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
Jerome C. Rosperich from Front Royal, Virginia: Good Morning
Jerome C. Rosperich from Front Royal, Virginia: Elementary Assistant Principal
Jerome C. Rosperich from Front Royal, Virginia: Taught math at the middle school
patkraemer from maine woods: it is raining in the woods and I wouldn't miss the
chat today
Judith Falk from Gaylord, MI: Math Consultant in N Mi
Matt Friedman from New York, NY: Education Editor at Scholastic, always looking to
learn more. And appreciative of all that Sara teaches!
Stephanie Claggett from VA: Hello everyone. Taught math in 6th grade; now a 4th
grade teacher
Matt Friedman from New York, NY: Thanks, Sara.
Stephanie Claggett from VA: I am excited about being a part of this webinar.
Linda Gallagher from NY: Hi everyone!
Stephanie Claggett from VA: Smithfield
Kim Burns from Dover NH: greetings from rainy NH
Linda Gallagher from NY: I teach second grade at a Catholic School
Stephanie Claggett from VA: Yes, there is a Smithfield campus. I am about 10
minutes away.
carol highsmith from baltimore, md.: Carol Highsmith from Baltimore, Md.
Anne Zuber from Knoxville, TN: Hi, I teach math
Lauren Olesiak from Jacksonville, FL: Hi all! I'm from Jacksonville, Florida and teach
5th grade.
carol highsmith from baltimore, md.: Second grade teacher
Stephanie Claggett from VA: Just browsing the internet and found it. I was looking
for new ways to get some recertification points.
Kim Burns from Dover NH: first grade teacher
Lacey Strand from Oregon: Good morning from hot and sunny Southern Oregon! I'm
a substitute teacher K-5.
Stephanie Campanella from Brooklyn: Hi 2nd grade teacher in Brooklyn
carol highsmith from baltimore, md.: lots of levels
Anne Zuber from Knoxville, TN: I teach Algebra I and Algebra II mainly in a private
school.
Rebecca Renison from NC: Kindergarten in over cast NC
carol highsmith from baltimore, md.: city
Mona Cloys from Leadville, CO: alternative high school program
Laurie Benaloh from Seattle: I teach Algebra 1 to 7, 8, and 9th graders in the Seattle
area.
Sally Tappert from flat rock, north carolina: Maria, where in MIami do you teach? I
teach at St Stephen's in Coconut Grove
Kathleen Mitchell from Oregon City: Substitute teaching k-12, but my degree is in
math
Jeanmarie Bisset from NY: Hi Junior high Math and Science
Mona Cloys from Leadville, CO: They're great kids!
Colleen Wheeler: Hi from rainy Ohio
Kyle Regynski from ND: Kyle Regynski-7-12 instructional strategist
Sally Tappert from flat rock, north carolina: Just here for the summer in the
mountains, 65 and sunny today!
Jill Johnson from United States: Hi, from Wake Forest, NC- 6th grade Math
Judith Falk from Gaylord, MI: MIne too!!!
The edWeb Team: Thank you to our sponsor, ETA hand2mind:
www.hand2mind.com
Clare Wurm from United States: Hey Kyle, What's an instructional strategist?
John Walkup from United States: John Walkup, education researcher from Clovis, CA
The edWeb Team: The recording, slides, and chat log for today's webinar will be
posted in the Resource Library of our free Implementing Common Core Standards in
Math community at www.edweb.net/math
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.
The edWeb Team: If you are viewing the 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
Kyle Regynski from ND: I am an instructional coach for all core subjects, helping
teachers with best practices, differentiation strategies, problem solving, etc.
Magnolia Urrego from Hall County: Hello from Hall County, Ga.
Clare Wurm from United States: Oh, I like the title!
John Walkup from United States: Interestng that resourcefulness is not mentioned.
Wayne Watson from Utah: yes - kids need to stop equating speed with math ability
ARLENE ANN MATAI from PORTSMOUTH PUBLIC SCHOOLS - : Greetings from
Chesapeake, VA - Portsmouth Public Schools - 14-year Veteran Educator - currently
Elem Teacher K-6 Alternative Setting History & Social Studies (taking class for the
benefit of endorsements) and having taught the subject for the past 13 years.
julie broussard from La.: sorry I'm late.
ARLENE ANN MATAI from PORTSMOUTH PUBLIC SCHOOLS - : It's a regular practice
for some educators to implement assignments with very little modeling during
Guided Practice and otherwise.
Wayne Watson from Utah: Arlene, yep and too often it only connect to the learners
who learn by being told
ARLENE ANN MATAI from PORTSMOUTH PUBLIC SCHOOLS - : Great asset to teach
students how to "ask questions" - sort of they can get the anwers themselves......by
asking themsleves questions.
ARLENE ANN MATAI from PORTSMOUTH PUBLIC SCHOOLS - : Vocabulary has been
a major obstacle in attaining the answers to questions or problem-solving
Ann Marie VanSickle from NJ: We need to bring more academic language teaching
into our math classrooms because of the vocabulary, the way problems are worded
and possible contexts that students might not be familiar with.
ARLENE ANN MATAI from PORTSMOUTH PUBLIC SCHOOLS - : especially when
teaching Reading - Language Arts - too often many rationlize the thought that we
only teach questions for "Assessments."
Wayne Watson from Utah: more technical reading and writing work is needed in all
subjects
patkraemer from maine woods: students can draw what they read to understand
what is asked
Colleen Wheeler: I have found at the high school level, in the past terminology has
been an issue, but with eariler emphasis on it , we should be able to relate with the
same lang.
David Downing from Massachusetts: Science problems have to be authentic, as well.
We can't engage students in math or science unless they see the problems they
come up with or we give them as being interesting/worthwhile to solve. (Of course
the skills to do the problem solving are critical.)
Wayne Watson from Utah: Polya's PS work from the 1930s is a good place to begin
Colleen Wheeler: We do have the students draw and describe terms in high school
still
ARLENE ANN MATAI from PORTSMOUTH PUBLIC SCHOOLS - : the cartoon method
is especially great for SPED students /differentiated instruction /modifications /and
FOUR SQUARE Diagramming
Wayne Watson from Utah: sorry!
ARLENE ANN MATAI from PORTSMOUTH PUBLIC SCHOOLS - : I utilize lots of
"Teahcer Self-Evaluation(s)" which is a part of my Teacher Portfolio each academic
school year.
Ann Marie VanSickle from NJ: Having students write more to explain their thinking,
strategies and processes is vital. I am planning on using Google docs this year to
have students keep a running math journal for this.
David Downing from Massachusetts: What age level, Anne Marie?
Julie Dominguez from Newburgh. NY: It is so important to do the modeling and think
alouds with students to show what does the problem solving process look and
sound like and having students discuss together each other's thinking and problem
solving
Ann Marie VanSickle from NJ: 7th and 8th grade
ARLENE ANN MATAI from PORTSMOUTH PUBLIC SCHOOLS - : Everyday Math
Counts - great daily refresher /visual
Ann Marie VanSickle from NJ: But I think it can be used lower
John Walkup from United States: Think-alouds = good
Gem Moriah from New York: So often we miss the practical application of the
answer and emphasize only the numerical solution.
David Downing from Massachusetts: Yes, Anne Marie. It's been tough for me tro get
them (upper elementary) to do it. Maybe because they're not as used to being
metacognitive and to writing.
Wayne Watson from Utah: fits right in with Polya's model
Laurie Benaloh from Seattle: test the model is check your answer, if your answer is
wrong, reflect and redesign
Colleen Wheeler: start with identifying problem
Wayne Watson from Utah: test = look back
Julie Dominguez from Newburgh. NY: define the problem = ask questions
Matt Friedman from New York, NY: it's interesting to me that, in a math context, you
are asked to make sure you understand an existing problem as opposed to it, in the
engineering process, you are asked to DEFINE the problem.
Matin Adegboyega from United States: Allows reflection for improvement purposes
Wayne Watson from Utah: the whole idea of a circle that connects the answer to the
problem is SO important in real life . . . but not used in schools as much as it should
Gem Moriah from New York: The cyclical process is great. Reflect and redesign
could be looking back and looking forward.
Lisa Grant from Sacramento, CA: Matt, I think the Common Core is going in that
direction with math
Wayne Watson from Utah: gets back to our need for speed
Colleen Wheeler: does it make sense if important with extraneous solutions in
algebra
patkraemer from maine woods: the engineering process is supposed to be a
collaborative effort do we let students work together to solve math problems
Julie Dominguez from Newburgh. NY: less is more to show the deeper
understanding
John Walkup from United States: Student grouping depends on Depth of Knowledge
level.
Ann Marie VanSickle from NJ: How many problems do other countries do in a class
and how much time per day do they do math?
Julie Dominguez from Newburgh. NY: Think-pair-share
David Smith from Utah: Students MUST work together to solve math problems.
Mathematical discourse between students should be a part of every class.
Wayne Watson from Utah: anyone remember the "one class, one problem"
movement back in the 1980s, the "decade of problem solving"?
Colleen Wheeler: it's good to get them to compare methods (in groups) for solving
too to help them know which tool is strategically most effective
Sally Tappert from flat rock, north carolina: Absolutely yes to Pats question. And,
the need for speed is such a reflection of our technological world these kids are
growing up in!
ARLENE ANN MATAI from PORTSMOUTH PUBLIC SCHOOLS - : co-operative
grouping is always an asset, and aids in increased learning
Matin Adegboyega from Irvington, NJ: This allows mathematical practices as
required of the CCSS for an in-depth understanding of concepts
Matt Friedman from New York, NY: patkraemer: I think that the mathematical
practices really encourage a similar level of collaboration in the way that students
are expected to argue and discuss their problem-solving methods.
David Downing from Massachusetts: Another way to think about scientific method:
http://undsci.berkeley.edu/article/0_0_0/howscienceworks_03
Matin Adegboyega from Irvington, NJ: Teachers are required to act as facilitators of
knowledge that is connected with scientific process
Wayne Watson from Utah: best?
John Walkup from United States: Define best
David Smith from Utah: It gives the students options for answers. They have to
interpret what "Best" means!
Wayne Watson from Utah: most area, most room to sprint, etc
Jeffrey Kirschenbaum: different answer possibilities, can't use whole arn side
Wayne Watson from Utah: lends itself to a picture
ARLENE ANN MATAI from PORTSMOUTH PUBLIC SCHOOLS - : First, it is a multistep problem that many students feel overwhelmed to approach. They freeze at the
volume of lettering.
Lisa Grant from Sacramento, CA: No picture has been provided - that's good!
Wanda T. Staggers from Clemson, South Carolina: does rectangular eliminate the
square
Matin Adegboyega from Irvington, NJ: Requires conceptualization
Colleen Wheeler: three sides instead of four
Susan Hernandez from home: Perfect problem for use of a picture, model, etc
Rebecca Renison from NC: the chance to use hands on materials to build the play are
Wayne Watson from Utah: or a graph
Ann Marie VanSickle from NJ: "Best" would be where my students get stuck because
they are concerned about doing everything right from the beginning.
David Smith from Utah: It lets the students play with the concepts of both perimeter
and area.
Wayne Watson from Utah: or a table
Matt Friedman from New York, NY: There are unstated implications that the
student is expected to consider
Gem Moriah from New York: the option of up to 36 feet
Wayne Watson from Utah: or a function rule
David Downing from Massachusetts: It would be interesting to not bring up the
possibility of using a side of the barn. Which students would bring it up?
Lacey Strand from Oregon: Rebecca I like the idea hands on materials to help solve
this problem.
Colleen Wheeler: can they use barn side and extend off of it?
John Walkup from United States: It seems that they will likely use trial and error to
find the best size. But that is not a good math technique.
Penny Witter from Baltimore: Let's children use their knowledge of dogd/dog
behavior to help solve problem.
Sally Tappert from flat rock, north carolina: This is a great problem for a group of 2
or 3 students to collaborate on with color tiles, a big sheet of newsprint, and time to
share solutions with classmates and have rich discussions
Matt Friedman from New York, NY: the problem doesn't set out rounding
parameters (or lack thereof)
ARLENE ANN MATAI from PORTSMOUTH PUBLIC SCHOOLS - : If they are familiar
with or confident with Rules of Measurement then they will be able to approach
easily.
David Smith from Utah: So, Hung Tsi Wu says that the best answer for this kind of
problem is always a circle. So, if you took out the rectangle requirement it gives even
more options.
Maria J CAmpitelli from Miami-Dade: More than one possible answer based on "up
to 36 feet"
Matin Adegboyega from Irvington, NJ: A thinking true problem
Patty Shaw from Southlake, TX: I can see using this problem to teach students how
to use a spreadsheet tool like Excel to help them evaluate different solutiosn
Wanda T. Staggers from Clemson, South Carolina: definitely need to employ
sketching
Colleen Wheeler: can lead to other shapes and area too
Wayne Watson from Utah: ooh! great thought patty - thanks
Lauren Olesiak from Jacksonville, FL: What is the title?
Matt Friedman from New York, NY: looks exhibition point I didn't read the problem
carefully enough about the whole number of feet!
Sara Delano Moore from United States: Paths to Problem Solving
Carolyn Frost from OR: In science we think in terms of criteria and constraints. I
think this would be helpful in math word problems to help students decipher all
those words.
Maria J CAmpitelli from Miami-Dade: "Best size" can be interpreted in many
different ways
Magnolia Urrego from Hall County: One of the suggestions of Kassia Omohundro in
Math Exchanges is to give students the problem without words so they can focus on
the understanding the problem
Colleen Wheeler: that students may have other ideas that you hadn't expected
Wayne Watson from Utah: get teachers out of the sage on the stage mode
Ann Marie VanSickle from NJ: "as much room" and "best" need to be linked in the
think aloud
ARLENE ANN MATAI from PORTSMOUTH PUBLIC SCHOOLS - : implementation of
daily use of "interactive notebooks" will create an accustomed knowledge awarness
of illustrating the problem.
Maria J CAmpitelli from Miami-Dade: Very hard problem for ELL students
julianne davenport from utah: It is a good problem to check after you finish it and
make sure that it fits all of the different rules in the example.
Matin Adegboyega from Irvington, NJ: Allows discussions
Wayne Watson from Utah: out of the fear of appearing to not know
David Smith from Utah: Teachers have to be comfortable with the probability of
many different "right" answers and know enough math themselves to know if the
answers are reasonable.
ARLENE ANN MATAI from PORTSMOUTH PUBLIC SCHOOLS - : the school's
playground is the best place for a Math Walk
Julie Dominguez from Newburgh. NY: what are some good strategies to use for spec
ed and ELL's to have the same accessiblity to solve these word problems?
ARLENE ANN MATAI from PORTSMOUTH PUBLIC SCHOOLS - : the real-life
experience of having to complete the activity "hands-on"
Wayne Watson from Utah: Julie - pictures & smaller more friendly numbers are a
couple
Lacey Strand from Oregon: Pictures are great for all students.
David Smith from Utah: Wow! This one really opens it up. It presumes an
understanding of forces, balance, motion, and the mathematics that combines those
concepts.
Julie Dominguez from Newburgh. NY: should we read and break down problem for
them ?
John Walkup from United States: Students need to distinguish between motion and
acceleration. Students confuse the two.
Matin Adegboyega from Irvington, NJ: Students can bring prior knowledge to the
investigation
Magnolia Urrego from Hall County: Make sure students understand the vocabulary
that is involved in the problem
Colleen Wheeler: think in reverse; what needs to be done to get desired result
David Downing from Massachusetts: Time for ELLs to talk and experiment in one
another and with non-ELLs
Ann Marie VanSickle from NJ: David - while I agree in the classroom with being able
to realize a variety of answers, students and teachers are still concerned with what
would be the "right" answer on an assessment like PARCC
Wayne Watson from Utah: Julie - work backward from an answer (Polya again)
Maria J CAmpitelli from Miami-Dade: Julie: change the original problem by adding
pictures/visuals/tables/charts-ELL For ESE students allow modeling using artifacts
to represent the situation
David Smith from Utah: Julie - let them break it down and ask questions about it.
ARLENE ANN MATAI from PORTSMOUTH PUBLIC SCHOOLS - : we see the
"vocabulary" in repetition that can or may create a problem for problem-solving,
unless we teac the vocabulary consistently.
patkraemer from maine woods: give kids blocks some objects that could make a
model
Matin Adegboyega from Irvington, NJ: Students can bring prior knowledge into this
investigation
John Walkup from United States: Its DOK-3 at lowest and maybe DOK-4. That's what
makes the problem rich.
Julie Dominguez from Newburgh. NY: When do they begin to do it independently
without so many scaffolds?
David Smith from Utah: do you think we can please get away from only using
problems that prepare students for multiple choice tests?
Colleen Wheeler: can work for many different levels of understanding-letting you
differentiate
ARLENE ANN MATAI from PORTSMOUTH PUBLIC SCHOOLS - : I think students
learn better when they "do
ARLENE ANN MATAI from PORTSMOUTH PUBLIC SCHOOLS - : "do"
Matin Adegboyega from Irvington, NJ: It allows students to bring prior knowledge
into this investigation
David Smith from Utah: John, it is also the lower right corner of Hess's cognitive
rigor matrix.
Sally Tappert from flat rock, north carolina: They can roll cans down a ramp and
then change the slope of the ramp and chart the differences.
Wayne Watson from Utah: what's slope :-) good intro at gr4
Colleen Wheeler: wind
Kim Burns from Dover NH: productive struggle! I love that phrase
John Walkup from United States: David, I disagree. It is clearliy create-level, DOK-3.
Wayne Watson from Utah: vector intro, too
David Downing from Massachusetts: cans of soup -- those with mostly liquid (e.g.,
tomato) vs those with solids (e.g., chicken noodle)
David Smith from Utah: I should have said the lower right quadrant.
Matin Adegboyega from Irvington, NJ: Great for conceptualization
ARLENE ANN MATAI from PORTSMOUTH PUBLIC SCHOOLS - : love the cans of soup
- 100% David
Lisa Grant from Sacramento, CA: or different diameters
John Walkup from United States: Thanks for clarification, David. I agree
Wayne Watson from Utah: mm mm good
Lisa Grant from Sacramento, CA: lol Wayne
David Smith from Utah: Let's be sure to give them the room to fail and make
mistakes.
John Walkup from United States: David, glad to hear you mention the Hess Matrix,
although I like to think of it as the Hess, Jones, Carlock, and Walkup matrix. :)
Clare Wurm from United States: Give lots of different possible materials to mess
with
David Smith from Utah: A growth mindset requires knowing how to learn from your
own mistakes.
Wayne Watson from Utah: Edison said something similar
Sally Tappert from flat rock, north carolina: the hardest part is getting kids out of
the "grade" mindset
Wayne Watson from Utah: invented the lightbulb incorrectly 1000 times
David Smith from Utah: John - I'll be sure to make the correct attribution in the
future!
Gem Moriah from New York: they know that's it is ok to fail. Reflection will allow
them to re-strategize
Matin Adegboyega from Irvington, NJ: Willingness to make meaning from the
mistakes
John Walkup from United States: Hess matrix for math:
http://tinyurl.com/o9qvxdb
Linda Gallagher from NY: Fail is not a good word to parents!
Matin Adegboyega from Irvington, NJ: Big picture!
David Downing from Massachusetts: Thank you, John. I was in the dark.
Wayne Watson from Utah: rubric scoring helps with parents
John Walkup from United States: You learn little by doing it right the first time.
(Especially true in computer science)
Debra Jenkins from Lakeside CA: Process of claims, evidence, and reasoning students are constantly revising their claims based on development of evidence.
Matt Friedman from New York, NY: Creating a classroom enviroment of trust,
between teacher and student, as well as among students, seems like such a
challenge!
Wayne Watson from Utah: Valium, too :-)
David Smith from Utah: Love valium. I used to put it in the water in the faculty room
when I was a principal!
ARLENE ANN MATAI from PORTSMOUTH PUBLIC SCHOOLS - : Matt - I feel the air
it's NY
Wayne Watson from Utah: That's UTAH!!!
Julie Dominguez from Newburgh. NY: Having students run confernces and share
their failures and successes with their parents
David Smith from Utah: Ooooo - this is a great engineering project. But let's have
them build it as well as planning it.
David Downing from Massachusetts: Show YouTube videos of hail storms for
students to und the problem
John Walkup from United States: Definitely DOK-4. Nice problem statement. But
telling them to learn about weather-related hazards does undermine rigor slightly.
Wanda T. Staggers from Clemson, South Carolina: It would be great to integrate the
math challenge with the science challenge slide to create the engineering challenge
John Walkup from United States: You could put the cost constraint into the problem
and make students research costs and compute budgets.
David Downing from Massachusetts: Nice Teaching Channel video on teaching kids
to prepare their houses for a hurricane:
https://www.teachingchannel.org/videos/teaching-hurricanes-video
Matt Friedman from New York, NY: I agree, Wanda@
Matin Adegboyega from Irvington, NJ: Absolutely, synthesing ideas to make meaning
of the problem
David Smith from Utah: This would be a great problem for students tow work with
when studying triangles.
Wayne Watson from Utah: suggest "many right answers" needs reworking . . . drives
parents and school board members nuts
John Walkup from United States: How about "potential solutions"?
Colleen Wheeler from United States: defending their strategies would help other
students better see different ways to begin, since beginning is often a hold up
ARLENE ANN MATAI from PORTSMOUTH PUBLIC SCHOOLS - : funding is lacking in
many school districts to implement the real life /hands-on experiences
David Smith from Utah: I like that, John.
Wayne Watson from Utah: this answer works well in this situation, maybe
Matt Friedman from New York, NY: Is there any publisher or product developer
doing a good job of synthesizing math, science, and engineering tasks?
David Smith from Utah: They are not good problems for MP tests, but certainly
would work for performance tasks.
David Smith from Utah: I mean multiple choice tests/
ARLENE ANN MATAI from PORTSMOUTH PUBLIC SCHOOLS - : I agree - much
needed money is spent on textbooks that we throw out so often to turn to another
before waiting for results from the prior
patkraemer from maine woods: collecting recycling --paper ,cardboard, plastic, goes
a long way to helping create hands on activity
David Downing from Massachusetts: Olin College (engineering) in Needham, MA has
been working with schools to synthesize these things, Matt.
Matin Adegboyega from Irvington, NJ: The ability to integerate ideas is necessary
for laerning to take place
David Smith from Utah: I saw third graders building planetarium ideas out of
cardboard boxes and black garbage bags. Not much cost there.
ARLENE ANN MATAI from PORTSMOUTH PUBLIC SCHOOLS - : I often collected milk
cartoons, and other resources from my home when I taught Math /Science /Reading
ARLENE ANN MATAI from PORTSMOUTH PUBLIC SCHOOLS - : Differentiated
Thinking
Mona Cloys from Leadville, CO: Our school gets STEM grants from the local mining
complex. Often there are local companies that will help fund STEM curriculum.
Lisa Grant from Sacramento, CA: There is a defined question in 1 and 3, but not 2?
ARLENE ANN MATAI from PORTSMOUTH PUBLIC SCHOOLS - : The question varies
for the problem in its entirety
Matin Adegboyega from Irvington, NJ: Understanding the different terms
David Smith from Utah: 1 and 3 require a product. An experiment isn't a product.
ARLENE ANN MATAI from PORTSMOUTH PUBLIC SCHOOLS - : The problem is
defined in various categories
Matt Friedman from New York, NY: it's interesting that in the math problem, one
could argue that there is a “best” solution, whereas the science and engineering
tasks have correct Period responses, if not best.
John Walkup from United States: I call it rigor subversion :)
ARLENE ANN MATAI from PORTSMOUTH PUBLIC SCHOOLS - : Goes back to
teaching students how to ask questions - that is, high-level tinking questions...
ARLENE ANN MATAI from PORTSMOUTH PUBLIC SCHOOLS - : thinnking
ARLENE ANN MATAI from PORTSMOUTH PUBLIC SCHOOLS - : thinking
David Smith from Utah: Teachers tend to be much too helpful.
Lisa Grant from Sacramento, CA: agree David
Matin Adegboyega from Irvington, NJ: I like to see productive struggle in math
classrooms
ARLENE ANN MATAI from PORTSMOUTH PUBLIC SCHOOLS - : i like the sequential
order = yes! numbers 1 and 2 are crucial
Magnolia Urrego from Hall County: Thanks
The edWeb Team: 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
Magnolia Urrego from Hall County: it was great as always
The edWeb Team: The recording, slides, and chat log for today's webinar will be
posted in the Resource Library of our free Implementing Common Core Standards in
Math community at www.edweb.net/math
Matin Adegboyega from Irvington, NJ: Thank you!
Judith Falk from Gaylord, MI: Thanks so much. I always get so much out of these.
Gem Moriah from New York: Thank you:)
John Walkup from United States: Thanks. Very enlightening
Annie Walton from DC: Thank you.
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.
ARLENE ANN MATAI from PORTSMOUTH PUBLIC SCHOOLS - : Thank you for such
an informative Webinar!
Jill Johnson from United States: Thank you!
Susan Hernandez from home: any good resources to "practive working in teams?'
Colleen Wheeler from United States: thank you
Julie Dominguez from Newburgh. NY: Thank you
Sally Tappert from flat rock, north carolina: thank you again Sara. You are so
inspirational!
The edWeb Team: If you are viewing the recording, you will not receive a certificate
in your email. You will find a CE quiz in the Resource Library of the community.
David Smith from Utah: Well done, Sara. Thank you!
Anne Zuber from Knoxville, TN: Excellent webinar! Thank you!
Matt Friedman from New York, NY: Thanks, Sara!
LuAnn Longbons from Brunswick, GA: Thanks so very much!
Jeffrey Kirschenbaum: thsnk you for a brilliant session
Mona Cloys from Leadville, CO: Thank you again!
Tamy Ryan from Portland, OR: Thanks Sara! That wa sgreat!
Wendy Smith from Indiana Dunes National Lakeshore: thank you!
Sara Delano Moore from United States: Thanks everyone!
Kyle Regynski from ND: Thank you Sara for another excellent presentation!
Lacey Strand from Oregon: Thank you for all of the great info. I was thinking before
I even had a chance to have my coffee!
Stephanie Claggett from VA: Thank you Sara
Susan Nichols from Texas: Its been a great presentation with lots of information to
put into problem solving
Penny Witter from Baltimore: Thanks, Sara, great problems from each of the
disciplines!