18:51:34 From Debbie Berg to All panelists : just started doing number talks, and it’s going great!
18:51:42 From Liz : Tok School
18:51:48 From Erin Carriker to All panelists : sorry...
18:51:55 From samantha.light to All panelists : Samantha from Point Hope.
18:52:05 From Erin Carriker to All panelists : Erin C from Juneau and my best moment is math games
18:52:10 From Michael Hanson : Watching students take off with daily mental math practice!
18:52:11 From Elizabeth Ross : Beth from Ladd Elementary in Fairbanks. Best Math moment.. doing tanagrams with students, and I couldn't create the picture
18:52:14 From Catherine O'Neil to All panelists : Tok School - When a student final got the process of addition after numerous times.
18:52:15 From Pamela Helmich : from Tuntutuliak, whenever it’s clicking for the kids. Thats the best!
18:52:18 From Martha Sager : Martha from Kodiak, North Star Elementary, best moment was explaining something on the board to my students and finally “getting” it myself. It changed the way I taught math.
18:52:22 From Sophia Armstrong to All panelists : My high school math teacher showed us a Donald Duck math cartoon, it was so awesome! I couldn’t wait to watch it on the last day of school.
18:52:23 From pikete : Pretty much every day - I love teaching 1st grade math!
18:52:25 From Christina Webster : Fairbanks, Joy K-8, seeing my students last year excited about math class and getting very into our lessons and being driven for success in themselves.
18:52:26 From kathleenkerkhoff to All panelists : Had a student could not add on to 10. I put her in our classroom store. After about a week she was adding 20+10+5+2 in her head!!!!!
18:52:28 From Liz : High school students today jumped in and helped each other. They would not let each other just copy their work. They would tell a peer their answer but made them learn the steps.
18:52:29 From Andrea Colvin to All panelists : My best math moment was entering high school and learning that I actually really liked/was "good at" math (aka, liked working at it to figure it out)
18:52:34 From deberry_heather to All panelists : The first time Algebra seemed kinda fun in college. It was a big aaah haa!
18:52:38 From Jerry White : I love to prove to kids that they already know the answer, but haven’t realized it yet.
18:52:40 From Jennifer Bleicher : Jennifer Bleicher Cottonwood Creek Elementary Wasilla--My best math moment is seeing a student realize they did extremely well on an assessment--I teach the intervention kiddos and to see them soar is awesome!
18:52:47 From Peggy Bruno : A "best" math moment happens any day I can see the light come for the students.
18:52:58 From rebecca.stankee : The "ah ha" moments
18:53:02 From jdunning : My fifth graders were working on an activity color coding prime and composite numbers and I heard some students say “Wow, math is really fun!”
18:53:04 From siefertc : Best math moment was your Facts Fluency class I took last year. First voluntary enrollment in 50 years, following disaster when math changed in 1964 in my education, Terrific! My kids are loving your strategies!
18:53:10 From Elizabeth Jones : Beth from Seward - seeing or having the "Ah Ha" moment
18:53:15 From Erin : As student in high school I had teacher spend time outside of school tutoring me in math because I had such a hard time. That is one of the reasons I am an educator today.
18:53:18 From Stephanie Richardson : I teach at Weller in Fairbanks, and my best math moment was when one of my most struggling math students found her voice and shared her ideas during a Number Talk
18:53:29 From f202593 : Abigail Paul, Watershed School, Best math moment was when I started teaching math to kids and realized that our system is (mostly) base-ten. Going to school, all the way through college, I was not instructed to “make tens” and never remember a teacher telling me our system is primarily base ten.
18:54:31 From Chris : Chris with Johnson Youth Center in Juneau, I have several. The kids I work have variety of leaning disorders so getting them through HS math and seiing them realize they can do math.
18:54:33 From Elizabeth Ross : Abigail- my kids are tired of hearing about my Friends of 10.
18:54:50 From Martha Sager : A and E
18:54:58 From Chris : E.
18:55:12 From Liz : E
18:55:13 From Andrea Colvin to All panelists : C.
18:55:17 From samantha.light to All panelists : This morning when my math strugglers finally caught on to the fact that multiplication and division are related while using foam tiles.
18:55:18 From Sophia Armstrong to All panelists : ALL of them…also that they can write their numbers facing the correct direction.
18:55:19 From pikete : E driven by D
18:55:21 From Christina Webster : C and E
18:55:24 From rebecca.stankee : A and C
18:55:24 From Debbie Berg to All panelists : Gain true number sense
18:55:26 From Michael Hanson : D
18:55:29 From deberry_heather to All panelists : All of the above
18:55:29 From rebecca.stankee : and D
18:55:30 From Erin Carriker : e
18:55:31 From samantha.light to All panelists : A, B, D
18:55:33 From Pamela Helmich : Lol— all of them, but we are focusing on a and e
18:55:34 From Erin : All
18:55:37 From jdunning : All would be great but I would like to start with A and B
18:55:41 From f202593 : A-F…sorry! Can’t choose!
18:55:43 From Stephanie Richardson : While I’d like for them to have all of those, E is definitely my most important now.
18:55:47 From Elizabeth Ross : D. Want them to be B
18:55:51 From Erin : D though
18:55:55 From Catherine O'Neil to All panelists : F - Other - being able to explain how they solved their problem.
18:55:56 From kathleenkerkhoff to All panelists : D
18:55:58 From Peggy Bruno : I want my students to be problem solvers and understand that making mistakes can be a good think and help us learn.
18:56:07 From Jennifer Bleicher : Since I teach below level math--all of them--I want them to take the "risk" and realize they can learn from their mistakes
18:56:17 From Polly Rowell to All panelists : I'm back.
18:56:19 From Jennifer Bleicher : also learn the "why" from math
18:57:19 From Pamela Helmich : I’m getting a notice that our internet is unstable
18:57:28 From Elizabeth Ross : Missing information to solve it?
18:57:31 From Erin : How far is the pail?
18:57:39 From samantha.light to All panelists : How far is the bottom of the hill to the top?
18:57:44 From David Fields to All panelists : It depends on the height of the hill, doesn’t it?
18:57:55 From Sophia Armstrong to All panelists : JILL!
18:58:04 From Christina Webster : Jill
18:58:12 From Jennifer Bleicher : I too feel like something is missing?
18:58:15 From Andrea Colvin to All panelists : Jill
18:58:21 From siefertc : Jill
18:58:25 From Erin Carriker : how far is the hill
18:58:34 From Chris : Jill it is unless the its a small hill
18:58:41 From f202593 : Jill
18:58:48 From Elizabeth Ross : OK. I guess Jill is always ahead.
18:58:51 From deberry_heather to All panelists : Jill
18:58:58 From Peggy Bruno : Jack is walking about 1.7 seconds faster than Jill
18:58:58 From kathleenkerkhoff to All panelists : They’ll just keep walking unless we had an endpoint?
18:59:11 From Catherine O'Neil to All panelists : Use multiples
18:59:29 From Stephanie Richardson : Jill, although I agree there’s missing info
18:59:47 From f202593 : where is the pail of water?
18:59:48 From Polly Rowell : Jill
19:00:08 From Susan Smith : I would put this in a number line
19:00:21 From Jennifer Bleicher : I drew out an illustration based on them walking 15 yards
19:00:27 From Andrea Colvin to All panelists : Over 25 seconds, Jack walks 5 yards. After 25 seconds, Jill walks 7.5 yards
19:00:29 From f202593 : I did a ratio and reduced it
19:00:31 From Elizabeth Ross : 5:25 Jack and 3:10 Jill
19:00:53 From Jennifer Bleicher : I think Jack goes faster based on that distance and the time given?
19:00:53 From Sophia Armstrong to All panelists : Jill would walk 6 yards every 20 seconds, that is farther than Jack in 5 seconds less time.
19:00:58 From Stephanie Richardson : I used the ratio and reduced it as well
19:01:09 From Derek Bynagle : Doesn't matter where the pail is, Jill is walking faster (0.2y/s<0.3y/s) so would get there first (unless Jack falls down and Jill comes tumbling after)
19:01:12 From Christina Webster : I divided to figure out how far they each walk per second
19:01:17 From Michael Hanson : I was thinking 15 yeards - it would take Jack 75 seconds and Jill 50 seconds. I think :)
19:01:22 From Polly Rowell : Jack walks 1 yard at 5 sec. and Jill walks 1 yard at 3.3 sec
19:01:29 From f202593 : If you reduce down to a common denominator of 5, it’s clear to me.
19:01:31 From David Fields to All panelists : I suppose it wouldn’t matter how high the hill is, given that Jill’s rate is faster in every way.
19:01:40 From Erin Carriker : Jill her rate/ distance is faster
19:01:42 From Jerry White : Jack is walking at 3 yards per second and Jill is walking at 3.3 yards per second. However, Jill will probably have to stop and ask someone for direction.
19:01:46 From Elizabeth Ross : So 5:25 reduces to 1:5. Can I then make it 2:10? Its equal
19:01:51 From Erin : Good question, does Jack fall?
19:02:03 From jdunning : If Jack walks 5 yards in 25 sec. Jill can walk 6 yards in 20 sec. so Jill is actually walking faster.
19:02:12 From Jennifer Bleicher : I am always telling my kiddos to illustrate to get a better picture of what is actually happening.
19:02:29 From kathleenkerkhoff to All panelists : If they both walked for 50 seconds Jill would have walked 15 yds and Jack 10 yeds
19:03:27 From Susan Smith : I think Jac kwill not stop because we know do not sot pfor directions and they’ll go way out of the way since they do not want to appear map challenged!
19:03:41 From Susan Smith : males…
19:04:36 From Catherine O'Neil to All panelists : 10 and 25 both go into 100 evenly. Jill will go 24 yards in 100 seconds, which Jack only goes 20 yards.
19:04:54 From samantha.light to All panelists : I would graph it using a different color for both jack and Jill until the points intersect.
19:04:57 From Susan Smith : Sorry..I am so punchy after school
19:06:45 From Derek Bynagle : lacking in many
19:06:49 From Elizabeth Ross : using a strategy to solve a problem.
19:06:58 From Chris : thinking the problem through
19:07:03 From pikete : ...making sense and solving problems...
19:07:05 From Christina Webster : Mathematical reasoning is making sense of the how and why to the individual solving the problem
19:07:07 From David Fields to All panelists : …based on equalities and how you manipulate them.
19:07:09 From kathleenkerkhoff to All panelists : the ability to understand what is being asked of you and respond with a ‘reasonable ‘ answewr
19:07:15 From f167468 to All panelists : Mst
19:07:16 From siefertc : exploring options
19:07:16 From Andrea Colvin to All panelists : Math reasoning is thinking about what a problem is asking, deciding how to approach it, and testing your approach
19:07:17 From Pamela Helmich : Is using what you know to make sense of a problem
19:07:18 From deberry_heather to All panelists : a way of thinking aobut problem solving.
19:07:22 From Jennifer Bleicher to All panelists : making sense of math
19:07:25 From Susan Smith : figuring out HOW to do the work, not just the answer. The myriad of methods help students see math in more than just one way and peers help them see a way to be successful in their thinking.
19:07:26 From Catherine O'Neil to All panelists : explaining to some the way you solve a mathematical problem
19:07:28 From f202593 : Curiosity combined with prior knowledge and creativity to solve mathematical problems
19:07:30 From Stephanie Richardson : Math reasoning is being able to know what a math situation is and have a bag of tricks to draw from to solve it
19:07:30 From Michael Hanson : being able to make sense of math and find a solution to a problem
19:07:31 From Martha Sager : Perhaps somewhat unconscious?
19:07:31 From Erin Carriker : solving real world problems
19:07:31 From Peggy Bruno : Math reasoning is using context to help solve a problem
19:07:31 From samantha.light to All panelists : Mathematical reasoning is using a variety of strategies either established or created to solve a problem.
19:07:34 From jdunning : Understanding the problem and using strategies to find a solution
19:07:52 From Derek Bynagle : being able to make sense of the problem and using multiple strategies to solve it
19:08:02 From Sophia Armstrong to All panelists : Explaining yourself and using logic
19:08:03 From Jerry White : Problem solving
19:08:03 From f167468 to All panelists : It is thinking about the problem and making sure it makes sense
19:08:09 From Melissa Linton : Mental Sweat
19:10:02 From Susan Smith : I instantly saw a number line then a stopwatch!
19:10:03 From Stephanie Richardson : There are multiple ways to solve the problem
19:10:33 From David Fields to All panelists : I don’t think the two are very related. I think the way this screenshot defines mathematical reasoning confuses parts of that with the scientific process.
19:10:36 From Erin Carriker to All panelists : agreed multiple way to solve problems
19:10:37 From Catherine O'Neil to All panelists : There are multiple ways in which the problem can be solved.
19:10:41 From Susan Smith : Our electricity went off so I’m not sure hoe much longer we will be on…can’t see all my keyboard letters so please excuse poor spelling…’
19:10:56 From Andrea Colvin to All panelists : I think it is understanding what the question is asking and then finding a way to compare the jack and jill in a way that makes sense to you
19:10:57 From Derek Bynagle : the process of sharing our different ways
19:10:58 From Stephanie Richardson : …and we had to see if we agreed with others’ answers
19:11:08 From Elizabeth Ross : Some students may want to work the numbers...but others may stop at the 5y=25 sec and 6y=20 sec which works too
19:11:19 From Pamela Helmich : Iwas able to work through it and see others thinking
19:11:32 From pikete : First it is necessary to break down the story to see what is happening and what needs to be solved, then go back to get the needed information and determine a strategy to try.
19:11:35 From Christina Webster : We all developed similar and different plans and had to investigate that further to get an answer, we also had differing opinions
19:11:41 From f202593 : Conjecturing seems to apply since we usually need to determine what information is included, if there is any information we don’t have that we need and if we can draw a logical conclusion.
19:11:58 From Peggy Bruno : Students could try multiple ways to solve the problem and be successful. I now change my answer because I can think it through again
19:12:26 From Jennifer Bleicher : Look at all the information and try to solve it in different ways and chat with others on how they came to their answer
19:13:03 From Elizabeth Ross : B
19:13:05 From Sophia Armstrong to All panelists : B,
19:13:05 From Derek Bynagle : b
19:13:05 From Susan Smith : A
19:13:07 From Andrea Colvin to All panelists : b
19:13:07 From Peggy Bruno : A
19:13:07 From Chris : b
19:13:08 From pikete : a
19:13:10 From Christina Webster : B
19:13:11 From Jennifer Bleicher : a
19:13:11 From rebecca.stankee : a
19:13:13 From Stephanie Richardson : a
19:13:14 From samantha.light to All panelists : a
19:13:15 From Polly Rowell : A
19:13:16 From Erin Carriker to All panelists : a
19:13:16 From Martha Sager : b
19:13:19 From deberry_heather to All panelists : A
19:13:20 From Catherine O'Neil to All panelists : a
19:13:20 From kathleenkerkhoff to All panelists : b
19:13:22 From rebecca.stankee : just kidding B!
19:13:23 From jdunning : A because subtraction 1 from 121 and adding 1 to 89
19:13:39 From Susan Smith : If you take one from a number you have to add one to the other one
19:13:40 From Michael Hanson : b
19:13:59 From Derek Bynagle : You need to add or subtract the same amount from each number to keep the problemm the same
19:13:59 From Andrea Colvin to All panelists : B- because the difference is the same between both numbers
19:14:19 From Jerry White : My calculator said B
19:14:40 From Jennifer Bleicher : rounding?
19:14:43 From Sophia Armstrong to All panelists : B, The difference between 121 and 89 would be the same difference as between 122 and 90. That explanation works for adding, not subtracting
19:14:46 From Andrea Colvin to All panelists : That does work in addition to take from one and add it to the other
19:14:49 From samantha.light to All panelists : Compatible numbers. By borrowing the 1 from the larger number to create a 10 it allows for easier subtraction.
19:14:49 From Elizabeth Ross : You need to either add to both numbers or subtract from both numbers so it's equal
19:14:54 From Karen Marquez to All panelists : B because you add to both and keep the answer the same.
19:14:58 From Catherine O'Neil to All panelists : Because 1 from 121 can be added to 89 to make 90
19:15:03 From Christina Webster : If you add one to the first number, you must also add one to the other to keep it the same answer
19:15:04 From Polly Rowell : OH MY! It's B
19:15:08 From David Fields to All panelists : 1. b / 2. because the numbers have a relationship based on their difference, so if you take add a digit to one of the numbers, you have to add it to the other one as well so the difference remains the same. / 3. With addition, you would subtract from one number if you add to the other.
19:15:13 From Pamela Helmich : I honestly don’t know why its b but I say its b
19:15:33 From Michael Hanson : if you give the 1 from 121 to 89 then it becomes 120-90
19:15:35 From f202593 : If you are taking one more away than the original problem took away, you have to compensate by adding one to the number you are subtracting from.
19:15:37 From Chris : mental math, and also checked it with my calulator
19:15:42 From Pamela Helmich : Something about subtraction works “one way”
19:16:31 From Susan Smith : OK, its b because one os 30 and the other is 32
19:16:40 From Erin : When you add a story it really makes sense!
19:16:48 From David Fields to All panelists : You need $32 for rent. Your paycheck is $121. How much can you spend? What if your paycheck is $122?
19:16:49 From Chris : money is always a good example for my kids
19:16:50 From Stephanie Richardson : I agree Erin!
19:16:51 From Catherine O'Neil to All panelists : Agree with Erin
19:16:55 From Jennifer Bleicher to All panelists : I agree adding. story does help
19:17:03 From Derek Bynagle : Show it on a number line
19:17:07 From Peggy Bruno : I'm noticing I am doing what my students do answering too qickly. Whew!
19:17:13 From jdunning : In visualizing a balance scale I see that if you subtract one and add one to the other sided it would no longer be balbanced
19:17:21 From Jerry White : Answer A rounds both numbers, but in opposite directions.
19:17:23 From Susan Smith : me too Peg!
19:17:47 From Christina Webster : I love the balance idea!
19:18:31 From samantha.light to All panelists : justification for your thought process and showing work.
19:18:34 From Christina Webster : We had to defend our answer in the group environment, people’s answers evolved over time
19:18:38 From Diana Kurka : Developing and evaluating arguments.
19:18:39 From Susan Smith : I thought I was using reasoning, but it was faulty!
19:18:50 From kathleenkerkhoff to All panelists : I tried a couple different ways to find the best answer which made sense
19:19:07 From Elizabeth Ross : We gave an answer and then had to defend it
19:19:13 From f202593 : Generalizing because we are being asked to take an operation we are familiar with and then working to identify a rule.
19:19:15 From Erin : The question is asking us to evaluate our answer.
19:19:29 From Martha Sager : I tell my students our class is a safe place to make mistakes and talk things through.
19:19:32 From Susan Smith : thank you Jennifer!
19:19:45 From Stephanie Richardson : Not thinking of math as an “answer” and right/wrong takes a long time to unlearn
19:20:10 From Polly Rowell : Yes, the important thing to me was answering quickly. I didn't think about it and I chose wrong. Once I looked at the reasoning, I realized I chose wrong.
19:20:15 From Jennifer Bleicher to All panelists : I like “going down the right path” comment kids need to understand the deeper meaning
19:20:32 From Elizabeth Ross : that's a lot of work and tiring!
19:21:01 From f202593 : I think maybe pattern is a better word than rule (changed my mind).
19:21:09 From Elizabeth Ross : Multiple choice seems to make use all make quick choices
19:22:38 From David Fields to All panelists : 0
19:22:46 From Catherine O'Neil to All panelists : 2
19:22:48 From kathleenkerkhoff to All panelists : 1
19:22:50 From Martha Sager : 1
19:22:51 From Rafe : 2
19:22:54 From rebecca.stankee : 3
19:22:55 From Andrea Colvin to All panelists : 2
19:22:56 From Michael Hanson : 2
19:22:57 From Pamela Helmich : 2.5
19:22:57 From Karen Marquez to All panelists : 1
19:22:58 From rebecca.stankee : 2
19:22:59 From Polly Rowell : 3
19:22:59 From Elizabeth Ross : Hmm, I vaguely remember these exist..1
19:23:01 From siefertc : 1
19:23:02 From Derek Bynagle : 1.5
19:23:03 From Erin : 2
19:23:06 From Peggy Bruno : 1
19:23:08 From jdunning : 1
19:23:11 From Jennifer Bleicher to All panelists : 1.5
19:23:13 From deberry_heather to All panelists : 2
19:23:14 From Erin Carriker : 2
19:23:16 From Stephanie Richardson : 3
19:23:26 From pikete : These are shared as a daily focus for the lesson
19:23:45 From f202593 : Some words are good to remember, like conjecturing. I think that’s one I haven’t considered in a while (just one example).
19:25:50 From David Fields to All panelists : As a teacher with an ELA background, I always associate ‘conjecture’ with ‘guess’, and I don’t see guessing as being central to solving math problems.
19:27:56 From Derek Bynagle : I'm sorry if I missed this, but is there a place to get those 8 practices and student look fors?
19:28:06 From Andrea Colvin to All panelists : Can it be more than one?
19:28:09 From David Fields to All panelists : Reason abstractly and quantitatively
19:28:15 From Derek Bynagle : Thanks!
19:28:29 From Diana Kurka : We will have it posted to the RESOURCES page.
19:29:42 From f202593 : B. Use appropriate tools strategically
19:33:18 From Elizabeth Ross : I didn't write down the letters... that would have been easier!
19:37:18 From f202593 : All other integers
19:37:22 From Elizabeth Ross : Doubles
19:37:27 From David Fields to All panelists : all rational numbers
19:37:29 From Jennifer Bleicher : doubles
19:37:32 From Erin Carriker : doubles
19:37:41 From Derek Bynagle : all real numbers
19:37:59 From Christina Webster : I agree with rational numbers
19:37:59 From Liz : (x+1)(x-1)=2x
19:38:52 From David Fields to All panelists : (x+1)(x-1)=x^2-1
19:39:19 From Sophia Armstrong to All panelists : MIND IS BLOWN!
19:40:37 From David Fields to All panelists : Reason quantitaively
19:40:51 From kathleenkerkhoff to All panelists : MP2
19:40:52 From Catherine O'Neil to All panelists : Playing around with a lot of different numbers
19:41:19 From siefertc : Searching for patterns
19:41:32 From rebecca.stankee : Hi sorry I forgot to check Elizabeth Wilkins in on my computer too.
19:42:42 From Stephanie Richardson : Reasoning requires you to use the math practices
19:43:00 From Elizabeth Ross : It feels endless...there isn't just an answer
19:43:03 From Christina Webster : A lot of the math practices take place in our math reasoning
19:43:09 From Karen Marquez to All panelists : They are related and intertwined
19:43:14 From kathleenkerkhoff to All panelists : I am finding that I need time to persevere - I need to remember to give my students TIME. Don’t rush them
19:43:30 From f202593 : It’s useful to teach students to be curious about how their mind works when they are presented with any problem and in order to be fast at reasoning, it’s useful to have solid fact fluency too.
19:43:30 From Andrea Colvin to All panelists : I think that the reasoning process happens within each step of the practices
19:43:33 From Erin Carriker : the why is so important to kids
19:43:37 From Jennifer Bleicher : Looked for a pattern and then thought about why. I think about how my intervention kiddos would react to this. I always try to get then give my their reasoning which they have a difficult time with because they are worried about saying something wrong.
19:43:42 From Peggy Bruno : How about reason abstractly and quantitatively?
19:44:47 From David Fields to All panelists : It seems to me that reasoning works better for students who don’t have a real handle on combining numbers. For kids who already know every possible combination of single-digit numbers, they would be less about reasoning and more about calculation.
19:48:13 From Christina Webster : Planning a solution pathway
19:48:16 From Elizabeth Ross : Entry points. If they can't find a way to start, the rest won't happen
19:48:20 From Martha Sager : They are ABLE to explain it to themselves…
19:48:22 From Catherine O'Neil to All panelists : They monitor and evaluate their progress
19:48:37 From Michael Hanson : understand the meaning of the problem and look for entry points
19:48:38 From Derek Bynagle : plan solution pathway
19:48:39 From pikete : Monitor and evaluate progress and change course if necessary...
19:48:41 From Stephanie Richardson : M.I.P “…plan a solution pathway rather than simply jumping into a solution attempt.” Taking the time to make a plan and be willing to work through it and make corrections
19:48:44 From jdunning : Explain the meaning and monitor and evaluate their progress and change course
19:48:46 From f202593 : Plan a solution pathway rather than simply jumping in
19:48:48 From Liz : We need to work on monitoring and evaluating.
19:48:57 From Peggy Bruno : Analyze the givens
19:48:58 From Pamela Helmich : Being able to start with something, to have a beginning start point
19:49:13 From Andrea Colvin to All panelists : Finding the meaning of the problem. You can't begin to solve a problem until you know what it is asking
19:49:22 From Polly Rowell : Proficient students explain to themselves, analyze, make conjectures, make attempts, monitor and evaluate their progress.
19:49:29 From Chris : My students need to understand want they are being asked, so looking for an entry point
19:49:33 From David Fields to All panelists : “Older students…?” That is some straight-up ageism!
19:49:42 From Jennifer Bleicher : Intervention kiddos have an extremely difficult time with all of these due to not having the confidence to even how to start. Every year I try to get them to see making sense of the problem is not as difficult as they think it is.
19:49:48 From siefertc : My students each have learning differences and are English Language Learners. In order to make progress they have to be successful. Baby steps with success. They have gone from hating math to loving it, but breaking steps down with practice....Needed.
19:50:43 From Erin Carriker : kids looking for a starting point and feeling success
19:51:10 From Catherine O'Neil to All panelists : Using concrete objects or pictures
19:51:13 From Stephanie Richardson : M.I.P - visually represent the problem to help them solve the problem and explain it
19:51:25 From Elizabeth Ross : Older students that are ELLs or Special Ed often need the concrete and then can progress
19:51:29 From Polly Rowell : Being able to explain
19:51:40 From Jennifer Bleicher : Students who are not mathematically proficient need support and teachers need to spiral back to fill up gaps...
19:52:44 From Elizabeth Ross : What do you do when the student asks themselves Does this make sense? and they say Yes but it doesn't?
19:55:07 From Elizabeth Ross : I teach my older kids in all can be multiplication. But I also teach them to draw it out and that works best with this type of problem
19:55:28 From Elizabeth Ross : There is a question on the WJ4 that has "in all" and is multiplication
19:57:55 From Pamela Helmich : too busy, I would be confused much less my students
19:57:58 From Stephanie Richardson : It doesn’t encourage them to try strategies out. It assumes there’s one way to solve the problem
19:58:03 From Polly Rowell : First, they focus on the numbers. The story is important.
19:58:04 From Elizabeth Ross : So things to do, formula, but students aren't "thinking" asbout the problem
19:58:05 From kathleenkerkhoff to All panelists : distracting
19:58:07 From Sophia Armstrong to All panelists : It’s piece-medaling it out instead of trying to really understand what is happening
19:58:08 From Christina Webster : To me this is the same as key words, you have them looking for specific things instead of taking in the context of the problem.
19:58:16 From Peggy Bruno : Learning what to do hear takes away from relevant thinking time
19:58:21 From Jennifer Bleicher : They don't see the bigger picture.
19:58:26 From rebecca.stankee : You want them to use their own problem solving
19:58:26 From f202593 : Some numbers may be irrelevant to the solution. Sometimes the question isn’t actually phrased as a question, etc.
19:58:38 From Polly Rowell : It would be better to look at the story with the numbers covered up.
19:58:47 From Jerry White : This is just another gimmick. This doesn’t teach kids to solve anything.
20:02:01 From Pamela Helmich : Kathy visiting her friends
20:02:03 From Liz : A musher who lost her dog team and then got a ride the rest of the way.
20:02:06 From Martha Sager : Kathy traveling by dogsled to visit her friend
20:02:07 From f202593 : Kathy traveling from village to village to visit friends
20:02:08 From Christina Webster : Kathy going on a journey
20:02:08 From kathleenkerkhoff to All panelists : Kathy visits a friend. She goes faster when she rides on the sled
20:02:08 From Jerry White : Traveling by dog team to visit friends
20:02:10 From Catherine O'Neil to All panelists : Kathy traveling to visit her friends.
20:02:10 From Elizabeth Ross : Kathy traveling from village to village- distance and time
20:02:14 From Erin : It is about how Kathy gets to different villages.
20:02:17 From Derek Bynagle : Kathy traveling by wawlking and dog sled
20:02:18 From Sophia Armstrong to All panelists : She’s going a long ways, half the time she is slow, the other half the time, she is a little less slow
20:02:19 From Polly Rowell : Kathy's mode of transportation to get from village to village to see her friend.
20:02:20 From jdunning : a girl visiting a friend and walking and sledding to get there
20:02:21 From David Fields to All panelists : It is about how long it takes to get from one village to another using two means of transport.
20:02:21 From Karen Marquez : Kathy traveling from a village to a village on a sled and walking
20:02:22 From Jennifer Bleicher : Kathy is traveling to another village to visit friends. Part of the time she walks, part of time she uses the dog sled.
20:02:23 From pikete : Differrent ways Kathy travels
20:02:24 From siefertc : Traveling from village to village.
20:02:26 From Erin Carriker : traveling with her dogs to visit friends
20:02:29 From Jerry White : Good mushers run with their dogs.
20:02:32 From Jennifer Bleicher : I love this!
20:04:05 From Pamela Helmich : 50 miles
20:04:07 From Sophia Armstrong to All panelists : 50 miles
20:04:11 From kathleenkerkhoff to All panelists : half of the time
20:04:14 From Christina Webster : 3.5 Miles
20:04:14 From Catherine O'Neil to All panelists : 50 miles, 1/2 time, other half of time, 3.5 miles/hour, 9 miles/hours
20:04:16 From Sophia Armstrong to All panelists : 3.5 and 9 mph
20:04:16 From Elizabeth Ross : 50 3.5 9 1 hour
20:04:17 From Liz : 50 miles, half, 3.5 mph, 9 mph
20:04:18 From Christina Webster : Half the time
20:04:19 From Polly Rowell : 50 miles; half, 3.5 miles, hour
20:04:21 From Derek Bynagle : half the time
20:04:22 From Jennifer Bleicher : 50 miles
20:04:23 From Chris : 50 miles total 3.5 miles, 9 mph
20:04:33 From Erin : 50 miles, 3.5 miles an hour, 9mph
20:04:34 From f202593 : 50 miles, half the time, the other half of the time, 3.5 miles in one hour and 9 miles an hour
20:04:36 From Jerry White : 50 miles 25/3.5 and 25/9
20:04:48 From David Fields to All panelists : 50 miles = total; 1/2 and 1/2; 3.5 mph for walking; 9 mph for riding.
20:05:04 From f202593 : How long it takes Kathy to travel the 50 miles
20:05:13 From Elizabeth Ross : How long will it take Kathy to reach her friends
20:05:26 From Pamela Helmich : How long will she walk?
20:05:26 From Sophia Armstrong to All panelists : If she has to be at her friends house at 2pm, when should she leave her house?
20:05:32 From Liz : How long she will be riding?
20:05:42 From Catherine O'Neil to All panelists : Does she travel more by walking or sledding?
20:05:44 From Elizabeth Ross : How fast does she travel walking vs riding
20:05:47 From Derek Bynagle : How far will she walk? ride?
20:05:48 From David Fields to All panelists : How long it takes to walk and how long it rakes to ride
20:05:49 From Jerry White : Why is she walking?
20:05:50 From Chris : avg mph on trip
20:05:57 From Christina Webster : How long is it going to take her
20:06:01 From Polly Rowell : How long will it take her to ride the sled all of the way?
20:06:04 From Jennifer Bleicher : How far will she be walking?n
20:06:22 From rebecca.stankee : avg mph
20:07:21 From Diana Kurka : Exploring this website will be one of the options for your assignment if you are taking the webinar for credit.
20:09:32 From Susan Smith to All panelists : We had a lengthy power outage in Takotna so I’ve missed about the last 40 minutes. Will there be notes- I cannot remember what the announcement said.
20:10:02 From Christina Webster : People boarding a bus
20:10:05 From f202593 : It’s about people riding the bus in the park
20:10:06 From David Fields to All panelists : The life of a bus driver
20:10:06 From kathleenkerkhoff to All panelists : Bus stops
20:10:06 From Polly Rowell : The bus at the park.
20:10:09 From Pamela Helmich : People riding a bus
20:10:09 From Peggy Bruno : Taking the bus to the park
20:10:10 From Derek Bynagle : a crowded bus
20:10:11 From Sophia Armstrong to All panelists : A very efficient use of public transportation
20:10:11 From Elizabeth Ross : SDeeing animals!
20:10:12 From jdunning : Getting on the bus
20:10:14 From Diana Kurka : Susan the webinar is recorded. You will have access to it by tomorrow.
20:10:14 From Catherine O'Neil to All panelists : People on the bus
20:10:14 From Erin : An animal park
20:10:16 From Andrea Colvin to All panelists : People riding a bus
20:10:29 From Jerry White : Jerry. “Pretend you’re the bus driver.”
20:10:29 From Jennifer Bleicher : The Park Bus takes people to different places.
20:10:29 From Susan Smith to All panelists : How many people got on a bus , but you know, NO ONE got off…
20:10:34 From David Fields to All panelists : The socialization of the taxi industry
20:11:23 From Susan Smith to All panelists : But at no time do we know how many got on the first stop
20:11:58 From Susan Smith to All panelists : because it says the first stop people got on…
20:12:00 From Elizabeth Ross : variable n
20:12:38 From Susan Smith to All panelists : how can you go backwards when you don’t know how many got on the previous one?
20:12:41 From f202593 : Big chart paper, make a map, pictures
20:13:41 From Polly Rowell : Webster is nice.
20:14:06 From Susan Smith to All panelists : no boxes how many per box, would you actually get kids to figure that out…maybe call a store from classroom phone?
20:14:29 From David Fields to All panelists : There are multiple boys *and* multiple girls
20:18:35 From kathleenkerkhoff to All panelists : Eureka Math uses Read, Draw, Write
20:19:35 From rebecca.stankee : Lots of picture and visuals
20:20:43 From Susan Smith : Our first grade book has these that my student is using this week
20:23:47 From Elizabeth Ross : 5x4, 4x5
20:23:49 From David Fields to All panelists : 20+5=25
20:23:55 From Polly Rowell : 5 X ?=20
20:23:57 From Stephanie Richardson : 5 + 5 + 5 + 5
20:23:58 From f202593 : Repeated addition or multiplication
20:24:01 From kathleenkerkhoff to All panelists : 5+5+5+5=20, 1 group of 5
20:24:03 From David Fields to All panelists : 20/4=5
20:24:03 From Pamela Helmich : 5+5+%=%
20:24:10 From Pamela Helmich : oops
20:24:12 From Jerry White : Another way is to explain “=“ as “is equal to.”
20:24:12 From Jennifer Bleicher : repeated addition
20:26:32 From David Fields to All panelists : 100-10/5=
20:26:33 From Derek Bynagle : 10+5c=100
20:26:42 From Susan Smith : (100-10) divided by 5=X
20:26:56 From Andrea Colvin to All panelists : (100-10)/5
20:27:06 From Catherine O'Neil to All panelists : 100-10=5x
20:28:10 From Pamela Helmich : Number 2
20:28:11 From f202593 : Oh how funny. I thought I had the extra ten bucks to spend on the holders first!
20:28:12 From Jennifer Bleicher : 1 & 3
20:28:12 From Elizabeth Ross : Numberless problems and 3 reads
20:28:13 From Liz : 3 reads
20:28:14 From Chris : 3
20:28:15 From pikete : Three Reads, version 1
20:28:18 From Martha Sager : #1
20:28:21 From Christina Webster : 3-Reads!
20:28:22 From Erin : 3 reads
20:28:22 From Debbie Berg : Graphic organizers with part part whole, and the three reads, version 2.
20:28:24 From David Fields to All panelists : 3 reads v. 2
20:28:24 From Susan Smith : PICS, 3 reads
20:28:25 From jdunning : #1
20:28:29 From Jerry White : 3 reads for sure.
20:28:30 From Catherine O'Neil to All panelists : 3 Reads Version 1
20:28:31 From Sophia Armstrong to All panelists : I already have my math lesson set up with numberless problems
20:28:31 From f202593 : 1 and 4 for sure!
20:28:33 From Stephanie Richardson : I’ve tried numberless word problems, and I’d like to do that again. I’d love to do 3 reads, version 1
20:28:33 From Diana Kurka : These are all options for the online discussion for tonight’s webinar if you are taking the webinar for credit.
20:28:36 From Peggy Bruno : I plan on using graphic organizers tomorrow for my 4th graders in multiplication
20:28:38 From Derek Bynagle : 3-reads
20:28:47 From Erin Carriker : three reads
20:28:49 From f202593 : I love 2 as well
20:28:54 From kathleenkerkhoff to All panelists : 3-read, version 1. SIP to give my students an entry point
20:28:56 From David Fields to All panelists : Might try using a number line disguised as a swimming pool or thermometer.
20:28:58 From Polly Rowell : Numberless problems, SIP and graphic organizer
20:29:00 From Pamela Helmich : I already do 3 read. Its wonderful!
20:29:03 From Michael Hanson : Bar diagrams
20:29:12 From f202593 : I’m really excited to try these things. Thanks!
20:29:21 From siefertc : I want to 3 READS and numberless problems.
20:29:44 From f202593 : I already use some of them, but it’s good to be reminded and I have also learned new things.
20:30:05 From f202593 : I need to get better with my own math fluency!
20:30:06 From Susan Smith : I like the WORDL!
20:30:09 From kathleenkerkhoff to All panelists : giving my students time to conjecture and think through solution pathways
20:30:18 From Stephanie Richardson : I would almost like to change the way I assess students’ math and focus more on the math practices rather than the content.
20:30:24 From Peggy Bruno : I love making our problems into stories. My kids would be fully engaged
20:30:25 From Andrea Colvin to All panelists : Using the three readings of the questions to have students think about word problems
20:30:27 From Martha Sager : I transferred to a new school and new math curriculum this year and am learning along with my students. I need to break it down for me as much as them! What I’m learning here will help a lot!
20:30:29 From Sophia Armstrong to All panelists : I liked making the story problem more like a story!
20:30:37 From siefertc : So glad to nix the Key Words.
20:30:39 From Catherine O'Neil to All panelists : I want to get students to explain their thinking more.
20:30:41 From Christina Webster : I’m with you Martha!
20:30:57 From Polly Rowell : Being more aware of math practices and how important to use it with students.
20:31:01 From jdunning : I can see how spending more time on reasoning helps students understand math.
20:31:01 From rebecca.stankee : I love that
20:31:07 From f202593 : I like the idea of assessing for strategies as another way to grade students, even though of course the right answer is so important to make math useful too.
20:31:09 From Erin : Exactly
20:31:28 From Derek Bynagle : Always good to be reminded to slow down and work on these practices, not just focus on the mechanics
20:31:50 From Jennifer Bleicher : I will definitely work on math story problems and use the PIC. It will definitely change what my kids think about math!
20:31:55 From Stephanie Richardson : Are there rubrics out there for assessing the practices?
20:32:00 From f202593 : It’s so much more fun when we remember the storytelling part. Dramatizing would be fun!
20:32:13 From Susan Smith : And that’s one rason i grade my kids’ work- they don’t because I’ll have to go through it anyway to see why their answers are incorrect
20:32:21 From Christina Webster : What mathematical basis or background do students need prior to doing some problems like this. If students don’t understand subtraction can they still work through the story to figure that out. I haven’t tried the story style yet.
20:32:44 From Melissa Crane : Course Registration: http://www.cvent.com/d/yyq3fx Resource page: https://asdn.org/webinar-resource-page-supporting-students-mathematical-reasoning-fall-2019/ Survey 1: https://www.surveymonkey.com/r/L3J2XFG
20:33:09 From Sophia Armstrong to All panelists : Cookie monster eating cookies!
20:33:27 From Christina Webster : Awesome, thank you for answering that for me.
20:34:02 From Martha Sager : I don’t think we are seeing all the comments...
20:34:15 From David Fields to All panelists : An ‘aha’ moment I had was the 122-90=121-89 part — envisioning the idea of a ‘difference’ as being a physical constant in subtraction.
20:34:19 From f202593 : I am amazed by how re-energized I feel about helping student with disabilities with story problems! Thanks!
20:34:26 From Jennifer Bleicher : Ditto!
20:35:13 From David Fields to All panelists : Sample PICS situation: If a person’s sciatic nerve is 0.914 m in length and the speed of an action potential is 107 m/s, how long will it take a nerve impulse to travel the full distance of this nerve?
20:35:24 From Erin Carriker : yes!
20:35:38 From Jennifer Bleicher : Thank you!
20:36:49 From Jennifer Bay Williams to All panelists : Thanks everyone for your GREAT participation!
20:37:00 From Andrea Colvin to All panelists : Thank you!
20:37:55 From Stephanie Richardson : Will the link to the resources be emailed also, or does the recorded Webinar have the links in it?
20:38:07 From Christina Webster : Who is our contact for questions or clarifications about assignments? Can we get an email for who that is?