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!