Basically... @Jstevens009 of @TableTalkMath us all about finding math in all the places and helping parents and teachers have great convos about math with kids. Check it out! #IDedchat
In reply to
@averyteach, @TableTalkMath, @Jstevens009, @TableTalkMath
A1: Being a 5th Grade teacher the Power of 10 is everything for us with place value, fractions, etc...I try to link it to real-world situations as much as I possibly can. #Idedchat
R1: today I was retracting Punnet Squares with my Ss. In dihybrid crosses, there are patterns created in the chart that help with identifying genotypes. #IDedchat
Money really helps to reinforce this idea, Measurement, in metrics, also really helps. I try to get my students to come up with this on their own, it's great to hear them argue with each other too. #Idedchat
A1: We repeatedly notice & talk about the patterns we hear and see in numbers & verbal counting. Right now we're noticing the patterns in numbers after 100. #idedchat
Basically... @Jstevens009 of @TableTalkMath us all about finding math in all the places and helping parents and teachers have great convos about math with kids. Check it out! #IDedchat
In reply to
@averyteach, @TableTalkMath, @Jstevens009, @TableTalkMath
R1: today I was retracting Punnet Squares with my Ss. In dihybrid crosses, there are patterns created in the chart that help with identifying genotypes. #IDedchat
A1: Start by noticing small patterns - I like to point out patterns in their own choices in clothes - they’ll starting noticing if you do it often enough #IDedchat
Q2: So the actual MP #7 is "Look for and make use of structure". Patterns are a part of this - how do you teach Ss to notice/discover structure in your content? #IDedchat
A2: I've been working to teach trust during math. Some kids don't trust that a full ten frame is 10, that 6 always comes after 5, etc. Trust supports structure and number sense. #idedchat
A2 #IDedchat Since I work with many kids for 3 years, structure becomes very important. The structure of pre-writing, drafting, revising, & publishing is one that comes to mind.
Many young ones want to count everything, even five fingers on one hand. They don't trust that there are always five there. With the help of subtilizing and intentional teaching, they can learn to trust the predictability of numbers. #idedchat
I learned that concept from @SteveWyborney at P20 a couple years ago... When Ss can begin to see those patterns and structure.. math can definitely make more sense! #IDedchat
R3: I have students model their knowledge in my class through writing instructions or creating an explanation on video (@Flipgrid or @WeVideo). Patterns and model building need the collaboration and curation piece. #IDedchat
A2: Asking students to make connections is a very powerful strategy for pattern recognition. How doe this show up here? How do you see this idea in the previous answer. #IDedchat
R2: I taught a class called Integrated Chemistry and Physics. Many things in my physics semester related directly to algebra 1. I would collaborate with those teachers to help reinforce these concepts. Math scores increased for our Ss due to this. #IDedchat
A3ish #IDedchat Modeling thinking is very difficult for some of my most advanced students. We do a lot of work with math mainpulatives so they have to model.
When Ss can explain and create their ability to EXPLAIN to one another or an authentic audience, it helps reinforce the modeling of ANY topic. When a student “who gets it” works with their peers on a topic, that creates buy-in from Ss. #IDedchat
I think it comes from prizing the "right" answer over the work it took to get there. Advanced students are used to getting right answers easily & quickly. #IDedchat
Q4: Mathematical Practice 3: Construct viable arguments and critique the reasoning of others. How do you encourage and support Ss to construct arguments and critique others? #IDedchat
Yes - There is a definite strenght in precision to work with these students...but they struggle with the idea that there may be more than one right answer. #IDedchat
You can give a superficial knowledge of facts or you can create an in depth explanation of knowledge through writing, creating, collaborating, curating. I’d rather have Ss that know something really deep than one that has superficial knowledge of many things. #IDedchat
Love this! I also teach my students how to "politely disagree" with each other because I sometimes will ask one to demonstrate a probelm incorrectly on purpose. #IDedchat
Love this! I also teach my students how to "politely disagree" with each other because I sometimes will ask one to demonstrate a probelm incorrectly on purpose. #IDedchat
A4 #IDedchat Our @mywriteabout page has been a great place for students to construct arguments & critique in the form of comments. 4th graders just posted some book reviews https://t.co/thxi3KgCvr
R4: just started talking about evolution today in class. Measured the flight of paper airplanes made with no direction today. WHY did some go further than others? HOW does this relate to traits seen in plants and animals? WHAT happens IF things aren’t modified? #IDedchat
A4 have them share ideas and strategies through things like number talks-when students present a strategy to others they own it & it becomes part of the classroom toolbox #IDedchat
Q4: Mathematical Practice 3: Construct viable arguments and critique the reasoning of others. How do you encourage and support Ss to construct arguments and critique others? #IDedchat
R4: just started talking about evolution today in class. Measured the flight of paper airplanes made with no direction today. WHY did some go further than others? HOW does this relate to traits seen in plants and animals? WHAT happens IF things aren’t modified? #IDedchat
Q5: Mathematical Practice #5 - Use appropriate tools strategically. How do we teach students how to do this in math and other content areas (Ts need to do this too) #IDedchat :-)
so important that we provide structures for students to engage. Just cuz we ask kids to "turn and talk" doesn't always mean they know what to say #idedchat
A5: I'm trying to focus on sense, rather than strategies. Without number sense, the strategies are useless. With sense, the user can use a strategy strategically. #idedchat
A5 know which tool you need to use & why-just cuz its new and shinny doesn't mean its the right tool-have a purpose & teach them to use it-also show how tools cross curriculum #idedchat
Q5: Mathematical Practice #5 - Use appropriate tools strategically. How do we teach students how to do this in math and other content areas (Ts need to do this too) #IDedchat :-)
A5 #IDedchat I'm lucky to have a classroom set of Chromebooks. My new students are shocked when we don't use them every day. They aren't always the right strategic choice.
R5: sometimes it’s good to allow our Ss to experiment with tools because they can be innovative with their own learning by “tinkering” around. #IDedchat
First day of school and then through-out we discuss how people will disagree and ways to have the debate without being rude. I display speaking points in class that they can use...example "I politely disagree with you, but can you explain your thinking" #IDedchat
We are 1:1 in my district with Chromebooks. I’m constantly looking for new tools my Ss can use. Some Ss use tools in one class that they can use in mine. Experiment and allow flexible boundaries. #IDedchat
A5.2 #IDedchat My 3rd graders are having book clubs & sharing ideas on @padlet
After the 1st week, we had to put Chromebooks away at discussion time: face to face interaction is the appropriate tool at that time.
R6: Redos and do-overs. I allow my Ss to turn in late work and make corrections for credit. You put forward the work and effort, you will get the grade. It’s different than what most Ts do. I want my Ss to KNOW content when they leave me. #IDedchat
A6 This is a must across curriculum-starts with creating challenging tasks for students that have that right amount of hard but still are attainable-think video games-you don't clear the level on first try but can't be unattainable-create balance #IDedchat
A6: We make not getting "YET" ok! I tell the Ss that working hard is more important that correct answers sometimes and I reward hard work more than "correctness" all the time. #IDedchat
