Chelsey Anglin

[Chelsey Anglin @ChelseyAnglin]

@MissTrigg_Cbus @themissahmad That’s a great point! I love seeing how many different strategies students use to solve a problem and documenting them so that everyone sees there are many paths to the same place. #OSUElemMath

[Chelsey Anglin @ChelseyAnglin]

@YeseniaCortes01 @RauMiss It’s so important to give students the specific language when they use kid talk, such as ‘the comma in the air’ for quotation marks. #OSUElemMath

[Chelsey Anglin @ChelseyAnglin]

@RauMiss We had a student identify a rhombus as a diamond and this led to a discussion on geometry. #OSUElemMath

[Chelsey Anglin @ChelseyAnglin]

@themissahmad Allowing children to try something on their own before modeling allows them to pursue the strategy that comes most naturally to them. This builds confidence and enjoyment in math.

[Chelsey Anglin @ChelseyAnglin]

@Michellelorene1 A21 We have the game connect 4 in our classroom and that’s a fun way to encourage kids to think about perimeter, area, and shapes. #OSUElemMath

[Chelsey Anglin @ChelseyAnglin]

@YeseniaCortes01 We send home generic, optional homework packets. It doesn’t give parents a very good idea of what their kids are learning or the strategies we use in class, which is unfortunate. We did an amazing pocket day problem once that would have been fun for parents to hear about.

[Chelsey Anglin @ChelseyAnglin]

@professorteds @Miss_Heck My 1125 instructor at Columbus State would always say the same thing! She taught 6th grade math and begged us all not to teach kids PEMDAS, lol. #OSUElemMath

[Chelsey Anglin @ChelseyAnglin]

@iamfeeny @MissZeaman @MissTrigg_Cbus @DelaneyMathews1 I’ve really been enjoying seeing the kids’ thinking during math talks! Sometimes we will have 3-4 different strategies on each problem! #OSUElemMath

[Chelsey Anglin @ChelseyAnglin]

@themisspeppers @DelaneyMathews1 I learned ‘bounce facts’ where we counted by 4s, for example. I now count by 4s to solve any multiplication fact with 4s, rather than auto-recognition. 4,8,12,16,20....#OSUElemMath

[Chelsey Anglin @ChelseyAnglin]

@themisspeppers @DelaneyMathews1 I think it’s reasonable to teach multiplication facts for quick recognition, but timing can cause anxiety. #OSUElemMath

[Chelsey Anglin @ChelseyAnglin]

@MissTrigg_Cbus I think scaffolding is so important in mathematics as I’ve seen too many times students sitting on the sidelines, so to speak. All students are mathematicians and should be invited to play. #OSUElemMath

[Chelsey Anglin @ChelseyAnglin]

@AnnRoFlo They were different shapes. We started with a circle and then gradually made them more challenging and ended with a trapezoid.

[Chelsey Anglin @ChelseyAnglin]

@RauMiss @MissTrigg_Cbus @AnnRoFlo I’m unsure of what a numberless word problem would be. Can you give an example?

[Chelsey Anglin @ChelseyAnglin]

@AnnRoFlo @TheMissHirsch When I was working with students practicing multiplication they used a variety of strategies. I haven’t seen them at my placement yet because we are working on adding doubles.

[Chelsey Anglin @ChelseyAnglin]

@missconway6 @TeachWithMissA Ours are the generic printable a from the internet that start with 1. I like this because it allows the 10s and 5s múltiples to appear in rows, and we don’t have students start counting at 0. #OSUElemMath

[Chelsey Anglin @ChelseyAnglin]

@MrsN_Trimble @MissMantel I like that you are having students try a new strategy. We tend to only encourage them to try a new way if there’s is fairly inefficient. #OSUElemMath

[Chelsey Anglin @ChelseyAnglin]

@RauMiss @MissMantel Could you try and connect ideas when you ask different students to explain how they knew how many are there? I wonder if some students will visualize the quantity differently to help them. #OSUElemMath