## Math Discourse - Class Blog

Share and learn from each other by posting comments, photos, and videos.

Lou Ellsworth Yow
1/28/2015 09:28:21 am
I did my second go of the juicy problem, "Colored Jerseys". I did it in small groups, sitting next to their math partners. I initially frontloaded the discussion by establishing an understanding of what a pattern is. I put out connecting cubes, and had the students complete patterns I had started. Then I essentially gave them the problem with the questions at the end of the problem. Most kids took to it quickly by creating the patterns with colored markers or connecting cubes. A few sat and watched their partners go at it,
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Lori Hewitt
2/2/2015 03:09:25 am
At Monday's class meeting, when I met with my grade level, we discussed how some students focused too much on detailed art for math in their story-boards. Thus, making our lesson longer than anticipated. Eileen suggested we make a T-Chart on "Art in Art Class" vs "Art in Math Class." After hearing this idea, I was excited to do this with my class.
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DeMaur Herrera
2/5/2015 03:33:12 am
I did a "pig and duck" problem with my class. They worked in partners and used a multiple of different ways to solve it. They would try a method and then have to revise, revise, revise. The word that came to my mind was persevere! My kids love doing these problems and literally beg for more. We ended with the class discussion and each group sharing their results as well as how they got there. The audience questioned and the presenters had to respond or revise their conclusions! We had so much FUN!
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Mo Prince (First Grade)
2/7/2015 03:40:54 am
I was excited to see my students think through this week's juicy problem, "50 Toes"! They are developing their mathematical thinking as evidenced by the work they are producing. I just need to make sure that I point out the practices that they are using (e.g. "I see that you attended to precision by subtracting the addend from the total to see if you come up with the same addends.")
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Kathy Koford
2/8/2015 04:50:52 am
My class needed to revisit the " Colorful Jerseys" problem because many were not successful coming up with their own question and then solving it. I think this was due to the fact that many of them did not sketch out the story. They wanted to write an equation - even if that didn't make any sense. This time I presented the same problem in small groups. We did it during center time, so I was only working with 5 students. The students are grouped according to ability (somewhat). This was much better for my students! As soon as they sketched out the problem, they were able to come up with questions. They were very happy with themselves - Success! They could see that asking a question like, "Why are they carrying suitcases?" is not a question that we would ask in math, nor would we be able to solve it.
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eileen smith
2/8/2015 11:19:12 pm
I enjoyed watching you sitting on the carpet with the students working on this problem. I agree that this small group setting provided the time and supports needed to allow the students to make sense of this concept. You could practically hear their brains working!!!
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Hyun Moon
2/8/2015 11:16:37 am
Our class revisited “Colored Jersey” problem and each student generated one to two questions of choice given examples with visual support. A few days later, we changed the number of students in the classroom as well as the patter of jerseys. Students exhibited more confidence demonstrated by their willingness to pose more questions even if they were similar to the ones asked during previous session.
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Angela Villaluna
2/9/2015 01:29:22 am
I gave the students back their solutions to the original problem and had them look at it in a different way. Bringing out the manipulatives for them to show their thinking was a little tricky at first. Again, my class really wants to have solutions fast and explaining/showing their thinking in different way has been a challenge this year. I was glad to see, after some time with the manipulatives, that a few could show their thinking. I need to make sure to encourage more use of the tools when solving problems.
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Lindsay Henning
2/9/2015 03:35:04 am
We went back and worked on the triangular numbers problem and began with students building "the story" with manipulatives. It is amazing how they are so much more willing to work with tools and come up with different images when there isn't a problem to complete. I really need to work on forcing the manipulatives so that it becomes something they do to solve their own problem before asking for help or giving up.
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Janelle McGoldrick
2/9/2015 04:59:31 am
From reflecting about the math word problem myself and other teachers were noticing that students were spending more time on their pictures than working on math problem. As a class, we made T chart about math and art. During math word problem I saw a great difference in students focusing on the problem and using the drawing as a tool to help them solve the problem.
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Lori Hewitt
2/9/2015 06:02:52 am
I did the juicy problem, "Pigs and Ducks," with my class. After spending time reviewing art in math class, I had my students read the problem and share the steps with an elbow partner. Once I felt they had a clear idea of the story, I asked them to make a story-board to help solve the problem. As they were working, I noticed my second graders, despite the story-board strategy, wanted to immediately add or subtract the numbers. They did not understand that there were only 11 animals total. Some of my third graders used a grouping strategy in their work. However, not one single student did the problem correctly.
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Julie
2/23/2015 05:50:49 am
I love that doing the word problems can be differentiated in the moment so well. I had a lot of students only able to do the problem and explain it when using the manipulatives. Some could also do the picture but were unable to explain it to me the right way.
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Erika Lee
3/17/2015 04:17:04 pm
The word problem for this week was five bears were at a party and each bear had two cupcakes. This time, I gave the students manipulatives to work with first. The majority of the class was able to productively struggle through this word problem on their own. However, it was still incredibly challenging for some students. A couple students didn't know what to do with the information and needed scaffolding. Other students were able to draw pictures, write equations and explain their mathematical thinking to me in words.
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