Welcome to the combined #OregonMathChat#mtedchat
Thanks for coming!
Please introduce yourself with your name, role, location - AND your estimate for the length of the string.
Welcome! It's time for the combined #OregonMathChat#mtedchat
Please introduce yourself with your name, role, location - AND your estimate for the length of the string.
Welcome to the combined #OregonMathChat#mtedchat
Thanks for coming!
Please introduce yourself with your name, role, location - AND your estimate for the length of the string.
Welcome to the combined #OregonMathChat#mtedchat
Thanks for coming!
Please introduce yourself with your name, role, location - AND your estimate for the length of the string.
Welcome! It's time for the combined #OregonMathChat#mtedchat
Please introduce yourself with your name, role, location - AND your estimate for the length of the string.
Hello, Rodney, Virtual Educator, NJ.
20 in long.
The string does not go the right of the die and then around it. It does go around the pencil.
#mtedchat
Welcome to the combined #OregonMathChat#mtedchat
Thanks for coming!
Please introduce yourself with your name, role, location - AND your estimate for the length of the string.
A2 I could subtract 3 from 10.
I could add 3 + __ = 10
I could count by 3's (and I would need 1 extra)
I could think of 5+5... to 4+6... to 3+7
#mtedchat#oregonmathchat
A2:
1) Look at number in top right, then the dots that are visible. 10-3=7
2) Estimate the placement of the dots around and under the splat. Subtract invisible from 10 =3
3) No more ideas.
#mtedchat#oregonmathchat
I've made a few more since then. I have a splat in motion where the dots move, and some splat ladders that are pretty fun as well.
#mtedchat#oregonmathchat
A2: 3 +___=10- 3 you can see + missing number + number in the box; 10-3=___- Number in the box - 3 you can see; and ___+ 3 = 10 missing number + 3 you can see equals number in the box. #mtedchat#oregonmathchat
If the number in the box was a
6... they would each have 0
9... they would each have 1
12... they would each have 2
15... they would each have 3
18... they would each have 4
21... they would each have 5
#mtedchat#oregonmathchat
Today was a crazy day. I’m hanging out with family tonight and don’t think my mind is in a math state but I’m definitely going to read through these later! Also, I love splat!! #mtedchat
There are 7 outside.
If I double it... 14
trip it... 21
From 21, I need 4 more to reach 25.
I think two 3's, two 4's, and an extra 4.
#mtedchat#OregonMathChat
I'll team up with you to find a 2nd way (and correct a typo while I'm at it)...
There are 7 outside.
If I double it... 14
triple it... 21
From 21, I need 4 more to reach 25.
I think two 3's, two 4's, and an extra 4.
#oregonmathchat#mtedchat
I've found 2, but I haven't thought of more beyond that. Since I wrote it, you would expect that I'd know all of the splat answers. It's just that I wrote so many splat slides that it makes it easy to revisit them.
#oregonmathchat#mtedchat
A5:
Asking that question pushes the questionee to think beyond what they can easily spit out.
You want them to cough up more and that requires effort.
Like clearing the nose or throat.
#imnotsick#mtedchat#oregonmathchat
Often - very often - it is in the how else that we solve the problems in life. Rarely does the first iteration solve the problem or stand as the most useful approach. #oregonmathchat#mtedchat
Absolutely! When I taught elementary math, I certainly had them show multiple strategies and talk through them. That lead to many light bulbs coming on and others getting brighter. #mtedchat#oregonmathchat
Q5: It also provides times for those students who need more time, to come up with a solution. That you don't have to be fast at math.
#oregonmathchat#mtedchat
And those who think of multiple options and can express them the fastest and are concise are considered the best thinkers. However, that is not always the case.
#waitforthequietones#mtedchat#oregonmathchat
A5) Because there are many skills used to solve the problem. Getting the answer is not the most important always. It's the process! #mtedchat#ormathchat
That's right. The fastest ideas are not necessarily the best ones. There are many, many amazing ideas that are unheard. If we can wait - and hear them - we can open up so many opportunities for everyone in the classroom. #oregonmathchat#mtedchat
A6:
I know that there needs to be one more (.25) to make a whole. Then there is 2. SInce there are 4 wholes, there are 2 more under the splat.
(1+.75)+(2+.25)=4
#mtedchat#oregonmathchat
A6: I see one whole and 3/4; Using a counting on strategy one and three-fourths plus one-forth is two..three..four... 2 1/4 is the total beneath the Splat.
"OregonMathChat #mtedchat
I'm just going to go ahead and decompose that whole (blue) dot into four quarters. And the number four up in the corner is = 16 fourths. So now I have 16 fourths and I can see 7 of them.
#oregonmathchat#mtedchat
A7) I think...that there are 4 and 3/4 hidden under each splat. Total under splats is 14.25. 4x3=12 leaving 2 and 1/4 left over. Divide this by 3=3/4 so four wholes and 3/4 under each splat #mtedchat#oregonmathchat
A6: I see one whole and 3/4; Using a counting on strategy one and three-fourths plus one-forth is two..three..four... 2 1/4 is the total beneath the Splat.
#oregonmathchat#mtedchat
Your Splats open the door for so many more students than typical problems students see such as 4-1 3/4...etc. Thank you for creating them and sharing them with us all to engage ALL our students in a high level of mathematical discourse.
#oregonmathchat#mtedchat
Thank you @SteveWyborney For being such an incredible collaborator these last couple of weeks. I look forward to more of these dual chat opportunities! #MTedchat#OregonMathChat
