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Hello everyone! My name is Debbie. I am a student at Otterbein University working towards the 4/5 Generalist Endorsement. I'm tweeting from Columbus. #octmchat
Hello, my name is Jeffrey Liptrap. I am an early childhood education major at Otterbein University. I am excited to participate in tonight’s chat. #OCTMchat
Hello! My name is Abby and I am a current student at Otterbein University! I am majoring in early childhood with endorsements in intervention and 4/5. I've never done a twitter chat before so I'm excited to be here. #octmchat
Hi! Alexa Fulmer, intermediate math teacher in Cincinnati Public Schools. I’m currently in my comfy chair. I have not been enjoying pineapple-mango-orange mimosas. #octmchat
A1: I noticed the figure had 3 rows of 5 for 15 cubes, then I noticed I had to add 2 more cubes that I had not yet accounted for. For a total of 17 cubes. #OCTMchat
In reply to
@chrissybug24, @SteveWyborney, @TracyZager
A1: 17, the shape looked a little funky to me at first so I began initially counting cubes individually. I then saw the 3 rows of 5 plus 2 more. #OCTMchat
I notice many people viewed it similarly but chose different words to explain it. I wonder if our teaching backgrounds (or grade levels) impacts what we see. #octmchat
A1: I #noticewonder that most people seem to be approaching this figure in the same way of 3 rows of 5 with 2 in between but I wonder what other ways there are to see this figure. #octmchat
Question 2 (see photo below)
“Once mathematicians notice patterns, they can explore, test, and play with them” (Zager, 2017, p. 248).
#OCTMchat@SteveWyborney@TracyZager
Helle Alexa! I was just wondering if there were other ways of seeing this figure than 3 rows of 5 with 2 in between and this is such a perfect example! #octmchat
A2: The next will have 23 because they are increasing by 6. I’m seeing these as Tetris pieces now, so the next will have another long piece of five cubes with an extra stuck on the middle #OCTMchat@TracyZager
That is the same way that I thought about it! I was quick to look at the numbers at the bottom and figure out what the pattern was there as opposed to looking at the cubes. #OCTMchat
A2: I notice that there will be the same number of columns of 5 as the term and there will be one less than the term for the connectors. Each term increases by 6. #octmchat
If the pattern continues the next figure would have 23 cubes because each figure is adding 6 blocks. In addition, I noticed that it would look like three "H's" put together. #octmchat
A2: I noticed it was a lot easier counting this pattern by using a picture to model the numbers. I added a 5 and a 1 to the pattern to get 23. #OCTMchat
That is exactly how I pictured it too. I wonder how students in different grade levels would picture this, especially if they count the cubes differently. #noticewonder#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”)
Hello Deb! I went about this in a similar way. When I thought about this I pictured the connector and another column in my head initially. Did you do the same? #octmchat
I like your idea about giving this problem to students! I think it would be a good challenge for them to figure out a formula for this pattern #OCTMchat
I like having the template you can color in so students can explain their thinking through the models and then record the students strategy with their picture so they can make connections bw concrete and abstract #OCTMchat
I like your idea about giving this problem to students! I think it would be a good challenge for them to figure out a formula for this pattern #OCTMchat
A3: Joining late tonight! I love counting by fractions. You can think about equivalence. Should you say 5/2 or 2 1/2 when counting by halves? #octmchat
A3 If I’m thinking of counting circles correctly we could count and model adding six each time after the initial 5. We chorally count everything in K! I try to model strategies for organized counting because that doesn’t come naturally to all. #OCTMchat
A3: This seems to be a topic I haven't had much exposure with. However, I always love learning through interacting with other so it seems like a helpful tool for students similar to myself. #octmchat
I am not familiar with counting circles or choral counting... looking forward to seeing some responses that might help explain what exactly this is. #OCTMchat
A3: we choral count everything and I mean everything you can think of. We do more choral counting by 1s in kdg but start at various numbers. We are working on more 10s now. #OCTMchat
Students count by anything, For example counting by 1/3.... 1/3, 2/3, 3/3, 4/3, 5/3, 6/3. I like to do it multiple times where the students can make connections bw mixed and improper fractions #OCTMchat
Question 4 (see photo below)
“To build intuition, students must do the thinking, reasoning, and experiencing themselves” (Zager, 2017, p. 212).
#OCTMchat@TracyZager
I ask them to count, then we choral count. “And we are great mathematicians who always double check their work, so let’s count again just to be sure...” #OCTMchat
A3 then I move to ¼ the next day counting around the room first the going back to count again while putting it in the number line. Then we look for discoveries!! #octmchat
A3 If I’m thinking of counting circles correctly we could count and model adding six each time after the initial 5. We chorally count everything in K! I try to model strategies for organized counting because that doesn’t come naturally to all. #OCTMchat
What an awesome idea! In one of my placements in kdg last semester they counted by tens as they would clean up their areas or transition from one activity to another. This seemed like a great way to keep math on the forefront of their minds during the day. #octmchat
A3: choral counting by a fractional unit such at 1/4 through 10/4 and then go back and have the kids count and say the whole numbers followed by them counting with the missed numbers and then count with simplified fractions. #octmchat
A4: persistence is key! Encourage students to solve the whole problem, give students many opportunities an finally take as much time as needed :) #OCTMchat
A4 I encourage students to look for patterns in everything. Patterns in math work, patterns when reading, patterns in our behavior, patterns in our day... When we identify likely patterns we can approach a challenge with something to lean on. #OCTMchat
A4: I think it’s important to create a space that’s empowering for students but at the same time assures them that it’s okay if their first strategy doesn’t work as they anticipate! We can always go back to the drawing board! #OCTMchat
