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.
It’s time!
I’m Tawny Malone, a K-5 Math Curriculum Specialist for Evergreen Public Schools. I love supporting teachers with implementing Number Talks in their classrooms.
Please remember to include the hashtag #ElemMathChat in your responses.
I am Melynee in OK I teach 6-8th math for students with disabilities. Today they did one of my college Geom. problems. They pretty much rock!#ElemMathChat
Hi! My name is Sarah Scholle and I am currently a college student attending Chapman University. I am interested in teaching 2/3 grade. Thank you for this opportunity! #ElemMathChat
I am Melynee in OK I teach 6-8th math for students with disabilities. Today they did one of my college Geom. problems. They pretty much rock!#ElemMathChat
Hello, I'm @xliving3125 I am a Exceptional Children's teacher assistant; and I and studying to complete a degree in elementary education. #elemmathchat
A1: There are 14 dots! I know because I counted 4 dots across and 4 dots down, then multiped 4x4 to get 16 with two missing in between i subtrated 2 and got 14 #elemmathchat
A2: I see 14 dots because I counted the first row and then continues around the perimeter counting by twos. I added the middle in at the end. #elemmathchat
Things are returning to normal finally! I did not do instruction for about a month. I was having withdrawals! Last state test this coming Wednesday. #ElemMathChat
A2: Love this. I see 2 groups of 6 + 2. So (2 x 6) + 2. Basically it’s the 6 dots on the top left and 6 dots on the bottom right + 2 that are in the opposite vertices. #elemmathchat
Great thinking to all of the people who saw a 4 x 4 array and then subtracted 2. Definitely a more efficient strategy than I came up with. #elemmathchat
A2: I saw 14 dots because of the 4x4 array and there were 2 dots missing in the middle...so I multiplied to get 16 - 2. Sorry I answered in Q1. Lol #elemmathchat
A2 First I saw two groups of 4 in opposite corners and two groups of 3 in opp. corners. I did my "doubles" to get 8+7 but changed that to 7+7+1 for 15 #ElemMathChat
I like how you can see the big picture and then you subtracted from there. Thinking about it this way seems like it would be much quicker. #elemmathchat
A2 First I saw two groups of 4 in opposite corners and two groups of 3 in opp. corners. I did my "doubles" to get 8+6 but changed that to 8+8 -2 for 14 #ElemMathChat
A2 First I saw two groups of 4 in opposite corners and two groups of 3 in opp. corners. I did my "doubles" to get 8+6 but changed that to 8+8 -2 for 14 #ElemMathChat
A2: You could also see it as 4 groups of 4, with 2 missing. Splitting it in half both horizontally and vertically to make four quadrants. #elemmathchat
Thank you all for sharing your thinking. Such great pathways for students to explore with their classmates.
Thinking of our strategies, consider this question:
#elemmathchat
@marlana_gudgel so many opportunities for students to play with the arrangement...then it becomes all about the strategy and not the 14 dots, right?!? Love it. #ElemMathChat
A2: You could also see it as 4 groups of 4, with 2 missing. Splitting it in half both horizontally and vertically to make four quadrants. #elemmathchat
A3: I think the two strategies that were the most similar were grouping the 4 across and 4 down minus the 2 missing, and the seeing 2 groups of 4 and 2 groups of 3. I find the way of grouping similar in these strategies #elemmathchat
A3: I think the two strategies that were the most similar were grouping the 4 across and 4 down minus the 2 missing, and the seeing 2 groups of 4 and 2 groups of 3. I find the way of grouping similar in these strategies #elemmathchat
@marlana_gudgel We definitely had a trend of seeking "chunks" as a pathway. Would you say using the blank space (filling with imaginary dots) is "changing" the image as defined by @AmyLucenta and @GraceKelemanik for thinking structurally? #elemmathchat
A3: 4x4 minus 2 = big square (add up the dots) 12 + 2 (little square missing 2 corners) using younger math strategies. To know how to think regarding arrays, you have to have learned (at some point) or know some multiplication #elemmathchat
A3: I think the strategies of grouping by corner (2 corners of 4 dots, 2 corners of 3 dots) and the strategy of seeing rows of 4 and 3 provide similar equations of 4+3+4+3=14. #elemmathchat
A3: I think adding groups of 4 and a group of 6 and multiplying groups of 4 and subtracting 2 are two ways that are the most similar because they dots are separated into similar groups. #elemmathchat
A4: number talks are a great way to get students engaged and thinking critically about math. it also serves as a safe space to share ideas #ElemMathChat
A4: Number Talks provides opportunities for students to have academic conversations about math in a safe environment. Students are able to take risks and try out new strategies. Also provides multiple entry points so all students can participate. #elemmathchat
A4: Makes thinking visible which gives access for all. Increases student flexibility accuracy and efficiency in their mental math thinking. #elemmathchat
#elemmathchat
A4. Number talks help promote flexible, creative math thinking and talking.
They have a low enough floor for everyone to find an entry way and a high enough ceiling for some to take the strategizing to a whole new level
A4 I feel like it helps develop strong and fearless thinkers. Once they realize they are safe to share their thinking, most Ss really take off. Not to mention that all important number sense that is developed #elemmathchat
@MNmMath Agreed! The predictable structure helps both our students and our teachers to listen for the thinking and reasoning that is being shared, and support students in connecting with ideas. #ElemMathChat
A4 Routines allow for more processing time, language development, critiquing thinking of other Routines are the backbone of the math action processes #ElemMathChat
Q4: OMgosh it’s priceless to have Ss able to talk about their thinking! Metacognition!!! Think about their thinking & be able to verbalize & see the connections. That’s what Math is all about. Makes it meaningful- dendrites are firing connect to prior knowledge😍 #elemmathchat
A4: Number talks are so rich because it provides students with multiple ways to access the problem. Differences in strategies are seen as a positive thing! #ElemMathChat
A4: Number Talks provides opportunities for students to have academic conversations about math in a safe environment. Students are able to take risks and try out new strategies. Also provides multiple entry points so all students can participate. #elemmathchat
I was thinking about access as well...and as the dot image stays up during the discourse, students have additional time to explore other ways and gain ideas from their peers. #ElemMathChat
A4: Makes thinking visible which gives access for all. Increases student flexibility accuracy and efficiency in their mental math thinking. #elemmathchat
We started doing number talks in 3rd and 4th grade this year and the growth has been amazing. Students are making connections that we've never seen before and have become more flexible and creative with manipulating numbers. We will be expanding to K-5 next year. #elemmathchat
A4: Supports a positive math disposition: all student ideas matter. Values that there are multiple ways to approach a problem. Also promotes Student-Student Discourse. #ElemMathChat
It took my Ss a while to get used to all the time I give them to think. Forced them to use the time rather than waving their hands in the air or trying to hide #elemmathchat
I have to count in my head sometimes to make sure I am giving enough think time. I have also let Ss know I will wait for eternity for their ideas. LOL! #ElemMathChat
A4 Encourages Ss to do error analysis of own & each other’s work. I write all Ss responses & have them figure out why some have different solutions #ElemMathChat
We used @numbertalks by Sherry Parrish this year and my teachers loved it. We will definitely be using again next year, but also adding in some other types of number talks too. #elemmathchat
In reply to
@MrsArnote, @numbertalks, @numbertalks
A5: Kristi shared this earlier but we have been using this link in class! https://t.co/DLqBRFxdWb It has some clever and rich quick image number talks! #elemmathchat
A5: It seems like I find new resources for Number Talks/Building mathematical discourse every day! I like Unit Chats, Notice/Wonder, Same/Different, WODB, as well as dot cards and other number talks #elemmathchat
A5: I love using the video by @joboaler demonstrating a visual routine with students. The way she captures their thinking really resonates with teachers in helping students to see the many ways the dot arrangement can be seen. https://t.co/w2XLn2oqb6#ElemMathChat
Everything on @SteveWyborney's website is amazing. I've used some Splats, cube conversations, and fraction tiles. All generated amazing conversations. #elemmathchat
In reply to
@jenn_baxter, @SteveWyborney, @SteveWyborney
We do the same in my district. Sherry Parrish’s book is our main resource but we’ve added in other types of number talks like Splat! and picture images. #elemmathchat
In reply to
@katrina_cade, @MrsArnote, @numbertalks
My goal was to start small this year and hook my teachers. They are seeing the benefits, so I will be introducing more next year. I can't wait. #elemmathchat
In reply to
@jenn_baxter, @MrsArnote, @numbertalks
#elemmathchat
A6:
We use -
Notice & Wonder
Convince me..
WODB
Numberless Word Problems
Same/Different
Clothesline Math
Open-middle problems
Estimation 180
Would you rather math
@MNmMath I have started a much less robust padlet myself, but will continue to build! I included our planning protocols...and @gfletchy progression videos that we access constantly. #elemmathchathttps://t.co/yXF0ojeMuz
I have fallen in love with 3 act tasks. I did one today with 2 different groups of 3rd graders. It was their first time doing them. I loved the productive struggle and the variety of strategies that they used to solve. #elemmathchat
I also planned the majority of the number talks for them, so that helped win them over. It took something off of their plates which is always helpful. #elemmathchat
In reply to
@wendytiedt, @jenn_baxter, @MrsArnote, @numbertalks
In my district, number talks are a daily part of our math block. I have trained on them several times. I love the conversations students have during number talks. They get so excited about math and sharing their strategies. #elemmathchat
In reply to
@katrina_cade, @MrsArnote, @numbertalks
