Developing Classroom Collective Efficacy in Math: Engaging Students in a Remote and/or Hybrid Setting
- Shared screen with speaker view

sandra.manning

33:29

None

Cody Priest

33:32

F6

Tracey T

33:35

d3

Joe Ward

33:35

E6

Pamella Simpson

33:38

D2

sandra.manning

33:39

Exactly

cunningham_meghan

33:42

D2

Lacey Rininger

33:43

D4

Fran

33:44

D4

Bridget Braley

33:46

D4

MirabelleNausialuataqblossom

33:47

C3: I’m not a coffee drinker either

Sam Jordan

33:52

D4 for me

Blessing Ihedioha

33:58

Tea drinker

Cody Priest

34:05

F6

mariah graham

34:17

A1

goen_bonnie

34:19

D3

Blessing Ihedioha

34:23

But would most likely go for B5

Tracey T

36:25

How many cups are in the array?

Bridget Braley

36:32

What is the ratio of milk to coffee in each row/column?

mariah graham

36:33

What is the ratio of milk to coffee in each drink?

Lacey Rininger

36:37

What is the ratio of cream to coffee?

sandra.manning

36:57

Which quadrant do you think this might located in

Fran

37:08

percentage of cups you would actually drink?

Bridget Braley

37:37

Which coffees are the same according to the diagram? Why?

Joe Ward

37:37

How many total fluid ounces of liquid are held in the cups?

Cody Priest

47:28

Are the ratios between species return the same each year?

Cody Priest

47:41

Whoops. ( didnt mean to hit enter!)

Bridget Braley

48:07

Why is there so much less pink salmon in district 2 lower Yukon river?

sandra.manning

48:08

I notice District 2 has fewer of everything. I wonder if the district 1 has more people? Why

Tracey T

48:16

What is the difference between districts 1 and 2?

mariah graham

48:18

What percent of the salmon are Chinook for District 1 and District 2?

Lacey Rininger

48:38

why are there no chinook, pink and chum in upper Yukon?

Lindsay STURM

49:13

What is the average number of salmon in each region?

sandra.manning

53:41

What might be the average speed of this team?

Cody Priest

53:44

If it takes 30 seconds to feed each dog, how long will it take to feed the team?

Lindsay STURM

53:47

What is the ratio of legs to eyes?

Tracey T

53:50

Is there an odd or even number of dogs on the team?

Joe Ward

53:52

What is the average speed that the team can pull the sled? How do changes in the weight of the sled affect their average speed?

Lacey Rininger

53:52

What is the average rate of speed for dog sled teams? How does that compare to the speed of an individual dog?

Fran

53:53

How many legs are in the picture?

Bridget Braley

54:22

What information do we need to determine the speed of the team?

MirabelleNausialuataqblossom

57:12

yes

Pamella Simpson

57:15

yes

MirabelleNausialuataqblossom

01:01:15

Neither do I

sandra.manning

01:01:48

Still can’t find them

Tracey T

01:20:48

Do they have cell phones and can they take pictures of what they do to send you?

sandra.manning

01:25:43

Are virtual manipulatives as effective as the physical ones?

sandra.manning

01:36:43

Algebra tiles that allows both positive and negatives.

cunningham_meghan

01:36:47

Algebra Tiles, spreadsheets for seeing large patterns

mariah graham

01:36:47

Integer Chips

Lacey Rininger

01:37:06

cubes for representing square roots and cube roots

Fran

01:37:12

Cubes (longs and shorts)

Lindsay STURM

01:37:12

beans with each side a different color

Bridget Braley

01:37:14

I made homemade Algebra Tiles and they are great for explaining factoring and FOIL

Tracey T

01:37:20

Lima bean, colored on one side, shake them out (starting with a certain number). Create addition equations

mariah graham

01:37:30

Fraction bars= equivalent fracitons, dividing fractions

cunningham_meghan

01:37:45

pattern blocks

Tracey T

01:38:14

Counting bears, colors and sizes

sandra.manning

01:43:51

The fractions are the same and the answer but the part in-between appears to be different.

cunningham_meghan

01:44:00

different is the 78. same is the 2/3

mariah graham

01:44:08

In the second one, students would need to have backgrond in solving equations…

Tracey T

01:44:19

You are having to put “together” and then divide, you have to start with what you know, and what you have to find out.

mariah graham

01:44:22

First one more accessible to more students.

Bridget Braley

01:58:11

5

Tracey T

01:58:13

Introducing forms of representations that canoe useful

Lacey Rininger

01:58:14

4

Joe Ward

01:58:15

Introducing forms of representations

mariah graham

01:58:16

3 (introducing forms of representation)

cunningham_meghan

01:58:16

2. substantial time

MirabelleNausialuataqblossom

01:58:17

4

Fran

01:58:34

1

MirabelleNausialuataqblossom

01:58:37

4: as in the case of beginning division to understand the remainder

Cody Priest

01:58:40

2. Allocating time

sandra.manning

01:58:48

I think I need to work on them all. I don’t feel like I”m strong in any of them. Not sure how to do representations for many of the Algebra II and higher maths

Lindsay STURM

01:58:49

4

Bobbi Jo Erb

02:00:05

desmos.com

sandra.manning

02:00:14

I use desmos all the time

cunningham_meghan

02:00:14

Desmos is the most awesome thing!

sandra.manning

02:00:35

It shows discontinuities better than a ti calculator

MirabelleNausialuataqblossom

02:03:32

I need the link

Bridget Braley

02:03:35

can you put the link >

Lindsay STURM

02:03:36

Please drop the link

Melissa Crane

02:03:44

Resource page: https://asdn.org/webinar-resource-page-where-to-start-determining-priorities-for-math-instruction-fall-2020/

Bridget Braley

02:03:49

thanks!

mariah graham

02:16:32

Enough time!

sandra.manning

02:16:37

Read it all

cunningham_meghan

02:17:37

Quality contribution - teaching them what that is. Never thought about that aspect.

sandra.manning

02:17:39

I liked the comment about providing 3 ways to participate because some students need a way to participate without having to come up with original material.

MirabelleNausialuataqblossom

02:17:48

when they work together in pairs they can find similarities and differences between their approaches

Fran

02:17:49

prior experiences to encourage discourse

Pamella Simpson

02:18:31

1. Choices, 2. Real-world context 3. Justify solutions

Bridget Braley

02:18:40

I agree Tracey! I like think pair compare/revise with problem solving. I have used it in other contexts but having a discussion question included is helpful

Cody Priest

02:19:29

I like the ask a question about what you heard, then restate it in to your own words.

Cody Priest

02:19:38

It forces them to listen and summarize

mariah graham

02:19:42

The “Think, pair, compare” also stood out to me: I like rewording it also so they aren’t just sharing their thoughts, but then they are also comparing them with each other about what is the same, what is different, etc

Bridget Braley

02:19:44

I also like the idea of re-phrasing textbook questions- it would be cool to have students think of ways to re-write them too

Tracey T

02:19:45

Like the idea of modifying existing tasks as well. Not just going by the book!

sandra.manning

02:21:00

ok

cunningham_meghan

02:21:05

ok

Sam Jordan

02:21:06

ok

Tracey T

02:22:30

Math Talk?

mariah graham

02:23:30

I have done the dot number talks previously, but on Zoom it actually worked pretty well too

Melissa Crane

02:25:30

Survey 4 - https://www.surveymonkey.com/r/CTCMTSV

Lacey Rininger

02:25:37

the Four ways doc isn't opening for me....is it on class page?

cunningham_meghan

02:25:41

Thank you!

mariah graham

02:25:46

Thank you!

Melissa Crane

02:25:56

Bobbi Jo Erb

02:25:57

It should be on the resources page, Lacey

Fran

02:26:45

Thank you!

Bridget Braley

02:26:45

Thanks so much!

sandra.manning

02:26:56

Great info, thank you