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Figuring Out Fluency in Mathematics Teaching and Learning K-8 Part 3 - Shared screen with speaker view
Noelle Derse, ASDN
32:03
estimating
Liz
32:08
mad minutes fractions, decimal, percent
Christy Edsell
32:12
Teaching young ones how to count
Beth
32:21
I have learned to ask thoughtful questions.
Jeanna Pendleton Larson
32:23
fractions
Sonya Cook
32:27
Linear relationships
price_alexander
32:30
tipping my waiter/waitress
santiago.hubahib
32:37
Hello. Understanding students difficulties
suzanne walters
32:39
Projects incorporating charts, stats
Becky
32:52
teaching math vocabulary
kathleen.abrams
32:54
Helping little ones learn how to count
Brittany Gladsjo
33:09
Math notebooks, new to it this year but loving it
Beth
38:20
half of 380..
Kathleen Fisher
38:33
200-10
brittany.schmitz@nsbsd.org
38:43
About 200
Jeanna Pendleton Larson
38:45
about 200
Kathleen Fisher
39:18
150 and 200
Kathleen Fisher
41:28
Also if they start thinking in tens they can make the jump to 5
Kathleen Fisher
41:44
doubles and halves
Beth
43:06
front end estimation with addition
Beth
46:14
sure I will take dot cards :)
Beth
46:43
that's cool
Sonya Cook
47:01
This works great with estimating square roots
Kathleen Fisher
48:04
The Math Learning Center number line app is good for projecting this type and manipulation
Kathleen Fisher
48:19
free
Kathleen Fisher
49:05
Activates number sense
Beth
49:07
number flexibility, comparing
mteneyck
49:17
They can count from anywhere
Sonya Cook
49:29
Students need to think about whether responses are reasonable.
Kathleen Fisher
49:31
and no right/wrong
Sonya Cook
51:21
40
Sonya Cook
51:33
200
Liz
59:32
less, more, less
Brittany Gladsjo
59:35
Middle more
Jeanna Pendleton Larson
59:40
1 less
Sonya Cook
59:58
I really like this activity.
Sonya Cook
01:00:13
The third is greater than 50
Kathleen Fisher
01:03:41
And if you have a diverse group maybe you throw a friendly number in the mix
Kathleen Fisher
01:03:58
So every one has a place to engage
Sonya Cook
01:05:03
I like more or less than one for talking about division in general. So many kids don’t think about their quotients.
Jeanna Pendleton Larson
01:07:50
Teaching some of these strategies will help my kids fill in some whole they have.
John SanGiovanni
01:07:54
14 - 9 —> 10 - 9 + 4
Kathleen Fisher
01:09:32
How important is it that kids know the name of strategies?
Beth
01:10:39
I have a question: How to fact families become decent tools for #7...
Christy Edsell
01:20:24
1234
Beth
01:20:28
6, 7, 3, 9
Christy Edsell
01:20:36
sad
John SanGiovanni
01:20:50
67 + 39
John SanGiovanni
01:21:07
TARGET = 106
John SanGiovanni
01:21:24
5, 4, 6, 2
John SanGiovanni
01:21:34
1, 3, 9, 6
John SanGiovanni
01:21:54
46 + 52
John SanGiovanni
01:22:07
13 + 96 = 109
Liz
01:22:09
25X4 + 6
mteneyck
01:22:28
62 plus 45
Sonya Cook
01:22:49
65 + 42
mteneyck
01:22:49
Meghan
Dan May
01:27:15
7 then 100
Aleta May
01:28:30
345 - 145 + 8
Aleta May
01:28:38
:)
Aleta May
01:28:54
lol —
Dan May
01:33:07
I call it ‘taking numbers apart'
Noelle Derse, ASDN
01:37:30
Me too. I’m really happy he’ll be at rti. I just love how it’s just tool, tool, tool, example, example, example. AND I love that he just makes us all do math, just like we make kids do math!
Noelle Derse, ASDN
01:37:37
sorry
Noelle Derse, ASDN
01:37:48
Soooo a compliment
John SanGiovanni
01:41:55
9:03 EST
John SanGiovanni
01:42:00
5:03 your time
Aleta May
01:49:49
What do you mean by partial sums
Aleta May
01:50:02
sorry, adhd
Aleta May
01:51:17
yes, 4th/5th
Mary
01:59:08
and when the top number is greater, confuses them
Aleta May
01:59:15
I actually did that process for 47-34 in my head — so cool. My kids love shortcuts like this
Jeanna Pendleton Larson
01:59:46
My students hate to do this once they have learned standard algorithim
Aleta May
02:00:31
It is easier to reason out visually without paper/pencil
Dan May
02:00:58
Right, just like ‘old-school vs. new-school’ fractions
Aleta May
02:01:10
Ok—borrowing is a little trickier
Mary
02:02:54
Makes me realize why I spend so much energy on teaching this...stories about how the tens are so nice, they're letting the ones borrow, yada yada
John SanGiovanni
02:03:04
600 - 289
santiago.hubahib
02:03:27
This is very complicated procedure .
John SanGiovanni
02:04:28
599 - 288
Dan May
02:08:07
Plus 5 on left minus 5 on right
Christy Edsell
02:08:08
This would be very confusing for my resource kiddos
Aleta May
02:08:13
I have recently taught borrowing across zeros. I agree—they may “get it” but what about getting it again later without much reteaching. Thank you for this idea. So should I just scrap the borrowing across zeros and ins teach teach it this way?
schewe_james
02:08:34
I’m often leary about compensation because the “adjusting” sometimes gets lost or forgotten … if that makes sense
Aleta May
02:09:58
Okay.
schewe_james
02:10:30
yep
Aleta May
02:15:34
Dan took a math class using the textbook Crossing The River With Dogs. It really helped him with HS math teaching. Do you teach a class to help teachers teach HS Algebra?
schewe_james
02:15:36
like the good cashiers used to do when giving you your change
Aleta May
02:18:02
He used the older version. There is now a 2nd edition: https://www.amazon.com/Crossing-River-Dogs-Problem-Students/dp/1119441293/ref=sr_1_1?crid=23AV8AYJ53K90&keywords=crossing+the+river+with+dogs+3rd+edition&qid=1636075937&qsid=137-8981546-2875106&sprefix=crossing+the+river+with+do%2Caps%2C395&sr=8-1&sres=1119441293%2C0470464739%2C1559533714%2C1559530685%2C1931914141%2C1401291112%2CB07FBMRZD7%2CB00KRNJMZ4%2CB01LX7PKJX&srpt=ABIS_BOOK
Aleta May
02:18:55
Wiley publishers. Problem Solving for college students
Beth
02:22:19
fact families...
Beth
02:22:24
fact
Jeanna Pendleton Larson
02:24:51
make ten strersategy even with the bigger numb
Beth
02:24:51
I like the naming of the strategies and to explicitly model/teach/practice them and to review etc.
suzanne walters
02:25:01
Compensation
mteneyck
02:25:10
I like the quick way to estimate with more or less for even littles :)
Sonya Cook
02:25:21
Counting up and counting down using a number line.
Lorrie Scoles
02:25:24
Adding up to subtract
schewe_james
02:25:36
estimating is most often used
Dan May
02:25:37
ask what’s half of a half?
Joyce Dunning
02:25:44
I like the betweens and the count on/count back
John SanGiovanni
02:26:02
https://drive.google.com/drive/folders/1eE68ETEmcNOrHNqBOsa_W2KHN54fwL0V?usp=sharing
Melissa Crane - Tech Host
02:26:23
Survey https://www.surveymonkey.com/r/2L8XR29
Dan May
02:26:25
Count on by 10 starting at 57
Doug Penn
02:26:34
Thanks John
Dan May
02:26:40
thanks
price_alexander
02:26:41
thank you
Nicole O'Donnell
02:26:41
Thanks!
Aleta May
02:26:42
Thank you!