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.
Hi everyone! I am so glad you are here tonight. I’m really looking forward to starting the new year with all of you. Let’s introduce ourselves. What’s your name? Where do you live? Describe a time your students surprised you in math class. #ElemMathChat
Welcome to 2019 #ElemMathChat friends! So pumped that @csarahj is leading the first chat of the new year! I hope each of you has been enjoying your break!
Hi Friends! Melynee in Claremore, OK. My students surprise me on a regular basis!I LOVE when they intrinsically connect a new concept with one we have learned! I was surprised this school year when one of my 7th graders completed the Four 4's task in 1 class period! #ElemMathChat
Tonight, we are going to ground our conversation in the NCTM recommended teaching practice, Elicit and Use Evidence of Students Thinking. #elemmathchat
Hi! Molly, K-5 Math Coach in Mass
The time(s) students surprised me is whenever we start with a #noticewonder to intro a task or game....they always come up with such great notices and wonders!
#ElemMathChat
Hi! Rachel here, K-5 Math Coach from Ohio. I love when a student gives me a strategy different from others, and is proud to share it with me! #ElemMathChat
Hi! Margie from PA
Math Coach
My students surprised me when they interviewed several flooring companies to get the best deal for our faculty lounge according to their measurements, went to the board and got the contract all from their own math work and dealings #elemmathchat
I love when I notice my students utilizing #noticewonder in small groups and are unprompted to do so! Wowza! They are becoming even more amazing! #ElemMathChat
Hi! I'm Christina... one of the math consultants/coaches @HamiltonCoESC in Cincinnati, Ohio... Ss amaze me EVERY time I do a #numbertalk... I love learning alongside Ss #ElemMathChat
I'm Tracy & from VA. Recently a student surprised me by sharing a strategy for turning any number into a palindrome. I had never seen that before! #ElemMathChat
Dave from Middletown NY. I'm surprised this year in how into division my kids are. Usually just the word division shoots fear into their hearts. I think they like our document camera. #Elemmathchat
Good morning! I teach 1st grade at an American school in Japan. A student's noticing surprised me when we were looking at the Fibonacci sequence and she noticed the numbers in the sequence are odd, odd, even, odd, odd, even . . . #elemmathchat
Scott Geisler, working on my MAT to get my PEL to TEACH late elem grades in Chicagoland. Lots of sub experience, students surprising me all the time. Usually when I make mistakes, they come to my rescue with elan. #elemmathchat
Hi! Heidi from Boston. Math coach. I never cease to be overjoyed and amazed when students listen to and respond to each other. It is such a wonderful thing. #elemmathchat
A1: I find giving the best response to be challenging. It’s a fine line between giving support and telling a student how to do something. #ElemMathChat
A1 Determining the best response to give kids is something I'm always working on... I want to ask questions and also give time to think and process. #ElemMathChat
Tonight, we are going to ground our conversation in the NCTM recommended teaching practice, Elicit and Use Evidence of Students Thinking. #elemmathchat
Jenna, K-8 math coach/specialist, Boston area. (primarily K-4 this year)
1st graders surprised me this week with their enthusiastic discourse about a circle graph! It's such a challenging representation, involving prop. reasoning, and they were all on board. #elemmathchat
Lana, K-6 math coach, Calgary. Pleasantly surprised when students start and continue math discussions without my prompting or involvement. #ElemMathChat
A1: I'm a processor... so, always having the right feedback and support on the spot/timely can be a challenge... often times, I have a great question on my drive home! #elemmathchat
Tonight, we are going to ground our conversation in the NCTM recommended teaching practice, Elicit and Use Evidence of Students Thinking. #elemmathchat
My 7yo says the answer to this problem is 4 x 3 = 12. He is well-trained by going through a lot of look-alike multiplication problems in school but lacks basic problem-solving skills. Why school doesn't emphasize those skills? #iteachmath#elemmathchat#MTBoS
A1: Being able to slow down enough to listen to what Ss are saying & the sense they are making, while you are in the complexity of teaching in a limited period of time, is super hard. If you aren't careful to do it, it can be easy to miss the math in their comments. #elemmathchat
A1: Determining the "best response" can be challenging. What do nudge students to... and when... and how... there are so many nuances to having that conversation with a student. #ElemMathChat
Tonight, we are going to ground our conversation in the NCTM recommended teaching practice, Elicit and Use Evidence of Students Thinking. #elemmathchat
I agree with determining the best response. Sometimes it's because students are trying to hide what they don't know. We need to be detectives and ask the right questions. #elemmathchat
Yes, sometimes I assume I know how a student solved a problem (based on their written work and how they START to explain it), and then my assumption is turned upside down with further listening! #ElemMathChat
A1: Determining the best response and how to support students in the moment. It's challenging because I'm balancing the needs of the indiv student with the needs of the class, and also want to make sure I'm not doing the thinking for the student by saying too much #elemmathchat
A1. Thinking the third bullet for me.
I think I might shortcut a student's thinking by responding to the thinking I wanted the student to say. Ugh! #elemmathchat
I am in need of some help. I am looking to maybe (?) start conferencing with students in math, but I am not the lead teacher, a specialist who is only in class part time. I need to find some resources on where to start. @TracyZager#ElemMathChat@ATMMathematics
Agree your agreement. Yes, detective-ing is challenging. Taking the right tack to elicit any response, for me, is most challenging. When we don't get one, are they hiding it? embarrassed? just don't understand? I get stuck. Try to explain in a different way. #ElemMathChat
A2 Considering what students appear to know in light of goals & progressions more challenging. Sometimes when we are discussing Ss appear to understand way more than they are able to show that they know. They can put to voice more than they show or willing to show. #ElemMathChat
Tonight, we are going to ground our conversation in the NCTM recommended teaching practice, Elicit and Use Evidence of Students Thinking. #elemmathchat
A2 It is common that breaking numbers into expanded notation works well for addition and students use it for subtraction as well. I expect many to do 300 -100 then 60 -40 and 3 -1 again though. #ElemMathChat
Exactly! So, figuring out how to provide means to "show what they know" for each S, while not letting other Ss attention fade, boredom set in, etc. #ElemMathChat
A2 Make 341 into 363 easier to subtract 163, I increased by 22 so I had to compensate 363-163= 200
I can easily subtract 20 from 200 to get 180 and 180 -2 = 178
When I do mental math I consider how to make numbers more friendly then I compensate. #ElemMathChat
And not sure explaining diff way is helpful, or maybe more apt to confuse/embarrass? I sub for teachers who give me lessons to TEACH, not babysit. Want to deliver for Ss every time.
#ElemMathChat
A2: Expanded form with the area model helps some of my visual Ss. It takes a while to get used to understanding what they're doing (vs answering the problem). #ElemMathChat
A3 in C, I notice the organization by place value - even though the dots look the same, the person has labeled and organized how they are trading/regrouping the numbers they need to work with.
#ElemMathChat
I often go to adding up strat when rounding to subtract doesn't click. Can get Ss to see how numbers work back/forth the same way, how operations relate. #ElemMathChat
I think that Ss need more time talking about the math so that when they start working with paper and pencil they have a better understanding too? I Teach Ss w/ disabilities. They can talk with each other and explain wonderfully Printed proof is a challenge! #ElemMathChat
One of my mottos is - When you want to tell a student something, try to ask a question instead. Help them build on their own understanding. I'm sure that's tricky when you are subbing and don't get to know the Ss as well. #elemmathchat
I teach Ss w/ disabilities. I think it is easier for them to voice what they know than to show what they know with paper and pencil. I am working to find a way to remove this barrier! #ElemMathChat
A3: Work sample B jumped out to me as using a strategy based on place value. This person subtracted by place (100s, 10s, 1s) while also attending to crossing over a century (241 - 40 - 20 = 181) #ElemMathChat
Last year, my colleague brought this piece of student work to me. When she asked the student to tell her about his strategy, he said, “I just took what I needed.”
#ElemMathChat
A3: I see place value understanding in all 3. I think I see properties of operations in A. Trying to explain why. The S subtracted 40 from 300, then added it back later, knowing that this works. What property is that? Feels like a property. #elemmathchat
A3. #2 uses place value understanding in that first the person took hundreds away, then the person took away the tens, finally the ones are subtracted. #ElemMathChat
Thx Dawn, yes, it is. When I'm in a groove, it's when responses come. When they don't, I sorta spin myself into a hole sometimes. Humor gets me out. That and the more able Ss who rescue me. I learn SO much every oppty. #ElemMathChat
A3 Sample B is breaking down numbers in a way that is both efficient and reasonable. These are core math values we hope our Ss begin to apply with flexibility #ElemMathChat
A3: In Sample B, I see evidence of place value understanding and flexibility with breaking numbers apart to find "friendly" numbers to make subtraction "easier" #elemmathchat
It is, definitely. I have had the privilege of taking multi-month resource assignment and 6wk sub job where I had less-accomplished 5th gr math. Hate grouping like this. Was hard. Urgent issue. #ElemMathChat
It's like..building on "friends of 10, friennds of 100 (however it's called in dif classrooms). I think understanding number bonds to 10 is such an essential skill considering our base 10 number system. #ElemMathChat
A4
notice the S ended up with 178.
notice regrouping
notice student went over 60 (to 68).
wonder when I worked it out if the same way the student did...wonder about working it out with other numbers
It takes time & I use MANY research based practices to get them talking, but they are hooked now! I am just floored that when my Ss that can teach a concept to others can't show the same thing in paper and pencil format. It is a barrier I am working to tear down! #ElemMathChat
A5: This student understands that you can decompose and recompose multidigit numbers based on place value but also on the quantity that is needed in the problem context #elemmathchat
A5: well the student knows they cannot take when they don’t have enough at a value. They can break numbers into expanded form and use that to adjust. The “just enough” comment is fascinating #ElemMathChat
I found my 5th grade class not understanding operations with decimals. Took'em right back to place value. Flexibility with place value is foundational, no doubt. #ElemMathChat
I saw a student do something similar once. The teacher, paraprofessionals, and I (math coach), were all amazed. The teacher assumed that the student was going to "borrow a ten" and the first grade student said, "No, not ten, I don't need that many." #elemmathchat
Planning for conceptual understanding begins with honoring strategies that makes sense to students and considering how to connect them to the standard. #ElemMathChat
I see evidence in all, but I love how the B example shows each step and place value. Easy to see evidence of understanding of the standard. #ElemMathChat
A5: Here I think I see properties of operations (I'm really trying to think about this part of the standard). Associative? This shows grouping in different ways 300+40+1 = 270+68+3. #elemmathchat
A4 Very lovely.. kind of non-place-value-dependent regroupong/decomposing numbers. I've seen students attempting similar strategy with varying success. Good flexibility with breaking apart numbers + place value understanding required. #ElemMathChat
A6 I would ask S if she could explain it as she goes. I'd love to listen as she describes what she does and why.
I'd love to see it with a different set of numbers - and see what connections S notices.
#ElemMathChat
A5:
Understands:
- that a # can be expressed in expanded form
- that, in order to preserve the value of an expression, adding amount N to one quantity means taking the same amount away from another
- Is this a variation on the associative property of addition? #ElemMathChat
Maybe never! I thought it was interesting and good that he had that understanding before he was introduced to the standard algorithm. Once Ss learn the standard algorithm they sometimes stop thinking. #elemmathchat
A6: Where did the 3 come from? (and the other numbers on the top line... at first I really wondered that!) How did you decide to take 30 from 300 and add it to 40? #elemmathchat
A4 I notice there was an adjustment of 30 w/ the hundreds place, an adjustment of 28 in 10s place an an adjustment of 2 in 1s place (28+2=30) Total adjustments of 60 but subtraction of 30 in 100s, addition of 28 in 10s, & addition of 2 in ones 30-30=0 change in all! #ElemMathChat
Last year, my colleague brought this piece of student work to me. When she asked the student to tell her about his strategy, he said, “I just took what I needed.”
#ElemMathChat
I’ll be deepening my understanding of the CCSM progressions by ‘trying on’ Ss strategies & proving to myself why certain algorithms work. #ElemMathChat
A7: Since the student knows how to compensate within each place value column by taking "what I needed" maybe a way to move the learning forward is to look at the whole number 341 and see if there's a way to get "what is needed" by changing the number 341 as a whole? #elemmathchat
Yes, I was interested in that 3, too! I wonder if the S is using a knowledge of the property of 0. Trying to get the difference between two numbers to be as small as possible (to avoid regrouping)? Not sure how to explain this.#ElemMathChat
Compensation is MY favorite way to do mental math! I model it for my Ss and challenge them to practice it. I Teach MS Ss w/ disabilities and by this time in their career they are afraid to think outside of the box until they have had me as a Teacher for a while! #ElemMathChat
A8. In my grade level meetings, we will analyze student work together by noticing and wondering to identify strengths, trends and needs, but strengths first. #elemmathchat
A5 This student appears to understand decomposing and recomposing. The fine art of compensation to keep the relationships the same. Ss seems to understand place value and regrouping in a fun way! #ElemMathChat
A8: I think I'll keep asking the questions: What does the student understand? What evidence do you see of understanding of this standard? What questions would you like to ask? #elemmathchat
When I witnessed a student doing this, I don't think the other students understood what he was doing. To be honest, it took the adults awhile to figure out what he was doing. #elemmathchat
Is "strength-based approach" synonymous with CGI? I've started reading Carpenter during break. Intrigues and fascinates me. Want to know more more more. Maybe not here, tonite;-) #ElemMathChat
A8: I've been working with colleagues on the second bullet point: considering what students appear to know in light of the intended learning goals and progressions -- even when the answer appears to be "wrong." This all hinges on bullet 1! #presumecompetence#ElemMathChat
I’ll be deepening my understanding of the CCSM progressions by ‘trying on’ Ss strategies & proving to myself why certain algorithms work. #ElemMathChat
A8 Focus the math that the S does know.
Ask one question - and then listen. (I've realized I sometimes rapid fire questions)
With colleagues, think about the questions we might like to ask S as we confer.
#ElemMathChat
I’ll be deepening my understanding of the CCSM progressions by ‘trying on’ Ss strategies & proving to myself why certain algorithms work. #ElemMathChat
AGREED. It can be challenging, and it takes practice/experience/learner's mindset. I start off my work day tomorrow with a clinical interview with a S that T is extremely concerned about, and it's important for me to uncover her mathematical groundings for the T. #ElemMathChat
Hey my #ElemMathChat friends, it has been a while since I mentioned the amazing world of #MTBoS
This is a great site to discover amazing mathematicians, teachers, professors, authors, & researchers to follow on Twitter and in the Math Twitter Blogosphere!
https://t.co/Nx2B5CjAT6
As a teacher it is never ending if you want to continue the quest of excellence! I have shelves and shelves of books & folders of articles & reasearch papers. I have read and re read portions of all! #ElemMathChat
In reply to
@ScottGeisler12, @heidifessenden, @csarahj
Boy, it took me a while to figure out what was going on! ❤️ that this kiddo can apply place value understanding to flexibly decompose numbers to efficiency and accurately find differences! I wonder if her teachers have fostered this deep understanding. #elemmathchat@csarahj
Last year, my colleague brought this piece of student work to me. When she asked the student to tell her about his strategy, he said, “I just took what I needed.”
#ElemMathChat
A8 I've been trying to find more ways for my students to communicate and to access mathematics. Bringing math manipulatives into every classroom. Pictures and diagrams. Different ways for students to work together and alone. #ElemMathChat
I absolutely adore the never ending part of this journey, Melynee. I wanna be a kickass math teacher and know it will be a life of inquiry for me! #ElemMathChat
Thank you @csarahj for leading tonight! I love learning with all of you and am grateful for the teaching and questioning that all of our wonderful leaders bring to #ElemMathChat each week!
