Madison Smith

[Madison Smith @Madison43189033]

@KatieKreczmer @meadows264 I agree! You could even have like a big number 6 and when kids find a combination that makes six they could put in underneath the number (3+3; 8-2; 6-0, etc) so as you learn more basic facts the wall grows! #OSUElemMath

[Madison Smith @Madison43189033]

@meadows264 A33: One thing I remember is when I started driving and being very conscientious about how much gas was and how many gallons I needed to put in my car to make sure that I had enough cash on me. This was just basic multiplication but it's a good real life context. #OSUElemMath

[Madison Smith @Madison43189033]

@meadows264 A31: One of the standards in social studies is geography and maps. This is a perfect place to tie math and social studies by talking about distance (measurement, units) and concepts like area and perimeter. Students could use standard units or invented units to begin exploring!

[Madison Smith @Madison43189033]

@janieserna3 I think we have to start by talking about geometry in authentic contexts and then we can plant and introduce the formal vocabulary.

[Madison Smith @Madison43189033]

@janieserna3 A30: This reminds me of something that we talked about in regards to fractions and division--that kids enter our classrooms with a lot of background on these topic but,, the technical vocabulary throws them off though.

[Madison Smith @Madison43189033]

@janieserna3 A29: I remember learning about the different liquid measurements and how they fit into each other (2 cups in a pint, etc). We had a "gallon man" out of all the different units and it was helpful to understand the relationship between the units! #OSUElemMath

[Madison Smith @Madison43189033]

@EllieStammen @Nicole34141982 @WenzelCassidy I also experienced this approach to math in school. As a result I had troble solving problems that were different from what my teacher had modeled in class. I hope to give my students multiple strategies by letting them work through problems and modeling strategies.

[Madison Smith @Madison43189033]

@WolfordCassidy @WenzelCassidy I completely agree with you here! Some of the best invented algorithms I have seen come from kiddos who are just working through a problem without the standard steps in mind. I don't recall being able to just work through problems like this when I was in school. #OSUElemMath

[Madison Smith @Madison43189033]

@WenzelCassidy I agree that the newsletter is a great format to communicate with parents. Digital newsletters would be a good option for many parents as well. I have also seen teachers send pictures of a student's work to the parent via text just to give more immediate, kid-specific feedback.

[Madison Smith @Madison43189033]

@WolfordCassidy @sanamiari @SallyMc84272297 A25: Yes! Alost all kiddos at this age have had to learn to share either with siblings, or other kids at school/babysitter. This makes sense to them and is part of their everyday lives which is the best place to start. #OSUElemMath

[Madison Smith @Madison43189033]

@SallyMc84272297 A24: Like some others I felt that fractions were a memory game. I felt like I had to memorize that 1/3 was greater than 1/4 but less than 1/2, etc. This was super ineffective because I didn't have the tools to think through more difficult fractions like 12/43. #OSUElemMath

[Madison Smith @Madison43189033]

@mathloverxoxo A23: In one of my field placements I worked with a child who had a difficult time with the idea of skip adding relating to multiplication. He was stuck on the one-to-one correspondence so to him one skip= adding one, not 5 or whatever we were multiplying by.

[Madison Smith @Madison43189033]

@Nicole34141982 @KirNotKri @mathloverxoxo A22: One "real life" way that I have seen a teacher teach bundling was with the days of school. Each day at their morning meeting the kids added a popsicle stick to a jar for the new day then counted the number of popsicle sticks. Once they reached 10 they bundled! #OSUElemMath

[Madison Smith @Madison43189033]

@MadelineSprowls A21: I think we have to connect math to real life for our students and help them to see math in everyday life rather than letting it feel like some kind of foreign language that they will never use or understand. #OSUElemMath

[Madison Smith @Madison43189033]

@MadelineSprowls A20: The biggest takeaway that I have gotten so far from this course is that positive struggle is a part of learning and developing math reasoning. We have to let students grapple with problems in order for them to learn. #OSUElemMath

[Madison Smith @Madison43189033]

@WolfordCassidy A18: In sixth grade we would go over our homework in class by having people come up to the board and show how they did the problem then discussing it. This was kind of high-stakes because you never wanted to be wrong, but a good way to talk about different methods. #OSUElemMath

[Madison Smith @Madison43189033]

@LayneMorton2 @KirNotKri @WolfordCassidy A17: I agree with you both! There is value in chant teaching to learn # sequence but manipulation of numbers, with tools & manipulatives or add/subtract/multiply/divide, is the best way for kids to get a full understanding of how numbers work and what they mean. #OSUElemMath

[Madison Smith @Madison43189033]

@WolfordCassidy methods of solving and help them understand why they work. #OSUElemMath

[Madison Smith @Madison43189033]

@WolfordCassidy A19: My mom would often teach me these shortcuts when I was little and I would get really frustrated because it wasn't the way we were doing it in class. I knew my teachers wouldn't honor those answers. I think it is important to validate children when they bring in alternate

[Madison Smith @Madison43189033]

#OSUELemMath