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.
Hello, Teri from TN. Math Teacher, Math Coach/Specialist, moved from CA last year and haven't been here in a bit. Looking for my next adventure and glad to be here tonight. My guilty pleasure snack is Kettle Corn popcorn. #ElemMathChat
Q1 Let's start off by playing a little game. Take a look at the fraction... name a fraction you see, but not where you see it. Then try to figure out someone else's thinking.
#elemmathchat
Q1 Let's start off by playing a little game. Take a look at the fraction... name a fraction you see, but not where you see it. Then try to figure out someone else's thinking.
#elemmathchat
Q1 Let's start off by playing a little game. Take a look at the fraction... name a fraction you see, but not where you see it. Then try to figure out someone else's thinking.
#elemmathchat
Q1 Let's start off by playing a little game. Take a look at the fraction... name a fraction you see, but not where you see it. Then try to figure out someone else's thinking.
#elemmathchat
Yo. Christie McElhinney here. Middle School math teacher in Ozark MO. I am creeping on your elementary math cat because my students are so weak in fractions our rational number unit has been physically painful. I want to know how I can help them with their gaps #ElemMathChat
Q1 Let's start off by playing a little game. Take a look at the fraction... name a fraction you see, but not where you see it. Then try to figure out someone else's thinking.
#elemmathchat
Hi! I’m Camille. I am a math department chair. I live in Atlanta. My guilty pleasure is teen tv shows. I love red licorice to snack on! 😃 #ElemMathChat
A1 I did an answer already and I see several have said 1/6. My fraction 1/2 is way diff than that one! Are we finding fraction of whole or just a fraction? #ElemMathChat
Hopefully we can all imagine the great discussions that could exist just by starting with an image like this!
Thanks to @Simon_Gregg for sharing the image
#elemmathchat
ok.... Let's do 1 more little guessing game.
Q2. Name your fraction, but don't tell us (yet) where you see it.
Try to figure out someone's fraction.
#elemmathchat
ok.... Let's do 1 more little guessing game.
Q2. Name your fraction, but don't tell us (yet) where you see it.
Try to figure out someone's fraction.
#elemmathchat
ok.... Let's do 1 more little guessing game.
Q2. Name your fraction, but don't tell us (yet) where you see it.
Try to figure out someone's fraction.
#elemmathchat
ok.... Let's do 1 more little guessing game.
Q2. Name your fraction, but don't tell us (yet) where you see it.
Try to figure out someone's fraction.
#elemmathchat
This is also a good "how many" #unitchat@Trianglemancsd Another reason I love these chats, you get so many resources and ideas! Big bang for your buck! #elemmathchat
ok.... Let's do 1 more little guessing game.
Q2. Name your fraction, but don't tell us (yet) where you see it.
Try to figure out someone's fraction.
#elemmathchat
ok.... Let's do 1 more little guessing game.
Q2. Name your fraction, but don't tell us (yet) where you see it.
Try to figure out someone's fraction.
#elemmathchat
Q1 Let's start off by playing a little game. Take a look at the fraction... name a fraction you see, but not where you see it. Then try to figure out someone else's thinking.
#elemmathchat
ok.... Let's do 1 more little guessing game.
Q2. Name your fraction, but don't tell us (yet) where you see it.
Try to figure out someone's fraction.
#elemmathchat
I have been thinking about this situation. For every orange, there is 3 1/2 other fruit. Your whole is 2 oranges and the three fruits are the part. ??? #ElemMathChat
A3 Other visual models to develop fraction understanding: length / number line.
Also importance to see fractions greater than 1 in a variety of models.
#elemmathchat
A3 my students got to sort and classify and compare one of my collection of sea shells last week & then they brought their own collections to do the same with. Created visuals w/tables, graphs, fractions & ratios Then a gallery walk #ElemMathChat
Sounds like Melynee is suggesting that fractions as ratios are an important thing.
talks about denominators as the whole and numerators as pieces aren't always helpful.
#elemmathchat
Improper fractions are my jam! They make life (also multiplying and dividing) so much easier. I have to break my students love for mixed numbers. They need a more inviting name! #scalefactor#elemmathchat
A3 also tie the visual models to statistics like weather forecasts, polls, personal things like siblings, pets, etc tie it to their world #ElemMathChat
A3) This HS Math guy thinks if, in your opinion, number lines are a representation elem kids should work with, then he wouldn’t mind them being brought up as distances. #elemmathchat
I just used counting collections with my pre service teachers, one of which was seashells, but we used them to demonstrate measurement and partitive division! #ElemMathChat
Take a look at the following document of different representations:
https://t.co/Gsh2O6m2lW
Which ones are OUR students less familiar with? Which ones might we want to spend more time helping our students understand???
#elemmathchat
A3: I’d have to agree with number lines. I assumed my 5th graders would connect to them easily. I was wrong. They needed to really wrestle with them #elemmathchat
That is exactly how we use them in elem and ms! How far is it from here to here? Teaching dynamics of number is imperative! Empty number lines and clothes line math are the bombdiggity for this! #ElemMathChat
#ElemMathChat Using fair-sharing contexts to support seeing fractions as division is also important out of the gate to avoid the misconception that 1/7<1/8 because 7<8. One half is actually 1 divided by 2....big idea in the beginning.
A3: I’d have to agree with number lines. I assumed my 5th graders would connect to them easily. I was wrong. They needed to really wrestle with them #elemmathchat
A4: I believe that our Ss are not exposed to the liquid volume fraction representations. It is a great way to think about fractions, but I do not recall much exposure within our TX TEKS. #ElemMathChat
A4 For length model on a number line, I love clothesline math for discussions and talking about relationships - and magnitude of number.
So important that students have experiences with numbers/fractions that are greater than 1.
#elemmathchat
Take a look at the following document of different representations:
https://t.co/Gsh2O6m2lW
Which ones are OUR students less familiar with? Which ones might we want to spend more time helping our students understand???
#elemmathchat
A4 in MS students often struggle to understand how 2 equivalent fractions/ratios represent different quantities. Like 1/10 of 300 is 30 while 1/10 of 450 is 45. Thinking about the part being the same size w/ different quantities making it takes some thinking about! #ElemMathChat
We do very similar things in my 6th grade class and even create the stop motion videos. Now we have tape diagrams in upper grades to model algebra and they do NOT see that connection. Thankfully I have solve me mobiles and a balance w/ fulcrum! #ElemMathChat
A5 I notice unit fractions. Notice interesting/surprising equations.
I wonder for how many other sets of unit fractions, does that work?
Does it work for any non-unit fractions?
I wonder why that works
#elemmathchat
What the heck is this vooooodoooo? WHY does this work! I don't think about it like that!!!!!!!! Will it work EVERY time with ANY fraction? For Real? Prove it! Convince me! Why?????? How do you know?????? #ElemMathChat
Q6
For those of you trying to figure the relationships out here, let's consider what visual models might help us SEE the relationships. Which visual model might you be considering here?
#elemmathchat
A5) I wonder if (1/a)-(1/b)= (1/a)(1/b) in all cases.
Then I wonder how we can generalize for which values a, b this will work. Or generalize for which values a, b it could never work.
Great question!
#elemmathchat
A5: ummm... these are equivalent.
I’m surprised. I wonder what.
Noticing the relationship between the denominators (1 apart).... so, does that pattern hold true for other fractions? Does the numerator need to equal 1? #elemmathchat
Q1 Let's start off by playing a little game. Take a look at the fraction... name a fraction you see, but not where you see it. Then try to figure out someone else's thinking.
#elemmathchat
A3: I believe number lines. I think students would easily be able to connect and understand them. Number lines can be used for visual learners. #elemmathchat
A6 If realizing that 6 is LCM for 2 and 3 AND 30 is LCM for 5 &6 I can see why it works for unit fractions because of relationships, but will it work with fractions that arn't unit fractions?HOLY Schnoodle Is this a conceptual thing, do we just give it to our kids? #ElemMathChat
Q6
For those of you trying to figure the relationships out here, let's consider what visual models might help us SEE the relationships. Which visual model might you be considering here?
#elemmathchat
A5: I notice there are unit fractions and the denominators are one unit difference. (Is that the right terminology?) I wonder what each difference/product would look like on a number line. Would they look the same? #elemmathchat
Those who teach multiplication of fractions might be familiar with using arrays to show 1/2 x 1/3.
These arrays can also be very helpful to show subtraction or addition of fractions.
Try it!
#elemmathchat
A4. I love that people are sharing instructional routines to create space for discourse. Insructional routines are a way to support mathematical identity, agency, and competency. Developing strong relationship is another. #octmchat
A5: I think something I would use is double number lines. Do the +/- on one number line and a second number line right below to see the multiplicative. #elemmathchat
A5: the thing I like about this relationship is that trying to figure out why it works really supports making sense of the operations themselves #elemmathchat
!Q7
Let's talk about our beliefs for a minute. Which question do you like best and why???
What does your pick help you learn about your students?
#elemmathchat
Multiplication is adding repeatedly. Division is subtracting repeatedly. Multiplying by fractions is division and is therefore the same as subtracting a fraction. Right? #elemmathchat
A7 I like the first question because it asks for the why on a number line. Listening to kids reasoning is so important to understand their ideas #elemmathchat
A7 I like question II there is more reasoning to do. I is a cinch baby! The others might make your brain break in a good way! LOL hehhhheeheheheehhhehe #ElemMathChat
!Q7
Let's talk about our beliefs for a minute. Which question do you like best and why???
What does your pick help you learn about your students?
#elemmathchat
A7: the first. @MarkChubb3 , ive seen you share about cognitive demand various times and the first question clearly requires a higher level of cognitive demand. More connections #elemmathchat
Q7: The first question would give more information because inclusion of the number line. I would love to add something about explaining using unit fractions also. #ElemMathChat
Which one you picked here shows a lot about what you value! The first one suggests that the answer isn't important, but the representation IS.
THe second question below asks for an answer, but doesn't ask for why.
#elemmathchat
