Kelsey Morosky

OSU ECEVI 2020

[Kelsey Morosky @MissMorosky]

@MissUlbrichOSU #OSUElemMath

[Kelsey Morosky @MissMorosky]

@MissUlbrichOSU A35. I think that question 3 is extremely important. Before any lesson, teachers should always ensure that the lesson and classroom setting are accessible for all students. Of course it helps for the settings to be interesting, however, accessibility should always be a priority

[Kelsey Morosky @MissMorosky]

@MissUlbrichOSU teachers could use measurement cups and put four 1/4 cups on one side of the "equal sign" and then a 1 cup measurement on the other side. This shows that this is an equivalence rather than a problem where only one side of the equation shows "the answer" #OSUElemMath

[Kelsey Morosky @MissMorosky]

@MissUlbrichOSU A35. Awesome question. I even find myself guilty of automatically thinking of the equal sign as "the answer is" rather than equivalence. Furthermore, I think using objects to help kids first begin thinking of the equal sign as "equivalence" would be a great start. For example,

[Kelsey Morosky @MissMorosky]

@MrCourtneyOSU I think it is important for students to never feel rushed to learn, especially when learning foundational concepts. This also helps them realize that everyone learns at different paces and that is totally okay. #OSUElemMath

[Kelsey Morosky @MissMorosky]

@MrCourtneyOSU A32. To progress through these levels effectively with my students, I would start with level 1 for all students and then encourage students to work their way through the levels at their own paces. Of course I would teach and help students get to and through these levels, but

[Kelsey Morosky @MissMorosky]

@MrCourtneyOSU introduction to the standard measurements, which also might help them remember the actual sizes and concepts better #OSUElemMath

[Kelsey Morosky @MissMorosky]

@MrCourtneyOSU A34. I think using nonstandard units for all kids is extremely beneficial before introducing them to the real unit measurements such as inches or meters. For example, teachers could teach these general estimates of measurements in the picture below to their students as an

[Kelsey Morosky @MissMorosky]

@MrCourtneyOSU A33. I think task 4 seems rather difficult. I feel that most students would automatically count that the top path has 8 segments while the bottom only has 6, assuming that the top is longer. However, they may miss to recognize that the line segments vary in length #OSUElemMath

[Kelsey Morosky @MissMorosky]

@MissSmithOSU @MissRushOSU A29. I agree, Morgan. By allowing students to use their own creative strategies when solving problems they are developing greater critical thinking skills that will be beneficial when solving all types of problems, related to math or not. #OSUElemMath

[Kelsey Morosky @MissMorosky]

@MissRushOSU A31. I believe that children avoid these misconceptions when inventing their own algorithms because they are simply doing what makes sense to them without over thinking the possibility of these manipulations or over thinking the steps they make to solve the problem #OSUElemMath

[Kelsey Morosky @MissMorosky]

@MissRushOSU it just is the parents job to recognize these learning opportunities and use them to challenge their kids thinking. #OSUElemMath

[Kelsey Morosky @MissMorosky]

@MissRushOSU A30. Families can practice math at home with their children with just about anything. Playing outdoor games such as kickball, soccer, baseball, tennis, etc. all could help teach concepts of distance, keeping score, and using time. Math really is everywhere,

[Kelsey Morosky @MissMorosky]

@ZhenWan72704088 @MissTaliahK_OSU A28. I agree that the idea of the whole being a fraction can be confusing and tricky for students. Because of this, I think that using real objects or drawing out pictures can help students visualize and understand the problem better #OSUElemMath

[Kelsey Morosky @MissMorosky]

@MissTaliahK_OSU learn and think differently. Therefore, I do not think that one strategy is better or more efficient than another, I think it just depends on the student and what works for them #OSUElemMath

[Kelsey Morosky @MissMorosky]

@MissTaliahK_OSU A26. For me, I think that the "Additive Coordination- Sharing one item at at time" makes the most sense when considering how to solve this problem. I like the idea of focusing on one item at a time because it makes the problem seem less overwhelming, although other students may

[Kelsey Morosky @MissMorosky]

@MissTaliahK_OSU A28. I do not necessarily think that one is more important than the other. Some children may solve problems better without talking while others may need to talk through the entire process, so I think it depends on the child and how they process information the best #OSUElemMath

[Kelsey Morosky @MissMorosky]

@MissCarterOSU ignore this temptation and allow students additional time to problem solve in new ways. Teachers can still create critical thinking questions that can help get students thinking in new ways, but allowing them their own reflective thinking time is critical #OSUElemMath

[Kelsey Morosky @MissMorosky]

@MissCarterOSU A25. I think they are all important but #4 is a specific one that I believe is important for teachers to practice. Without even realizing it, teachers often immediately jump into helping their students when they see them struggling; however, it is also important for teachers to

[Kelsey Morosky @MissMorosky]

@MsSomervilleOSU @ZhenWan72704088 @MissCarterOSU that the use of physical materials such as blocks or counters would definitely help students make greater sense of place values #OSUElemMath

[Kelsey Morosky @MissMorosky]

@MsSomervilleOSU @ZhenWan72704088 @MissCarterOSU A24. I agree that the 10s place value is typically very tricky for students. This reminds me a lot of the bundling we learned in math 1125, in which I am still even confused about. Although since we usually made and represented bundles through the use of 2D drawings, I believe