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.
Welcome to Elementary Math Chat! Questions will appear in the slides. When answering Q1 (Question), use A1 (Answer) in your response. Don’t forget to use the #elemmathchat hashtag! Who’s here tonight?
Hello #ElemMathChat friends! Super excited that @MrsNewell22 is leading tonight! I am blessed to have actually gotten to hang out with her in the real world too!
I'm Chrissy, a math coordinator from @scoecomm in California. I'm so excited to be leading #elemmathchat tonight with my favorite winter beverage in hand - and ice cold cider 😂
Welcome to Elementary Math Chat! Questions will appear in the slides. When answering Q1 (Question), use A1 (Answer) in your response. Don’t forget to use the #elemmathchat hashtag! Who’s here tonight?
Let’s start with a little background on Math Language Routines. Quick summary on this slide. Link to the document here for future reading: https://t.co/uT4HdPICgs#elemmathchat
Let’s start with a little background on Math Language Routines. Quick summary on this slide. Link to the document here for future reading: https://t.co/uT4HdPICgs#elemmathchat
MLRs support all students, but especially ELs. Even if you don’t have English Learners (ELs) in your classroom, you have MLLs! (Math Language Learners)! #elemmathchat
Here’s Q1. Let’s talk about language demands in the math classroom. I love how @JuliaAguirre23 & Bunch include conversing & representing along with reading, writing, listening, & speaking! #elemmathchat
Hello everyone! I got busy writing more Christmas Cards! Happy to be here! Stephanie from Houston. Favorite Winter Beverage: Texas Pecan Coffee #elemmathchat
Here’s Q1. Let’s talk about language demands in the math classroom. I love how @JuliaAguirre23 & Bunch include conversing & representing along with reading, writing, listening, & speaking! #elemmathchat
Let’s start with a little background on Math Language Routines. Quick summary on this slide. Link to the document here for future reading: https://t.co/uT4HdPICgs#elemmathchat
A1: I recently had a model lesson that bombed... debriefing w/ Ts helped me to see that I assumed some of the vocabulary demands & context of the problem we were solving. Lesson learned... #elemmathchat
MLRs support all students, but especially ELs. Even if you don’t have English Learners (ELs) in your classroom, you have MLLs! (Math Language Learners)! #elemmathchat
A1 I recently led a number string in gr4 with division and using open arrays to represent thinking - and connecting to partial quotients. I think representing their thinking and sharing their ideas posed some challenges #elemmathchat
Ready for Q2? Sharing my favorite quote that embodies the theory of action behind use of the Math Language Routines. What connections can you make? #elemmathchat
I know it's hard to explain our thinking sometimes! I feel like representations can really help bridge the gap between visual and verbal! #elemmathchat
A1: I recently worked with students during problem solving and used the 3 reads routine to assist with possible vocabulary that might have posed to be unfamiliar. #ElemMathChat
A1: I think speaking & reading the language of math was/is hardest for my Ss. They demonstrate understanding in other ways, but are shy about communicating it orally. I often find that students struggle with math due to reading comprehension weaknesses. #ElemMathChat
A1: I notice being in classrooms that we need to incorporate more vocabulary and spiral through the year!! Geometry vocabulary is a struggle for kids to retain because some words are not used often enough to retain. #elemmathchat
A2: That quote makes me connect to when readers use context clues to help with finding meaning of the context of a story. Ss can use context clues to help with math too! #elemmathchat
A1: During a 3 Act Task with 2nd graders, their biggest language challenge seemed to be getting their classmates to understand their thinking. #elemmathchat
Definitely! It takes time for Ss and Ts to make sense of how they might be thinking about a question and how it's represented. Sometimes the language comes as a student works through and sometimes after they work it through... different processing
#elemmathchat
A2. I'd have to say in the same partitive division lesson some students may not have understood the term division but definitely knew how to divvy things up evenly into equal groups. #elemmathchat
Dorothy from NC; 4th grade math teacher; A1 Problem String using Area Model to help with partial quotients and spatial awareness; sorry I’m late!#elemmathchat
A2: This really speaks to me because it aligns with my strengths-based approach to teaching. Sure, there are things to work on... but there is so much Ss can do. We run the risk of holding Ss back when we think we need to teach *everything* before we let them try! #elemmathchat
Ready for Q2? Sharing my favorite quote that embodies the theory of action behind use of the Math Language Routines. What connections can you make? #elemmathchat
A2: This quote makes me think about how very young children demonstrate understanding of math concepts (more/less, fair shares/fractions, etc.). #ElemMathChat
It's a twitter convo. If you follow the hashtag #elemmathchat, you can see and take part in the convo. and meet really nice people at the same time! It's happening right now and you're a part of it.
Q3: Check out the Math Language Routine Cheat Sheet here: https://t.co/FUuypMH2pb
What do you notice? What do you wonder? Do you see anything familiar? #elemmathchat
A2: We have started to implement planning of our lesson sentence stems for Ss to use during parts of lessons. The planning of the stems has been a great added component to collaborative planning and the scaffolding of the lesson. #elemmathchat
Let’s start with a little background on Math Language Routines. Quick summary on this slide. Link to the document here for future reading: https://t.co/uT4HdPICgs#elemmathchat
Yes! I love the #3Reads routine! Interestingly enough, the 3 Reads routine was most helpful/successful for the ELL student in one of my math groups. #ElemMathChat
A2 This quote makes me think about how, when math is posed in an open way, students can start exploring the math or playing with ideas or relationships without specific language.
It's important students feel comfortable ideas as they are still being formed. #elemmathchat
A3: there are a few I am most comfortable with (info gap, 3 reads, stronger clearer, co-craft questions), so those are my go-tos... I need to push myself to try more! #ElemMathChat
Q3: Check out the Math Language Routine Cheat Sheet here: https://t.co/FUuypMH2pb
What do you notice? What do you wonder? Do you see anything familiar? #elemmathchat
#elemmathchat Hi, Anne, math coach in Virginia just joining. I'd love to know more about the 3 reads routine. It sounds like something that would be so useful for students.
A2: When I sit with a group or talk with a student/table, I always like to start with, ‘Tell me what you know about (___).’ Every S can tell me something and what they tell me informs me. #elemmathchat
A1@jessycanaegele tutors Her clients are having trouble w/ stoichiometry conversions She asked for my help to help them. Basically it is finding the unit rate and relationships tape diagrams. The words unit rate were stumping until I said MPH! BAM she has a plan! #ElemMathChat
A3: I like the Stronger and Clearer Each Time. How often do we have Ss write about the math, but then never revisit the written piece? By going back Ss can clear out misconceptions and add more from their learning. #elemmathchat
A3: I love this information sheet! I noticed that this gives many opportunities for teachers to implement routines/structures in class where Ss are engaged in conversations with one another. We have to get them talking!!! #elemmathchat
Q5 is all about reflection. You just engaged in Which One Doesn’t Belong, an example of MLR 7: Compare and Connect. What language opportunities and supports were there in this routine? #elemmathchat
A4 Pattern B does not belong because it's the only one with shapes that aren't polygons (at least it looks like that) - and looks like flowers
#elemmathchat
A5: Sentences stems were included to help get students talking. I also love how WODB does not have a black/white answer...so all kids can take risks and be correct! #elemmathchat
A5: The sentence stems were great language supports. The follow-up questions gave students additional opportunities to reflect ("What can you say about the other 3?"). #ElemMathChat
A4: I promoted my daughter if she could choose a different one not to belong. My 7 year old daughter said she could also choose C (and include D) because C has shapes between the shapes it is making. #elemmathchat
A5 Having the sentence stems provide support
I appreciate the openness of WODB and also being able to use my own descriptions like calling Pattern B "flowery"
#elemmathchat
Q5 is all about reflection. You just engaged in Which One Doesn’t Belong, an example of MLR 7: Compare and Connect. What language opportunities and supports were there in this routine? #elemmathchat
A5. I see a little of "Information Gap" in @WODBMath
I think that's one of the many reasons it's so inviting. It teases you into participating. You just have to
#elemmathchat
A2 my conversation w/ @jessycanaegele finding ways to do conversions for mols
1 molc=6.022x 10^23 atoms C
1mol C= 12.01 gC
I HAVE NO IDEA about chemistry! When she & I could talk relationships, unit rates, & the MATH I understand a whole lot more & so does she!! #ElemMathChat
A5: I love seeing lessons with planned sentence stems. It can help guide Ss but they can always create their own too. Planned differentiated sentence stems are excellent too! #elemmathchat
A5: What I ❤️ about What Doesn’t Belong is there isn’t a wrong answer with thought. I think this encourages listening to your classmates and flexible, divergent thinking. #elemmathchat
I notice that each bar is showing three parts. There seems to be a decrease going from one bar to another. I wonder why the colors change length. I wonder what the names of the axis are? #elemmathchat
The 2nd grade class I did this with had all sorts of ideas! One thought it must represent habitats since that's what they were studying in science! Another thought maybe colors of coins: copper, silver and gold! #elemmathchat
A6b
notice the four countries. notice the scale goes up by 10s on the y-axis
wonder if it's about olympic medals? if so, I wonder at what point in the olympics it was. wonder what country #5 looks like?
#elemmathchat
A4 I can't play with this one because I have done it a lot! BUT I love how the sentence starters support students and become part of their vernacular in other situations! #ElemMathChat
Did you guess that the graph is about the 2018 Winter Olympics? Q6C is a question about questions! What questions could we ask (and answer) about this graph? #elemmathchat
Did you guess that the graph is about the 2018 Winter Olympics? Q6C is a question about questions! What questions could we ask (and answer) about this graph? #elemmathchat
A6C: 2nd graders asked: How many total medals did all 4 countries win? WHY did Norway win the most?! (We had a great convo about why this might be! "More snow" was the consensus!) #elemmathchat
A6b I notice countries. Wonder what is the 1-4 Is it a rank, a year, what? What do the intervals of 10 signify? WHAT IN THE HECK do the yellow, white and orange represent? #ElemMathChat
Did you guess that the graph is about the 2018 Winter Olympics? Q6C is a question about questions! What questions could we ask (and answer) about this graph? #elemmathchat
Co-crafting questions is an example of MLR 5. The purpose is to allow students to “get inside a context” before producing answers & to produce the language of mathematical questions themselves. Reflect on this MLR in Q7. #elemmathchat
A7 By providing lots of opportunities to notice and wonder and read/reflect others' ideas, we could make sense of the information and then create questions after doing lots of comparing #elemmathchat
Co-crafting questions is an example of MLR 5. The purpose is to allow students to “get inside a context” before producing answers & to produce the language of mathematical questions themselves. Reflect on this MLR in Q7. #elemmathchat
A7: The #noticewonder framework helped students to make sense of the math using their own language. Students were given multiple opportunities and time to analyze the graph. #ElemMathChat
We've just barely dabbled in Math Language Routines this evening, but hopefully you have a takeaway or 2! Last question! Q8: Share your takeaways! How will you take MLRs back? (And here's the link to the article again: https://t.co/uT4HdPICgs) #elemmathchat
A8: My biggest takeaway is that Math Language Routines are not something unheard of to me. I'm already doing several of them! Also, I now have another reason why @numbertalks are wonderful for students! #ElemMathChat
Excited to reread the article and focus one or two of these routines in the new year. Excited to collaborate with colleagues around these routines and learn together. #elemmathchat
#ElemMathChat will take a break for the holidays. We will return on 1/3/19 at 8pm CST and exlpore, "What do they know? How can we use a strength based approach to looking at student work." with Sarah Caban @csarahj Please join us #MTBoS and #ITeachMath
Q8 I didn’t realize how many MLR’s I am already using with my students! YAY! Loved this! Thank you for the cheat sheet & article @MrsNewell22 ! #ElemMathChat
