Hello All! Welcome to #OCTMchat! Please Take a moment to introduce yourself tonight. Tell us something about your work! Tonight we are discussing Fluent Mathematicians!
Our standards have redefined fluency to include ACCURACY, EFFICIENCY, and FLEXIBILITY. Tonight we are going to chat about building fluent mathematicians. #OCTMchat
Hello my name is Kylie McKenzie and I am a student at Otterbein university majoring in early childhood education with an endorsement in 4th and 5th grade #octmchat
Hi! I'm one of the math consultants/coaches @HamiltonCoESC in Cincinnati... I'm also the current @ohioctm President -- excited to chat about #fluency -- it's always a HOT topic! #OCTMchat
I noticed that 47 is close to 50, so I thought about how many 50s go into 6700 which is 134. Then I added a few more because 47 is not quite 50, so I rounded to 140! #OCTMchat
A1: I noticed that 47 is close to 50, so I thought about how many 50s go into 6700 which is 134. Then I added a few more because 47 is not quite 50, so I rounded to 140! #OCTMchat
A1: I would say the answer is around 135. I rounded to 6700 and 50. Since two 50s are 100 and sixty-seven 100s is 6700 I doubled 67 to 134 which I said 135 because I rounded up to 50. #octmchat
A2: I think 6700 is an unreasonable answer because that would basically be dividing by 1 and you need to be dividing by a number close to 50. #octmchat
A2: I think 6700 is unreasonable because that's just a little less than the original number... even if we subtracted 47, it would be less than 6700 @TracyZager#becomingmath#OCTMchat
Question 3 is coming soon… #OCTMchat
We just have 4 Questions tonight… we’ll be finished by 9:00 p.m. EST (unless you join the “afterchat” using “#OCTMchat”)
A2: I think 6700 is unreasonable because the dividend is close to 6700 and the divisor is close to 50. If we fair share, we have to have a quotient that is less than the dividend. (Whew - hope I have all of that vocabulary correct! SMP 6) #octmchat
A2: I think 2,600 is maybe an unreasonable answer because 2,000 multiplied by 3 is 6,000! So when students use their prior knowledge they should see that answer may be a little outlandish! #octmchat
A2 I think my kids would be quick to pick 6700 is unreasonable. I like having a “safe” answer that is easily accessible to get things rolling.
#OCTMchat
#OCTMchat I like to expose young people to lots of different situations that get them to see patterns in the number system. Lots of relational thinking.
A3: playing games like cover an area, Sprints that Engage NY uses because they encourage students to do better than they did the first time, Number Talks #octmchat
A3: To state the obvious, give students time to think!! There’s no need for timed tests. Let them take their time without all of that pressure, which makes even students who know all of the answers perform poorly! #OCTMchat
I love Dr. Nicki Newton's Math Running Records to interview students and get a measure of their speed (they don't know it), accuracy, and most importantly flexibility of their thinking. Will never give a timed test again. #octmchat
A3 My alternatives are not quick fixes but developed over time. Our #PBIS system uses gold cards that can be turned in in sets of ten. I slapped a ten frame on the board on day one and students learned sums to 10 because it was meaningful to them. #OCTMchat
A3: Let the students take time to solve the problem and figure it out. Have them then discuss with a partner and then maybe a bigger group. This allows them to collaborate and discuss with other students. #OCTMchat
A3: Activities such as #numbertalks and #mathsplats can tell a teacher right away if a student has precision, but is a non-threatening way for a student to show what he knows. @SteveWyborney#octmchat
A3teaching kids strategies to access fact fluency when they need it so that they don’t feel “stuck”With multiplication, teaching them to skip count, draw pictures, use faces they know, break numbers apart to make big numbers “easy” (ie number bonds) #OCTMchat
A4: I will have less problems and allow to the students more time to engage in the problem. I will give the students different tools to use for tactile tasks. Having timw to figure out the problem will reduce anxiety and the students more time to understand it. #octmchat
A4: I will have less problems and allow to the students more time to engage in the problem. I will give the students different tools to use for tactile tasks. Having timw to figure out the problem will reduce anxiety and the students more time to understand it. #octmchat
A4: I will continue to encourage teachers to redefine "fluency" from the 80's and continue to share and model ways to build fluency without fear -- I'm on a #NumberTalks kick right now... scheduled to share a #NumberString w/ @twinsandthree 6th graders tomorrow @GEVSD#OCTMchat
A4: I like to give teachers math experiences to live themselves. Then open up the discussion to talk about what different math ideas and skills the activity supported. Ts can quickly see the dimensions to richer experiences, and they can feel it as a student does. #octmchat
A4: My favorite classroom activity is a Number Talk to encourage a climate of taking chances, accepting views of others, and incorporates all the wonderful growth mindset ideas I share with everyone I meet! Even grocery cashiers who tell me they were never good at math! #octmchat
A4: I will always remind students of how hard they’re working and the progress they’re making! They need that support, especially when they aren’t feeling that way about themselves yet. Positive thinking rubs of on them! #OCTMchat
