Elementary math chat is a weekly math chat where participants come to discuss best practices, examine student work, explore routines for reasoning and research that guides and supports pedagogy centered on problem and student based learning.
Hello! I’m Madison Valley and I am a preservice teacher at Concordia College in Moorhead, MN studying Elementary education and minoring in SPED. My elementary methods class is planning to wear group costumes to class on Halloween, but we haven’t chosen one yet! #ElemMathChat
I'm Annie, near Philly. I work with all sorts of folks to make sense-making more a part of their math experience. I'm going as a bluegrass bass player (meaning I have a jam that night, and I am a holiday party pooper). #ElemMathChat
Lori from MO, K-5 math interventionist. I was told I should be a math teacher for Halloween: long skirt, thing to hold pencils on my shirt and need looking stuff via 2nd grader #ElemMathChat
Hi my name is Yvonne Lee. I am an elementary education at Concordia college in Moorhead, MN. I haven’t picked out a costume yet but my methods class might go as Snow White and the 7 dwarves #ElemMathChat#CCED334
Hi! My name is Hannah Voigt and I am a senior elementary education major at Concordia College in Moorhead MN. I have yet to finalize my Halloween costume, but my methods class might go as Snow White and the Seven Dwarves. #Elemmathchat#CCED334
@MFAnnie Hi everyone, my name is Shelby Gelinske, and I’m an elementary education major at Concordia College in Moorhead, MN! Our methods class has talked about being Snow White and the 7 dwarfs #elemmathchat#CCED334
#ElemMathChat Hi, My name is Karla, I am from Honduras, currently am getting my PhD degree in Math Education at University of Wyoming. I have taught Math in elementary schools in my country and I have work in professional development.
I am melynee in Claremore Oklahoma I teach 6th through 8th grade math I have so many costumes I don't know what I'm going as! Maybe I'll be a hippie chick!#ElemMathChat
Hi, Laurel from @SAU88LebNH currently student teaching in middle school math #elemmathchat
no costume, but I've designed some #3dprinted earrings to wear
A1 Notice nice weather, apple trees & lots of other plans, she says total of 17 apples
Wonder what kind of apples? How many apples on each tree?
How long has she been growing the trees?
#ElemMathChat
A1. This video made me wonder about the many different tasks students could do with this scenario. It is a open-ended task, so students would be able to find many solutions to the “problem”. There are many different ways apples could grow on those trees. #ElemMathChat#CCED334
I thought that this video or scenario could create many different tasks for students to answer. You could pose an open- ended task and you could see their thinking and various responses #ElemMathChat#CCED334
A1) I noticed she counted all of her trees and noticed which one was smallest and largest. I also noticed there was only 1 apple on one tree. I wonder if the size of the tree effects the amount of apples #CCED334#ElemMathChat
@MFAnnie A1: The video made me wonder about the many possibilities of differentiated instruction you could do with it. It’s an open task, which allows students of several abilities to process the scenarios in different ways #ElemMathChat#CCED334
A1 She pointed out the smallest tree but I notice that it didn’t have the least number of apples. I wonder if the tallest tree has the most. I feel like I need to watch again #NoticeWonder#ElemMathChat
A1) One thing that I like about this video is that it is very open-ended. There are many different things you can do because no one specific question was asked in the video #ElemMathChat#CCED334
A1: I noticed there were different amounts of sunlight on different trees. I wonder if that makes a difference how many apples grow on them? I wonder if any of the 6 apple trees are dead and therefore no apples are on them? #elemmathchat
I noticed that 17 is a prime number but if we take off that one apple from that tree that just has one for now using 16 and that's a much friendlier number to share apples among the remaining trees #ElemMathChat
A1: They are bigger but I've lost one of the trees. Bumper crop last year, way more than 17. ( I think I could've made 17 pies last year). Not so many this year. #elemmathchat
I am thinking that a few people missed the fact that there is a different number of apples on each of @MrsPollardprime's trees. (That's going to matter.) #ElemMathChat
A2) tree 1 has 0 apples, tree 2has 1 apple, tree 3 has 2 apples, tree 4 has 3 apples, tree 5 has 5 apples, and tree 6 has 6 apples #CCED334#ElemMathChat
I started with 1,2,3,4,5, and realized 6 wouldn't work - so went to zero on the last tree - and added two more apples to the tree with 5 to make 7 apples. You?
#ElemMathChat
A3: I noticed that the student drew a pic to help him understand the problem. I wonder if he sent it to the mentor but we can't see it... #elemmathchat
A2. The smallest tree does not have any apples. The largest tree has 7 apples. One tree has 1 apple. One tree has 2 apples. One tree has 3 apples. And one tree has 4 apples. #CCED334#ElemMathChat
@MFAnnie A3: I did the same thought process! I too drew a picture and noticed there was 2 trees with the same number of apples so then I changed a tree to have zero apples instead #ElemMathChat#CCED334
Since I had already used 15 apples, I knew that the last tree could not have 6 apples.
Later I found a diff solution with 6 apples.
I noticed that in both solutions there was 11 between 2 trees (4+7 and 5+6)
#ElemMathChat
A3. I notice that the student had the same thought process as I. I was confused about needing to have a different number of apples on each tree. #ElemMathChat#CCED334
I used 1,2,3,4,5 and stopped to find my sim up to that point. I had 7 left and couldn’t decompose 7 in any other way than 0 and 7 without repeating #elemmathchat
A3) When I first started the problem, I forgot that each tree had a different number of apples. After I had this knowledge, it was clearer for me to make my picture. However, I also wondered if a tree could have zero apples #ElemMathChat#CCED334
This student’s thinking process was similar to to mine because I wondered if there could be a tree with no apples. Then when I tried out that solution it worked; however, I got a different answer. #ElemMathChat
I notice I am so tired I am making a ton of mistakes in my math. I wonder if these kind of mistakes cause synapses to fire or if synapses are to tired to even spark! I'm over here not giving up though! #ElemMathChat
A1: I notice that there isn’t really an orchard. There are 6 trees with a different # of apples. There are 17 apples. No tree has the same number of apples. #elemmathchat
Q4? I wonder what isn’t helpful about the second response. Maybe that Jamir might not really feel like there’s a reason to think more about the problem? #elemmathchat
Just did it on my first assessment this year and #noticed so much more about my Ss and the assessment #wonder what the P feedback is though ... #ElemMathChat
#ElemMathChat I notice that students use two different combination of numbers to get 17, however they could realize they can use other combinations of numbers.
We didn't make any last year, but I've got some of the stars in my 7th & 8th grade classes this fall. It's fun to reconnect with "Charlene's Closet" and #EatingGrapes girls. #elemmathchat
In reply to
@maxrayriek, @SK_goldberg36, @MFAnnie, @eileenhogan62
A5. I would encourage the student to draw a picture of the apples trees to show his original answer. I would then ask if I could move one of the apples to another tree and still have a different number of apples on each tree. #ElemMathChat#CCED334
Q5 I notice that the mentor didn’t really show that she noticed anything about Jamir’s second attempt. I wonder if more specific noticing would help #elemmathchat
Q5 I wonder if she noticed that Jamir kept 5 numbers the same and changed 1, and shared that with Jamir, if that would give them both more to think about? #elemmathchat
A5) One big thing I would change is I would ask Jamir to show his understanding using a visual. Once Jamir can visualize his solution, he can see where he can move apples around to still make the problem work #ElemMathChat#CCED334
Q5 like “I noticed you kept 0,1,2,3, and 5 the same and changed 6 to 10 and it didn’t work. And you said it would never work. I’m not sure why. Can you convince me that if you only change one tree you can’t get 17 apples with different numbers?” #elemmathchat
Yea, I wonder if she's really thinking about his thinking, or trying to learn more about his thinking. Is she really paying attention? Can't believe that wouldn't change his engagement. #ElemMathChat
Which is another way of saying just keep thinking about the parts you want to and ignore the others. You make your own Twitter chat, for sure! #ElemMathChat
@MFAnnie A5: I would provide the student with manipulatives, and encourage them to move around the pieces to test if they can represent the problem using different numbers #ElemMathChat#CCED334
Ooh that’s interesting! I focused on his logic and exploring that more, and you asked him for a strategy that might change his logic. I can see both having a potential to inspire more work, and both possibly ending with “nah I already tried it” because kids ;) #ElemMathChat
A6: I noticed you explained your thinking process in great detail using words and numerals. I wonder if you could show your thinking process visually with a representation? #elemmathchat
Yes! The mentor should first acknowledge that the student used a good strategy to organize his thoughts before asking him to find a new way. #ElemMathChat#CCED334
Since I’m just a guest and not a moderator I get to be controversial: I’m not convinced Jamir needs manipulatives. He might need them to change his strategy but I think he could make his current strategy work without manipulatives. Maybe. #elemMathChat
A6 I notice you used the guess and check method for problem solving very efficiently. I wonder if you can now identify why some numbers you tried did not work and why the ones that worked did so. #ElemMathChat
His list did seem less than organized. Large, small, large... Could be more organized/ strategic. Prove no other solution #ElemMathChat
He might need to talk it out with a partner.
Ofcourse I'm being overly dramatic butcomic relief aside, does anyone else feel like data mining monopolizes too much of our time as educators? #elemmathchat
I LOVE doing math! I love making myself think like I want my students to so they can leave me in the dust some day! This is the latest happy dance one of my kidoos let me have! https://t.co/1MGbvpMCtF#elemmathchat
I wondered if he WAS that unorganized, or if that's being transcribed from some sort of organized picture (like with trees). I'd for sure ask him how he decided on those numbers. #ElemMathChat
A7: Thanks for a great chat! I NOTICED that I don't use this type of feedback enough, and I WONDER if I can make it a goal for next week to use it more! #elemmathchat
I wonder if the numbers he chose were based on ease of adding? (Familiar facts) Or maybe small then large trying to keep the total balanced? #ElemMathChat#noticewonder
A7: Thanks for a great chat! I NOTICED that I don't use this type of feedback enough, and I WONDER if I can make it a goal for next week to use it more! #elemmathchat
A7: The structure of N/W feedback gives way to validating & extending thinking (e.g., reasoning, making con.). Also, if I use N/W in my feedback in Gr. 1, I bet that would act as a great model for my Ss & maybe prompt them to use it when talking about their thinking #elemmathchat
