenkerkhoff : 9x2.1
20:15:35 From Derek : bottom left
20:15:35 From Christina Webster : 9.7X55.6
20:16:59 From Jerry White : Conjecture Cards.
20:17:06 From jdunning : I want to work on conjecturing
20:17:14 From Christina Webster : Writing conjectures came easier than I thought it would, will definitely be using them.
20:17:14 From e02228 : Using PICS
20:17:17 From Lisa Varner : I want to work on opening tasks.
20:17:18 From Erin to All panelists : conjectures
20:17:22 From Terry Pike : Best Tool
20:17:23 From Stephanie Richardson : I love the idea of conjectures, and hope to use questions like the last slide during discussions
20:17:31 From maryann.love : We are looking forward to opening tasks.
20:17:33 From Catherine O'Neil : Open ended questions
20:17:36 From Derek : Conjectures, but it'll take some work!
20:17:43 From siefertc : Counting counters, students have been doing similar activities with blocks, also I like the best tool
20:19:12 From Stephanie Richardson : …being flexible with my thinking.
20:19:14 From Terry Pike : ...knowing what you know and how you know it...
20:19:33 From Derek : Using multiple strategies to understand, solve, and explain
20:19:34 From Christina Webster : Pushing yourself and your students to think bigger than traditional mathematics
20:19:39 From tennessee.judkins : …endless answers.
20:19:42 From Erin to All panelists : ...opening up your mind to mathematics
20:19:43 From Catherine O'Neil : ...finding a way that makes sense to you and explaining it to someone else.
20:19:47 From maryann.love : sharing your thinking with others and learning from their thinking.
20:19:47 From Andrea Colvin : thinking about problems before, during, and after solving
20:19:50 From Lisa Varner : Mathematical reasoning is critical in the development of understanding math concepts.
20:19:50 From Jerry White : Figuring out, by using math, how to solve real world problems.
20:19:52 From e02228 : ...learning, growing, and discovering
20:19:53 From siefertc : Looking for different ways to solve a problem and using different tools to check for answers.
20:20:37 From siefertc : Continuing to use these strategies to start my classes.
20:20:41 From Catherine O'Neil : … using some of the strategies in my classroom to empower students to do well.
20:20:43 From Terry Pike : Thinking outside the curriculum materials - what do my students need to truly understand?
20:20:43 From Christina Webster : Being committed to try new things in the classroom
20:20:43 From Erin to All panelists : ...teaching my students to look at math differently
20:20:50 From Stephanie Richardson : …giving students the opportunity to find various ways to solve problems, talk about their mathematical thinking, and friendly argue with others.
20:20:53 From Christina Webster : Thank you!!!
20:20:59 From Derek : Allowing for multiple ways of doing, and discussing their strengths (and weakenesses)
20:21:03 From Lisa Varner : I will support mathematical reasoning by building a daily routine into my math class. I will also encourage meaningful discourse among students regarding mathematics.
20:21:04 From kathleenkerkhoff : not jumping to the solution, but honor the process - they are varied and creative
20:21:07 From Erin to All panelists : Thank you!
20:21:14 From maryann.love : We will support mathematical reasoning by trying new things in the classroom that we learned from this class.
20:21:21 From Catherine O'Neil : I have enjoyed the course.
20:21:29 From Stephanie Richardson : Thank you!
20:21:40 From Jerry White : … teaching children that it’s okay to have to think about problem solving.
20:21:42 From e02228 : Giving more opportunities to find different ways to solve problems and allowing students to share their thinking with each other.
20:21:59 From kathleenkerkhoff : This has been great Jennifer, thank you!
20:22:18 From Jennifer Bay Williams : Thank you so much!
20:22:30 From Derek : yes, thanks!
20:22:32 From Max Pananen : Thank you!
20:22:59 From Lisa Varner : Thank you! This class has changed my math instruction in a positive way?
20:23:23 From Andrea Colvin : Thank you!
20:23:27 From tennessee.judkins : Goodnight!
20:23:53 From Jennifer Bay Williams : Lisa- that’s a great compliment. Thank you!!