18:50:12 From Jerry White Bethel : 17
18:50:18 From Christina Webster : 17?
18:50:26 From Pamela Helmich to All panelists : Hello from Tuntutuliak,
18:50:30 From Elizabeth Ross : 10?
18:50:48 From Sophia Armstrong to All panelists : 35
18:51:03 From Lila : 17
18:51:08 From Michael Hanson : 17
18:51:30 From Erin Carriker : erin c here from Juneau
18:51:32 From e02228 to All panelists : 17?
18:51:58 From Pamela Helmich to All panelists : I was thinking 9, that they were all on one side of the river and had to get to the other
18:52:04 From Chris : i'm thinking 15
18:52:14 From Sophia Armstrong to All panelists : Whoops 33!
18:52:55 From Elizabeth Ross : OK. I changed my thinking. Maybe 17?
18:54:36 From f167468 to All panelists : Wow
18:54:42 From Jerry White Bethel : I think that is a Bethel taxi way of thinking.
18:54:49 From Elizabeth Ross : OH because you can’t have an adult and a child in the boat!
18:55:04 From Sophia Armstrong to All panelists : However many adults times 4, plus one more trip for the 2 children
18:55:04 From Andrea Colvin : It would still be four trips for each adult
18:55:53 From Sophia Armstrong to All panelists : 4a+1=trips
18:55:55 From Stephanie Richardson : It is always the number of adults times 4 and add one trip
18:56:02 From Andrea Colvin : (n x 4) + 1 = trips
18:56:03 From Max Pananen : n*4+1, n=adults
18:56:04 From kathleenkerkhoff to All panelists : 4 to 1
18:56:27 From f202593 : Sorry I joined late. The emails keep going to junk mail. I will join the conversation as soon as I figure out what’s happening.
18:56:29 From Lisa Varner to All panelists : Adults times four plus one
18:58:51 From f202593 : Just found the bookmark. Thanks.
18:58:52 From Polly Rowell to All panelists : 2-1
18:59:04 From Lisa Varner to All panelists : 2--Students have to make sense of relationships in problem situations
18:59:21 From Catherine O'Neil to All panelists : To make sure they understand what is being ask. I had miss read the problem.
18:59:36 From Christina Webster : what is the bookmark labeled as in our handouts?
18:59:46 From Andrea Colvin : 1-3: I immediately started drawing a picture to solve this problem. I personally couldn't analyze it in my head and needed to visually represent the problem. I also had a moment of wanting objects to solve the problem.
19:00:05 From kathleenkerkhoff to All panelists : Tried to open the rescue folder…it says it’s empty
19:00:15 From kathleenkerkhoff to All panelists : resource folder
19:00:30 From f167468 to All panelists : My folder says it'
19:00:35 From kathleenkerkhoff to All panelists : mac book
19:00:39 From Luke McDonald to All panelists : MP8 - We had to think about how the pattern would change or be the same as the numbers of students and relationships.
19:00:44 From f167468 to All panelists : the MAC folder says it’s empty
19:00:46 From f202593 : I love that protocol and I’ve been using it with my special ed students in the general classroom. So powerful. At first, they could not tell me what the story was about because they had never thought about story problems as actual stories before!
19:00:58 From e02228 to All panelists : 1- 1, 3, 4, 5 They had to analyze the given information, use objects, make changes as necessary, and check the answers.
19:01:07 From Luke McDonald to All panelists : I meant to say the number of students and adults changed!
19:01:46 From e02228 to All panelists : Andrea Colvin - me too! I needed something to move around!
19:01:49 From Sophia Armstrong to All panelists : #4-Because there is definitely confusion and it naturally lends itself to needing more clarification and justification
19:02:09 From Lila : I also had to draw a picture right away. I use just a brief sketch to help clear it up in my head.
19:02:12 From Erin Carriker to All panelists : drawing pictures is so important for my first graders
19:02:13 From f202593 : This is Abigail. I am now calling their drawings a story board now and they are connecting math and life for the first time.
19:02:54 From f202593 : Abigail: I am phrasing things by saying that all math tells a story.
19:03:00 From Diana Kurka : You should find the handout in the Zip drive for Macs -Math Practices Bookmark
19:03:55 From Stephanie Richardson : I definitely have to revise my thinking as I hear other information and/or realize I’ve gone down the wrong path.
19:04:49 From kathleenkerkhoff to All panelists : Continuing to get the archive “Webinar - 2-Handouts-1 (1) zip” is empty! I clicked on the link which came with the email. Should I look elsewhere for the resources?
19:04:55 From Christina Webster : 3-Reads!
19:05:37 From Jerry White Bethel : The handout zip is still empty.
19:05:48 From Christina Webster : We’ve been doing them ever since last class, I feel like I’m finally making progress with my kids. They love when they get to tell me all the different questions they are able to answer with that information aside from the task they are actually asked to find.
19:06:08 From kathleenkerkhoff to All panelists : I was surprised by my students perceptions of the ‘math’ words: each, plural
19:06:10 From Tennessee : Same with my handout zip file. It says it is empty.
19:06:13 From Lila : I have tried 3 reads with my 1st and 2nd grade students this week, once time in each class. I intend to use it more! At first, my students did not really know what to think, but by the end, they were so excited that they could come up with their own question. They asked a few different questions. Some of them made sense, some of them we worked on.
19:06:35 From e02228 to All panelists : I don't have a specific example, but I have just noticed that my students seem to be a little more excited when we use this.
19:06:38 From siefertc to All panelists : I shared this six times with kids in Jr High 7-8th grade and the kids were so excited that I had a hard time pacing them. I started with word problems involving students in our school that students knew. It was amazing.
19:06:39 From Christina Webster : For example they need to give me an expression that represents something, but along with that they tell me all the other basic and higher level questions they have enough information to solve or create an expression for.
19:06:40 From f202593 : Abigail: I have tried three reads working one:one with a sped student in the 4th grade math class. It has been amazing for that student. He now understands for the first time that it REALLY is a story and he can use a strategy that allows him to revise his story board representation as he moves along.
19:06:46 From Lila : I could download the Mac zipfile, not the other one. Ironically, I am logged in on a DELL. Maybe try both.
19:06:55 From Christina Webster : I also have my students work in groups for their 3-reads without me facilitating
19:06:58 From Elizabeth Ross : I have used numberless problems. I ask the kids what they want to ask…I have a few kids that keep asking for the numbers over and over
19:07:09 From Lisa Varner : I tried the 3 Reads for division stories where students had to interpret remainders. It was so helpful in leading students to understand what to do with the remainders.
19:07:14 From Pamela Helmich to All panelists : I have time set aside in my day to do at least one word problem day using the 3- read protocol. I start the year with problems that do not have a question. The students have to come up with questions they can ask with the given information— which is really hard for my students
19:07:20 From Luke McDonald to All panelists : High school students love being creative with with the mathematical questions during the 3rd read.
19:07:42 From Tennessee : I am on a MAC and had to download the PC folder. They must be reversed. It worked though!
19:08:01 From f167468 to All panelists : I have been using the 3-Reads with my class for the story problems in our text. They like knowing what’s going on in the story. They are getting better about reading it 3 times. Many of the problems have multiple steps, so it’s been beneficial.
19:08:06 From Sophia Armstrong to All panelists : We did numberless word problems and it worked really well with my first graders. I flopped when I tried the 3 reads, but after reading more about it, I wasn’t doing it right…luckily there’s always another chance to try again!
19:08:21 From Lila : I used mine with addition and subtraction. 1st grade just small numbers under 5. My kiddos are intervention. 2nd grade, I used numbers under 10. I wanted the kids to feel really comfortable manipulating the numbers since it was our first time.
19:08:41 From maryann.love : It took a bit of practice on my part to train my teacher brain. I am teaching kindergarten so I still feel story problems for some are over their heads. I have tried it with my 2nd grader and it was helpful.
19:08:51 From f202593 : The problems I’ve used three reads with so far involve multiplication and addition. He is drawing and labeling pictures. It has helped me to really relax and open up my mind to adjusting strategies in the middle of working on the problem.
19:09:09 From Sophia Armstrong to All panelists : I just didn’t follow the format! Doh!
19:09:39 From Erin Carriker to All panelists : numberless word problems are really fun for my class. even though they don’t always ‘get it’ practice again and again helps!!
19:10:27 From Elizabeth Ross : So I typed before that the kids kept asking for numbers.
19:10:27 From f202593 : Oh, I’ve tried using simpler numbers with my students before. Good reminder.
19:10:34 From Stephanie Richardson : I’ve used the numberless word problems, and have found the students are more engaged and interested in the content. They have also been coming up with wonders as we go along, and usually they end up asking the question I want them to answer.
19:11:00 From Elizabeth Ross : I like the idea of them using numbers they are more comfortable with
19:11:06 From Rafe : Hello everyone! I just got out of our staff meeting!!
19:12:26 From Lisa Varner : I used the Part Part Whole model extensively. I also use that model for Larger Smaller Difference (Comparison) problems.
19:13:26 From Catherine O'Neil to All panelists : I have a weather graph going in my room. I have the students tell me what they can learn from the graph. We have created some stories that could be answered by the graph.
19:13:41 From siefertc to All panelists : I used colors for addition and subtraction.
19:13:53 From Jennifer Bleicher : P.I.C.S. I have used P.I.C.S. in my intervention math class. Students are actually creating their own situation with digits provided for them. They understand why the concept is important when learning a mathematical concept.
19:18:00 From Elizabeth Ross : I was like huh? But them I started drawing and finding the fractional parts..
19:18:01 From Andrea Colvin : 48?
19:18:02 From Stephanie Richardson : I’m gong to say 48
19:18:03 From Tennessee : 48
19:18:11 From e02228 to All panelists : I think it is 48?
19:19:06 From Erin Carriker to All panelists : you work backwards right..
19:19:07 From Catherine O'Neil to All panelists : 24/3 = 8
19:19:27 From Christina Webster : Yep 48
19:19:31 From Erin Carriker to All panelists : oh hahah.... I’m late. this is why I teach first grade! ;)
19:19:48 From Sophia Armstrong to All panelists : I did a bar model
19:20:36 From Lisa Varner : #2?
19:20:39 From Stephanie Richardson : I’m missing some of the comments. Can we make sure that everyone has the “all panelists and attendees” clicked in the chat box?
19:20:41 From Michael Hanson : 2
19:20:47 From f202593 : I think #2
19:20:53 From Christina Webster : 2
19:20:54 From siefertc to All panelists : Charlaine 2
19:20:55 From Tennessee : 2
19:20:56 From kathleenkerkhoff to All panelists : 2
19:20:58 From Polly Rowell : 2
19:20:59 From Catherine O'Neil to All panelists : Number 2
19:21:05 From Jerry White Bethel : 2
19:22:32 From Erin Carriker to All panelists : 2
19:22:52 From f202593 : 8.1
19:22:57 From Chris : 8.2 liters?
19:23:04 From Michael Hanson : 8.1
19:23:05 From siefertc to All panelists : 8.1
19:23:11 From Christina Webster : 8.1
19:23:14 From Stephanie Richardson : 8.4 liters
19:23:18 From Jennifer Bleicher : 8.1
19:23:19 From Chris : sorry 8.1
19:23:22 From Andrea Colvin : 8.1
19:23:24 From Lila : 8.1
19:23:41 From kathleenkerkhoff to All panelists : sorry, this is moving really fast for me. I’m slow and methodical
19:23:46 From Michael Hanson : 7
19:23:58 From Tennessee : 7
19:24:00 From siefertc to All panelists : 7
19:24:03 From f202593 : 7
19:24:03 From Elizabeth Ross : Well I’m still lost solving the problem
19:24:12 From kathleenkerkhoff to All panelists : 7
19:24:13 From f167468 to All panelists : 7
19:24:17 From e02228 to All panelists : 7.5
19:24:19 From Luke McDonald to All panelists : 7 - thinking about part-part or part-whole relationships
19:25:55 From Elizabeth Ross : I guess there is where 3 reads could help as I thought the 4/5 was equal to 40.5
19:27:24 From Sophia Armstrong to All panelists : 30!
19:27:32 From Catherine O'Neil to All panelists : 30
19:27:39 From Sophia Armstrong to All panelists : Then 55?
19:28:49 From Sophia Armstrong to All panelists : We’re using square numbers!
19:28:51 From f167468 to All panelists : 21 ?
19:28:59 From Christina Webster : 4 X 4…28?
19:29:03 From f202593 : 21 as long as the squares aren’t allowed to overlap?
19:29:25 From Erin Carriker to All panelists : 24
19:29:42 From Christina Webster : 30?
19:29:44 From Max Pananen : 30?
19:29:54 From kathleenkerkhoff to All panelists : 26?
19:30:15 From Tennessee : 30
19:30:18 From Chris : 30
19:30:18 From Andrea Colvin : `square numbers
19:30:22 From Polly Rowell : 30
19:31:32 From Polly Rowell : 7
19:31:34 From Lisa Varner : #7 Look for patterns
19:31:38 From f202593 : 7
19:31:41 From Sophia Armstrong to All panelists : Patterns!
19:31:41 From Michael Hanson : 7
19:31:42 From Lila : I think 2 or 7
19:31:42 From Christina Webster : 8
19:31:42 From maryann.love : 7
19:31:44 From kathleenkerkhoff to All panelists : 7
19:31:45 From Tennessee : 8
19:31:46 From Erin Carriker to All panelists : 7
19:31:48 From Stephanie Richardson : 8
19:31:48 From siefertc to All panelists : 8
19:31:52 From Tennessee : Repeated calculations?
19:31:52 From f167468 to All panelists : 7
19:31:54 From Catherine O'Neil to All panelists : 8
19:31:54 From Polly Rowell : 8
19:33:24 From Elizabeth Ross : 5 8
19:33:30 From Lisa Varner : 4, 7
19:33:32 From siefertc to All panelists : 6,2
19:33:32 From Michael Hanson : 4,7
19:33:36 From Stephanie Richardson : 1,4
19:33:37 From Andrea Colvin : s=0 t=3
19:33:39 From Jennifer Bleicher : 4,7
19:33:40 From Polly Rowell : 0, 3
19:33:41 From Lila : 1, 4
19:33:42 From Erin Carriker to All panelists : 4, 7
19:33:45 From Sophia Armstrong to All panelists : 0,3……1,4…..2,5……3,6
19:33:50 From e02228 to All panelists : 1, 4
19:33:56 From maryann.love : 1, 4
19:34:01 From f202593 : As soon as you get high enough to add to 10
19:34:06 From Tennessee : you’re adding 3 to the triangle number
19:34:09 From Sophia Armstrong to All panelists : Square is 3 more than triangle
19:34:10 From Tennessee : ?
19:34:11 From maryann.love : adding 3
19:34:15 From Erin Carriker to All panelists : odd and even
19:34:17 From f167468 to All panelists : Numbers with a difference of 3
19:34:17 From Elizabeth Ross : Difference of 3 between them
19:34:21 From e02228 to All panelists : even odd
19:34:35 From Sophia Armstrong to All panelists : 10 is 3 more than 7
19:34:40 From Christina Webster : Because one side had 10 and the other only has 7
19:34:40 From Lisa Varner : because 10 is 3 more than 7
19:34:44 From Erin Carriker to All panelists : because you’re adding four
19:34:56 From Elizabeth Ross : as the square increases by 1, the triangle increases by 1
19:35:39 From Christina Webster : 7
19:35:47 From Polly Rowell : 7
19:35:50 From Erin Carriker to All panelists : 7... seeing patterns
19:35:52 From Christina Webster : How is one side related to the other
19:35:56 From f202593 : 8
19:36:00 From Michael Hanson : 2
19:36:01 From kathleenkerkhoff to All panelists : 7, 8
19:36:03 From siefertc to All panelists : 7, patterns of structure
19:36:03 From Stephanie Richardson : It seems like a little of all because we have to reason with numbers, know how equations work, and explore patterns that would help us find more possible answers.
19:36:03 From f202593 : 7 also
19:36:06 From Lisa Varner : 8
19:36:07 From Tennessee : 7
19:36:10 From Andrea Colvin : 2
19:36:17 From Elizabeth Ross : 7
19:37:24 From Polly Rowell : I wouldn't have seen the pattern if others hadn't been contributing.
19:37:25 From f202593 : It’s funny that I originally thought the number we were replacing the square and triangle with had to be the same.
19:38:13 From Elizabeth Ross : I wondered if the number should be the same also!
19:40:25 From f202593 : Ask what is changing and what is staying the same
19:40:32 From Stephanie Richardson : It seems we would need to have more than one problem and/or scenario so students could see a pattern in their answers
19:40:41 From Christina Webster : Come up with a way to solve this problem that we could apply/use for a similar problem
19:40:49 From Elizabeth Ross : So make the 19 a 20 and the 15 a 14 to do mental math?
19:41:01 From Tennessee : I was thinking that too. Add more depth
19:42:05 From Tennessee : What about if they were to trade a certain number of cars, how many did they leave with
19:42:20 From Catherine O'Neil to All panelists : Can you find a short cut? Eduardo has 15 as well as Erica. But he also has 4 more. Double 15 and add 4 more.
19:42:54 From f202593 : There’s a fun strategy for mental math called pretend-a-ten too
19:43:15 From Erin Carriker to All panelists : friendly tens...
19:46:08 From f202593 : Finding a shortcut
19:46:08 From Stephanie Richardson : Again, we’d need another question/problem
19:46:26 From f202593 : #8…finding a shortcut
19:46:36 From Christina Webster : What changes as we stack the cones? I.E. what part grows the stack and what part is hidden as we stack it.
19:46:51 From Max Pananen : Yes to the shortcut, recognize there will be nesting
19:46:53 From Polly Rowell : Break it down into smaller groups.
19:47:28 From siefertc to All panelists : If they are stacked, what happens to the part of the cone that is the "hold"?
19:47:41 From Catherine O'Neil to All panelists : Students may need to see similar items stacked together. To understand what happens when they are stacked.
19:48:52 From Elizabeth Ross : I totally didn’t think of the bottom part not having a value when they were stacked/nested in each other!
19:49:09 From Lila : I didn't think of that either!
19:49:10 From Stephanie Richardson : Ask them to draw a model or picture to prove their thinking
19:49:27 From Tennessee : Creating a formula to solve?
19:50:02 From f202593 : Physical modeling
19:50:30 From Erin Carriker to All panelists : model model model
19:50:43 From Sophia Armstrong to All panelists : nope
19:50:45 From Tennessee : no
19:50:49 From Elizabeth Ross : no
19:50:50 From f202593 : No
19:50:53 From Lila : no
19:50:57 From Erin Carriker to All panelists : no
19:51:07 From Sophia Armstrong to All panelists : twice as tall, minus 5.1cm
19:51:07 From Catherine O'Neil to All panelists : No = because the bottom cone is not counted twice.
19:53:21 From Diana Kurka : This is one of the options for the discussion questions for this webinar if you are taking the webinar for credit.
19:54:31 From Erin Carriker to All panelists : ooh awesome ok
19:56:04 From Catherine O'Neil to All panelists : Thank you Diana
19:56:16 From e02228 to All panelists : Sorry, just now rejoining as we lost connection.
19:57:35 From Rafe : They will need to read A very carefully
19:57:41 From Andrea Colvin : Who can drive the van?
19:58:10 From Michael Hanson : what strategies might you try?
19:58:12 From Chris : how many people total with 3 reads
19:58:18 From Elizabeth Ross : Do you really have to do any division?
19:58:29 From Tennessee : Does each van need to be full with people
19:58:30 From Tennessee : ?
19:58:38 From Lisa Varner : What representation or graphic organizer can help you model the problem?
19:58:42 From Tennessee : I was just thinking about the remainder
19:58:46 From Rafe : They could draw a picture
19:58:51 From kathleenkerkhoff to All panelists : Read, draw, write
19:58:51 From Erin Carriker to All panelists : remainder?!
19:59:25 From Lisa Varner : How can you represent the problem with symbols and numbers? What is your division problem?
19:59:26 From Tennessee : Tie them to the roof
19:59:27 From Tennessee : LOL
19:59:33 From Lisa Varner : What do you do with the extra people?
19:59:39 From Sophia Armstrong to All panelists : What a solution!
19:59:48 From e02228 : How could I represent this problem using symbols?
20:00:25 From Lisa Varner : What representation or graphic organizer can help you model this problem?
20:00:27 From f202593 : How can you use a bar model or part-part whole model to show this problem?
20:00:35 From Catherine O'Neil to All panelists : Can you draw a picture?
20:00:37 From Stephanie Richardson : How many different ways can you solve the problem? Are any of your strategies like others’?
20:01:00 From siefertc to All panelists : What do you know about .5? Draw
20:01:05 From Christina Webster : I would ask my students where they might see this in the real world? Create a situation where you might find this problem.
20:01:10 From Lisa Varner : Can you write a story to match this problem?
20:01:13 From f202593 : Could you use more than one kind of math operation to solve this?
20:01:53 From Polly Rowell : What generalization can you make based on your solving of the problem?
20:02:00 From Elizabeth Ross : I was thinking breaking apart 1.5 or rounding to 2 and then subtracting. So solving the problem in another way
20:02:13 From f202593 : Through your class, I have been reminded that all math tells a story.
20:02:38 From Elizabeth Ross : Patterns! LOL
20:02:49 From f202593 : Just because you don’t have an assignment for the number, it’s still telling a story.
20:03:21 From f202593 : This makes math so much more exciting!
20:06:11 From Lisa Varner : What pattern do you notice?
20:06:23 From f202593 : When might you use this rule/pattern?
20:07:07 From Catherine O'Neil to All panelists : If the pattern continue in a straight line, what is the perimeter? Can the shapes be stacked? How would the perimeter change?
20:07:25 From Michael Hanson : why is this important to the problem?
20:08:27 From Elizabeth Ross : I want to pull out cubes!
20:09:18 From Erin Carriker to All panelists : manipulative for sure
20:09:45 From Lisa Varner : How can you use the pattern to figure out the answer without using blocks?
20:10:23 From Christina Webster : For my middle schoolers, I’d love to give them pattern blocks to use, but not enough of them. So they get 6 of them but they can use those 6 to try and expand and envision what happens with that perimeter.
20:10:27 From f202593 : Can you think of a time when the rule wouldn’t work?
20:10:44 From Stephanie Richardson : That’s a great idea, Christina!
20:12:34 From Lila : That would be a really fun problem for my 2nd grade intervention class!
20:13:53 From Michael Hanson : 8
20:13:53 From Christina Webster : They’re identifying the pattern for sure
20:14:07 From Erin Carriker to All panelists : 8
20:14:10 From Elizabeth Ross : Using easy numbers to set markers… 8
20:14:22 From f202593 : 2
20:14:24 From Andrea Colvin : 2
20:14:27 From Christina Webster : 7
20:14:27 From e02228 : 2
20:14:29 From kathleenkerkhoff to All panelists : 2
20:14:31 From Michael Hanson : 2
20:14:31 From Stephanie Richardson : 2
20:14:40 From Christina Webster : …2
20:15:06 From Sophia Armstrong to All panelists : That’s what I did!
20:15:06 From Erin Carriker to All panelists : it’s funny what I think it might be is so different than kids see it sometimes!
20:15:08 From f202593 : 7
20:15:10 From Andrea Colvin : 7
20:15:12 From Stephanie Richardson : 7
20:15:12 From e02228 : 7
20:17:16 From Michael Hanson : This has been really great! At first, I was struggling and wondering if I was going to get it. I am in district administration and do not teach a class. I am feeling much more confident!
20:17:20 From Stephanie Richardson : Enhancing these tasks will mean that students are doing fewer problems…but in much more meaningful ways.
20:17:22 From f202593 : I’m so excited about how much more I am using my imagination and playing while I am working on math with my students now.
20:18:07 From Jennifer Bay Williams to All panelists : Yes, Stephanie!!! That is it…a great example of less is more!
20:18:22 From Erin Carriker to All panelists : thanks!!
20:18:37 From Jennifer Bay Williams to All panelists : Love the comment f202593...bringing creativity to math!
20:19:08 From Jennifer Bay Williams to All panelists : Michael-love having administrators and so glad you kept solving the tasks!
20:19:38 From Diana Kurka : dkurka@alaskaasca.org
20:20:31 From Lila : Thank you so much! I love all the new ideas and how much we are opening students' minds by allowing them to build their own questions.
20:22:21 From Max Pananen : I like this type of approach to math as it focuses initially less on numbers and more on teaching critical thinking and problem solving skills. Once a student finds a way of thinking the makes sense to them they can solve almost any problem.
20:23:06 From Jennifer Bay Williams to All panelists : Yes! Exactly - critical thinking!
20:23:32 From Jennifer Bay Williams to All panelists : Thanks, Lila!
20:25:49 From f167468 to All panelists : THANKS for all the effort and great discussions everyone. Lots of ideas and different ways of thinking.
20:26:48 From Christina Webster : Thanks for the heads up!
20:27:18 From kathleenkerkhoff to All panelists : Thank you!
20:27:56 From f202593 : Thank you! Wonderful!