The edWeb Team: Hi everyone, thank you for joining us today! We will be getting
started at the top of the hour. If you're not yet a member of the free Implementing
Common Core Standards in Math community, you can join at www.edweb.net/math
Pat Kraemer from Maine woods: coming in lound and clear --good begining --- yes
they are
Suzanne DeVaney-Wilkes from United States: Hello from Portland, Oregon!
monica haren: Didn't put in my location, upstate NY Hello
monica haren: Thank you
Kristina Lee Larson from Plant City Florida: email or facebook
monica haren: Yes, email for me also
monica haren: I teach 3rd grade students
Tamara Stewart from United States: Integrated Algebra / Algebra 1
Suzanne DeVaney-Wilkes from United States: 2nd grade :)
Kristina Lee Larson from Plant City Florida: I teach little ones age 14 months to 6
years old in my home. Nationally Accredited
Shaine D Walker from Atlanta Georgia: I am currently teaching some fundamentals
classes and algebra at a private college
Pat Kraemer from Maine woods: science k- 4th
Linda Gallagher from NY: LInda Gallagher Hi All - I teach 2nd Grade
Kristina Lee Larson from Plant City Florida: You can view my facebook Children
learning through play videos www.facebook.com/kristy.larson.56
Dorita Day from Setauket, NY: Hi, I teach 3rd Grade
Stephanie Campanella from New York: Junior high math and science
Jeanmarie Bisset from Brooklyn: another 2nd grade teacher
Peggy Christensen from Johnston, Iowa: I'm a K-12th grade Science Consultant with
my teaching mostly done at the secondary level (mostly grades 8-12)
Peggy Christensen from Johnston, Iowa: Hi
Dorita Day from Setauket, NY: Stephanie, do you have a sister who teaches math?
Stephanie Campanella from New York: no but I have a common last name 2 in my
school alone
Lisa Grant from Sacramento: Math Consultant for the state of California
Margaret Bowman from Columbus, OH: Hi, am a middle school math academic
decisgner at McGraw-Hill... loking forward to today's webinar
Dorita Day from Setauket, NY: :)
Stacie Kyhn from Central Arizona College: Great Book: Building a Better Teacher.
How Teaching Works (and How to Teach It to Everyone)
Penny Wittter from Baltimore, Md.: Good book-"Why IsMath So Hard for Some
Children"
Stacie Kyhn from Central Arizona College: Another book: Teach Like a Pirate.
Suzanne Piotrowski from NH: Hello from New Hampshire. We're having rainy
weather today
monica haren: That is an interesting title. Make the students "walk the plank?
Suzanne Piotrowski from NH: Hello from NH. Rainy day today
Laura Chambless from United States: Laura Chambless, Marysville, MI: K-8 Math and
Science Consultant - best book I have read this summer: 5 Practices for
Orchestrating Productive Task-Based Discussions in Science
Suzanne Piotrowski from NH: LD specialist retired. working on recertification.
Margaret Bowman from Columbus, OH: Anyone back to school yet? My kids have
their first day today.
Deb Munis from Ohio: Deb from Ohio reading Off the Clock
Peggy Christensen from Johnston, Iowa: Many schools in centra Iowa are starting
this week or next.
Lisa Grant from Sacramento: Getting started on Principles to Action (NCTM)
Candace C from baltimore, md: Hola a todos
Jodie Murphy from Chelmsford, MA: Hello from MA. Book: Designing Groupwork
The edWeb Team: Join the free Implementing Common Core Standards in Math
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ELISABETH RAMOS MELENDEZ from NY: hi
Stacie Kyhn from Central Arizona College: Using it in my Math for Elementary School
Teachers.
Stacie Kyhn from Central Arizona College: Just had a discussion about tricks. Have
you seen slide, glide and divide for factoring? I really am opposed to it.
Sabrena Klausman from Florida: Trick are ok as long as they can explain why the
trick works.
Pat Kraemer from Maine woods: drawing is a good way for younger children
Ann Marie VanSickle from NJ: Do people find value in the word wall at middle school
level? Why?
Rosina from usa: Yes, I remember learning how to divide fractions and to flip the
fractions to multiply.
Rosina from usa: No, i do not think you need a word wall in middle school
monica haren: The word argument is hard for younger kids to understand. What
synomoyn would you suggest?
Pat Kraemer from Maine woods: in MS word walls help with spelling what they
know
Rosina from usa: You can use qr codes to have a digital museum of the students
work that demonstrates the use of those words
Shaine D Walker from Atlanta Georgia: i use cases more often
Ann Marie VanSickle from NJ: I like the qr code idea - I am using those for answer
keys this year so that would fit in nicely! Thanks!
Stacie Kyhn from Central Arizona College: You can also use a Word Bank on the
worksheet or the assignment rather than wall space.
Kelly Payne from SC: How about defend your thoughts?
Rosina from usa: Yes
Jodie Murphy from Chelmsford, MA: I have seen the term accountable talk
Sabrena Klausman from Florida: Building ideas off of each other works well.
Barry Lewis from Portland, ME: Understanding the purpose.
Lisa Grant from Sacramento: critiqueing others' arguements would be tough for
little ones
Laura Chambless from United States: Laura Chambless: use claims and evidence
Dorita Day from Setauket, NY: Children need to be able to inference and then draw
conclusions
Luann from New Jersey: Is the answer correct? why or why not?
Stacie Kyhn from Central Arizona College: Asking, what was this student thinking?
is great when the argument is flawed.
Rosina from usa: google forms
Sabrena Klausman from Florida: using science words is great: evidence
Mary Anne: justify your reasoning
Stacie Kyhn from Central Arizona College: Ask students to reword an argument and
move them toward better descriptors.
Carol Kim from Portland, Or: "prove" or "proof"?
Rosina from usa: Sometimes children can solve hard, complex problems, but that
have difficulty communicating how they solved in written form.
Rosina from usa: They can explain their work more easily verbally
Rosina from usa: This is so key
Dorita Day from Setauket, NY: Children need to understand when the conditions
change, the outcome changes
Rosina from usa: think, pair share
monica haren: Some students feel the number work is evidence enough.
Rosina from usa: use a whiteboard to demonstrate work
Carol Kim from Portland, Or: I'm assuming that spelling and grammar should not be
critiqued in earliest grades... at what point if any should it be part of what is
expected?
Sara Delano Moore from Kent, OH:
http://math.berkeley.edu/~hutching/teach/proofs.pdf
Kelly Payne from SC: Number work is enough in situations like 2-digit addition: 12 +
23 = 10 + 2 + 20 + 3 = 10 + 20 + 2 + 3 = 30 + 5 = 35. Isn't it?
Sara Delano Moore from Kent, OH:
http://undsci.berkeley.edu/article/0_0_0/howscienceworks_07
Ann Marie VanSickle from NJ: @Kelly I think you still need them to add words to
even simple situations to get them used to it at a lower grade
Rosina from usa: Very cute, Kristina
Kristina Lee Larson from Plant City Florida: start out by using an open ended
question..... tell me about your invention........ tell me about your engineering......
from: www.facebook.com/kristy.larson.56
Pat Kraemer from Maine woods: Aims has logic activities -math/science- that
provide opportunity to explain the why you think that
Laurie Benaloh from Seattle: re "get them used to it at a lower grade", if it will take
them a long time at a younger age and a short time at an older age, is it really worth
the time to make them include words?
Rosina from usa: Yes, all of this mathematical and argumentative thinking needs to
start at a young age
Rosina from usa: Are their an kinds of elementary examples of thinking prompts to
develop argumentative thinking?
Dorita Day from Setauket, NY: Children need to differentiate between strategy use
and skills to be able to justify their thinking that lead to the actions taken to solve a
problem
Thelma Black from Charlotte NC: Hello from Charlotte
Pat Kraemer from Maine woods: words are needed to understand --you can never
have enough words to understannd life
Ann Marie VanSickle from NJ: If we don't have them begin developing these skills at
lower grades, when they get to middle school, they don't think explaining should be
part of the math class and it is difficult to change the students' mindsets. They just
want to "get an answer" and be done.
Rosina from usa: so sure
Rosina from usa: Children do not like to even show their work
Kelly Payne from SC: I agree Ann Marie. If children vocalize at young ages, they can
write the math language and explain it in upper grades. Those who haven't
practiced explainations will not be able to write the mathematical language.
John Spack from Columbus Ohio: Middle school teacher should pre-assess students
then--find out how comfortable they are with argument, so you know where to start
Ann Marie VanSickle from NJ: It is a difficult balance to decide whether to spend
more time on a single or few problems with explanations, or, drill in 15 problems
Shaine D Walker from Atlanta Georgia: I have had experience with out of US
education for mathematics
Rosina from usa: It is also important to show children multiple ways of doing the
same problems
Shaine D Walker from Atlanta Georgia: they will have you sometimes try an example
before telling you how to do it
Barry Lewis from Portland, ME: Subtle distinction for kids: persuaded by agreeing
with opinions vs convinced by understanding reasoned explanations
Stacie Kyhn from Central Arizona College: The One Problem Method is what is
stressed in Building a Better Teacher
Ann Marie VanSickle from NJ: Do they then practice more independently? Thanks
for the insight! :)
Rosina from usa: Yes
John Spack from Columbus Ohio: Some students think just telling the computations
they used is the same as explaining what they did
monica haren: That switch has been most difficult for teachers I work with. We
need to know how to help students think instead of just repeat what the teacher
does.
Rosina from usa: What do you do when students can compute mathematical, but
then, the reading of the word problems gets in the way of students being able to
solve?
Rosina from usa: Questions are multi-step now
Rosina from usa: This requires lots of thinking and intuition
Rosina from usa: My school uses envision math and there is lots of problem based
questions. The children have so much difficulty
Thelma Black from Charlotte NC: I use small group time to model the thinking
process in solving multi-step word problems.
Rosina from usa: Yes, I pull small groups. However, oftentimes it is the children
below grade level
Thelma Black from Charlotte NC: Yeah!
Rosina from usa: I worry about the higher level students
Rosina from usa: who don't get as much small group help
Ann Marie VanSickle from NJ: I have students act out or put themselves in the scene
as they read through the problem.
Rosina from usa: good idea
Thelma Black from Charlotte NC: Technology can also be used to support the higher
level students
monica haren: Yes, I have students talk about the problem before they work with
numbers.
Ann Marie VanSickle from NJ: I have my higher level students talk about the
problems together. They usually can argue between themselves to figure out the
problems.
Kelly Payne from SC: It is key for teachers to understand concepts so they will
accept reasoning that is stated differently than the answer given in the curriculum.
Barry Lewis from Portland, ME: +1Ann Marie
Rosina from usa: Often, the higher level students are asked to help the lower
functioning students.
Rosina from usa: However, the low students usually don't do any of the talking
Barry Lewis from Portland, ME: 2Rosaina: Do they ever resent that task?
Thelma Black from Charlotte NC: I agree Rosina, that's why my groups are
differentiated (High, medium, low)
Rosina from usa: I think word problems get so complex for esl students due to
language barriers and it becomes difficult task
Barry Lewis from Portland, ME: @Rosina Yes. ESL changes everything. Culturally
relevant tasks.
Suzanne Piotrowski from NH: Rosina this is the same problem with sped. kids
Rosina from usa: yes
Jodie Murphy from Chelmsford, MA: The book I recommended talks about how to
teach students to work in groups and how to help students who are ell work in
groups. We can be more successful if they can explain to each other.
Dorita Day from Setauket, NY: The Elementsof Scientific Argument can be used for
Reading and Writing literacy as well as Math and Science- this thinking is the basis
of critical thinking
Laurie Benaloh from Seattle: re higher level students help/explaining to students
who need help, if we accept that not everyone is a good teacher, why do we assume
that all students are good teachers?
Barry Lewis from Portland, ME: @Jodie Please repeat name of book.
Rosina from usa: so true
Rosina from usa:
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CCo
QFjAB&url=http%3A%2F%2Fteacherline.nylearns.org%2Fresources%2Fdocument
s%2FMathTipsCard.pdf&ei=LZTrU4yQIcONyASc0ILoDw&usg=AFQjCNGfwKlKDgNy
NoTwpdf5k9l3HRRKjw&sig2=4LuBgsmqNQ7SqeHBUhl40A
Barry Lewis from Portland, ME: Thanks.
Jodie Murphy from Chelmsford, MA: Designing Groupwork Stragegies for the
heterogeous classroom 3rd edition by Stanford school of education
Rosina from usa:
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CD
EQFjAC&url=http%3A%2F%2Fwww.fcps.org%2Fcms%2Flib02%2FMD01000577
%2FCentricity%2FDomain%2F97%2FThe%2520art%2520of%2520questioning%
2520in%2520math%2520class.pdf&ei=LZTrU4yQIcONyASc0ILoDw&usg=AFQjCNF
z3Pzcpn5JyYgiy4gaZ1YxDE587w&sig2=y_9GyqdO47nrKTbOh4G_0w
Jodie Murphy from Chelmsford, MA: Skits
Rosina from usa:
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=4&ved=0CE
EQFjAD&url=http%3A%2F%2Fwww.ictm.org%2Fpresenter%252F2%252Fquestio
nstodevelopm1.pdf&ei=4ZTrU6bGOouVyASFzYCgCA&usg=AFQjCNEwLKth_vWRPpz
fuVpt_anCHIZSjw&sig2=DiYcY1AqwjYdQc7hd553Cg&bvm=bv.72938740,d.aWw
Linda Gallagher from NY: are manipulatives considered tools?
John Spack from Columbus Ohio: Problem sets---how one problem may or may not
be similar to another
Stacie Kyhn from Central Arizona College: Desmos is great for looking graphs. They
have sliders to investigate.
Rosina from usa: smartboard
Lisa Grant from Sacramento: using spreadsheets to generate lots of evidence or
examples
Rosina from usa: i pad apps
Jodie Murphy from Chelmsford, MA: Geogebra for High School
Thelma Black from Charlotte NC: pictoral graphs
Dorita Day from Setauket, NY: Cause and effect
Mary Anne: Geometer's sketchpad
John Spack from Columbus Ohio: What about studying famous arguments, like
Zeno's Paradoxes?
Lisa Grant from Sacramento: the word wall could be part of that toolbox
monica haren: I would love that for younger kids
Rosina from usa: scratch
Thelma Black from Charlotte NC: Toolbox is a good idea
Stacie Kyhn from Central Arizona College: National Math and Science Initiative has
great resources from Elementary through high School. They have a few free, but the
rest you must attend training. Fanstastic stuff!
Jodie Murphy from Chelmsford, MA: I like to display student work and ask them to
find what is wrong and justify why
Rosina from usa: You can use math start reading series
Ann Marie VanSickle from NJ: Great links Rosina
Rosina from usa: This is great for teaching math concept
Dorita Day from Setauket, NY: Students have to think about how their manipulations
inform their thinking
Rosina from usa: thanks
Jodie Murphy from Chelmsford, MA: comic strips is also fun - even in high school
Rosina from usa: Minecraft is so cool to use to teach critical thinking in math
Rosina from usa: You can teach area and perimeter
Lisa Grant from Sacramento: Story board would be great for figuring out word
problems
Ann Marie VanSickle from NJ: excellent idea with storyboarding
Ann Marie VanSickle from NJ: scale for minecraft also
Rosina from usa: yes
Barry Lewis from Portland, ME: +1 Love the storyborad idea. Words+Images.
Rosina from usa: I googled and it seemed interesting
Stacie Kyhn from Central Arizona College: Thinking Blocks are also great for
fractions. Online and for the ipad.
Rosina from usa: I took a scratch class and it was interesting to see how students
have to have a working knowledge of coordinates and directionality to create a
game
Pat Kraemer from Maine woods: in science learning" what is not the answer"- is
not a mistake --we are learning what does not work and we keep going to find out
what is the answer we have" elimated wrong answers "
David Downing from Massachusetts: "no" or "know"?
Dorita Day from Setauket, NY: I'd like to learn more about the use of storyboards
Stacie Kyhn from Central Arizona College: Teaching Channel?
John Spack from Columbus Ohio: "No" is what the teacher says tyo herself as she
looks at each answer
Rosina from usa: learn zillion is a great site
Linda Gallagher from NY: That can be dangerous because some children would like
to be recognized for any response
Jodie Murphy from Chelmsford, MA: Great resources on Teaching Channel
David Downing from Massachusetts: Agreed, Jodie.
John Spack from Columbus Ohio: She rapidly sorts the answers into Yes and No
piles, then pick out the one with the best mistake to learn from
Barry Lewis from Portland, ME: "What is the coolest mistake here?" Nice.
Laurie Benaloh from Seattle: I was thinking of having students write a homework
problem on the board with an error. If they couldn't get the right answer, they put
their work up. If they could get the right answer, they insert a mistake. No one
knows which is the case. Other students try to correct the work.
Stacie Kyhn from Central Arizona College: Favorite No Video:
https://www.teachingchannel.org/videos/class-warm-up-routine
Thelma Black from Charlotte NC: We use morning math challenge
Ann Marie VanSickle from NJ: I just learned of a technique - Put up data , like golf
scores, and then everyday have a different type of problem for the data. Try to cross
different strands like probability, equation work, integers, etc.
monica haren: patience
Ann Marie VanSickle from NJ: You keep the same data set posted for the week.
Susan Shipley from Scottsdale, AZ: time to process the question - what is being
asked
Rosina from usa: Yes, a teacher in my school uses the temperature and uses that to
do math activities
Jodie Murphy from Chelmsford, MA: They need to know constructive feedback
Ann Marie VanSickle from NJ: Exactly!!
John Spack from Columbus Ohio: Going deep instead of broad, using that one data
set
Dorita Day from Setauket, NY: Independence and self reflection
Rosina from usa: collaboration
Rosina from usa: critical thinking
Lisa Grant from Sacramento: productive struggle = no learned helplessness
Jodie Murphy from Chelmsford, MA: They need to learn to be aware of others ideas
and needs
Carol Kim from Portland, Or: yay Dylan! I'm a big fan of his
Ann Marie VanSickle from NJ: Highly recommend the book Putting the Practices into
Action: Implementing the Common Core Standards for Mathematical Practice by
Susan O'Connell. http://www.amazon.com/Putting-Practices-Into-ActionImplementing/dp/0325046557/ref=sr_1_1?s=books&ie=UTF8&qid=1407948697&
sr=1-1&keywords=putting+the+practices+into+action
Jodie Murphy from Chelmsford, MA: I agree that productive struggle is very
important
David Downing from Massachusetts: Being able to reword what someone else said
before you comment on it
Rosina from usa: Yes
John Spack from Columbus Ohio: yes, some students have a very negative feeling
about the word "argument"
Rosina from usa: I have students do that to make sure they are paying attention
Dorita Day from Setauket, NY: Jodie,I like the term "productive struggle"
Thelma Black from Charlotte NC: Children need to know it's okay to agree to
disagree
Jodie Murphy from Chelmsford, MA: a gallery walk deplicting different approaches
to the same problem is helpful
Rosina from usa: use qr codes
Carol Kim from Portland, Or: I prefer the words 'discussion' and 'persuade
Rosina from usa: for gallery walk
Rosina from usa: like a museum of artifacts
John Spack from Columbus Ohio: Is it just one my end or is this seminar blinking off
and on?
Rosina from usa: pererverence is key
Carol Kim from Portland, Or: not blinking for me
Rosina from usa: Yes, we make opinion writing in grade 4
Rosina from usa: sorry typo
David Downing from Massachusetts: I have lost connection twice, John.
John Spack from Columbus Ohio: thanks
Lisa Grant from Sacramento: it has a few times for me
Ann Marie VanSickle from NJ: Great webinar!
Kristina Lee Larson from Plant City Florida: Thank You!
Rosina from usa: Thanks
ELISABETH RAMOS MELENDEZ from NY: thank you
The edWeb Team: Join the free Implementing Common Core Standards in Math
community on edWeb at www.edweb.net/math for invitations to upcoming
webinars, access to all of the webinar archives and slides, and for a CE quiz for all of
our webinars.
Jodie Murphy from Chelmsford, MA: Nice job!
The edWeb Team: Attendees of today's live session will receive their CE certificate
within 24 hours to the email you logged in with today.
Peggy Christensen from Johnston, Iowa: Thank you!
Marjorie Marr from Danville, NH: Thanks so much!
The edWeb Team: If you are viewing this as a recording, you will not receive a
certificate in your email. You will find a CE quiz in the Resource Library of the
community at www.edweb.net/math
Dorita Day from Setauket, NY: I think we are trending towards discussion based
learning
The edWeb Team: Thank you to our sponsor, ETA hand2mind:
www.hand2mind.com
Thelma Black from Charlotte NC: Very informative and thoughtful! Thank you
Carol Kim from Portland, Or: thanks Sarah
John Spack from Columbus Ohio: any idea how many parts?
Andrea from Indiana: Thank you!
Susan Shipley from Scottsdale, AZ: Thank you - this has been a great lesson especially for phrases to bring about good discussion
Kelly Payne from SC: Thank you!
Barry Lewis from Portland, ME: Thanks!
John Spack from Columbus Ohio: ty
monica haren: Thank you
Tamy Ryan from Portland, Or: thanks Sara
John Spack from Columbus Ohio: ty
Lisa Grant from Sacramento: thanks sara
Dorita Day from Setauket, NY: Thanks
Linda Gallagher from NY: ty
Shaine D Walker from Atlanta Georgia: Thank you
Thelma Black from Charlotte NC: Looking forward to more webinars with you!
REYNATO OBIS from Philippines: thanks
Suzanne DeVaney-Wilkes from United States: Thank you!