Katie

You can't paint everyone with the same brush.

[Science Rhodes @OMSTeamBulldogs]

Skateville to end out the week! This was the first skating experience for most which also meant A LOT of falls, but also A LOT of smiles! Proud of these kids for representing Otown and for persisting even after gravity decided to take them down! #OwatonnaProud #themiddlematters

[Michelle Krell @krell_m]

Sharp class of 2018! Welcome to Owatonna Public Schools! Inspiring Excellence -Every Learner. Every day. #OwatonnaProud #InspiringExcellence

[Katie @kemeger]

Very exciting! Glad to see that Terry (our book club fish) is still doing what he always does. I sure do miss this class! https://t.co/5IjEHRDJ4O

[Karla Wilke @wilke5B]

McKinley fifth-graders to release trout they raised in class into the wild https://t.co/Dxnq6t2coB

[Katie @kemeger]

A2: The teacher's role is to support and guide student discussions as well as monitor their understanding
#intentalk #EEC324S17M https://t.co/LMH16hpgZv

[Monroe Julius @MsMonroeJulius]

When discussions are student centered, what is the role of the teacher? #EEC324S17M

[Katie @kemeger]

A1: Discussions can include tools such as cubes, protractors, and chart to help support student's development.
#intentalk #EEC324S17M https://t.co/kdx9k2O3Dc

[Marissa Schroeder @Schroed13Maris]

Q1: What are some mathematical objects that teachers introduce during discussions? Also list the type chosen. #intentalk #EEC324S17M

[Katie @kemeger]

A3: Share our mathematical ideas with classmates. Ss can learn new ways to approach problems through other Ss.
#intentalk
#EEC324S17M https://t.co/J1rLDal0ca

[Anna Willems @msu_annaw]

Q3: Explain one norm we want to foster when starting Open Strategy Sharing in our classroom. #EEC324S17M

[Katie @kemeger]

A3: longer is larger. Ss think that the longer the number is greater than the shorter decimal. Ex: .156 is greater than .4 #EEC324S17M https://t.co/8nUEi6YtUO

[Katie @kemeger]

A4: Estimation can help Ss build an understanding of decimals in equations and help them determine if the answer is reasonable. #EEC324S17M https://t.co/6duVnAcRCP

[Marina Pavek @MarinaPavek]

Q4: Why is estimation essential for students to understand when learning to multiply/divide decimals? #EEC324S17M

[Katie @kemeger]

Q1:"Many percent problems don't have simple numbers" Describe 1 way you can help Ss with estimation in percents and how it helps
#EEC324S17M

[Katie @kemeger]

Ss may think the numerator and denominator are separate numbers or not equal parts of a whole. Visuals and number lines can help #EEC324S17M https://t.co/3ll9o5nvOL

[Ms. Kayla Malecha @MsKaylaMalecha]

Describe a misconception Ss could have about fractions. How can we, as teachers, help Ss overcome these obstacles? #EEC324S17M

[Katie @kemeger]

A2: Set. The whole is defined as the value that is determined as one set. The part is defined as equal number of objects.
#EEC324S17M https://t.co/Quz33JCzNZ

[Devan Masessa @MissMasessa]

Q2: What is one model for fraction concepts? What defines the whole? What defines the part? #EEC324S17M

[Katie @kemeger]

A1:Ss need time for the productive struggle & differentiated instruction to understand that fractions represent many concepts.
#EEC324S17M https://t.co/3rQYEfGOUT

[Kali Cummins @MsKaliCummins]

Q1: What is one of most important factors that students need to develop a deep conceptual understanding of fractions? #EEC324S17M

[Katie @kemeger]

@annaruels A4: It is important for Ss to have a clear expectation of their behavior and to know the expectations for their work. #EEC324S17M

[Katie @kemeger]

A3: During this time, Ss can explain and explore multiple methods/strategies used by their peers and it allows collaboration!
#EEC324S17M https://t.co/BsZnZrdiJE

[Lauren Meredith @MsLMeredith]

Q3: "It is in the after phase of a lesson where much of the learning will occur" Why is this true? #EEC324S17M

[Katie @kemeger]

A2: The teacher needs to allow a productive struggle for Ss to make sense of math on their own. We are not an answer key!
#EEC324S17M https://t.co/a3MX1D77dE

[Katie @kemeger]

A1: Ss can use variables to solve for an unknown quantity and it helps them write equations for those unknown quantities!
#EEC324S17M https://t.co/q2HEKxWA1g

[Mackenzie Mrkvicka @MsMrkvicka]

Q1: What is the use in using variables? What are some ways in which they are used? #EEC324S17M

[Katie @kemeger]

A2:Finding patterns helps Ss develop a concept understanding of concepts and it is common in math as well as the real world!
. #EEC324S17M https://t.co/mJXFuHEYsR

[Ashley Rogers @Ms_ARogers]

Q2 Why is it important for Ss to look for patterns in mathematics? #EEC324S17M

[Katie @kemeger]

A3:Ss might think that variables only represent one number or a missing value and not a multitude of variables.
#EEC324S17M https://t.co/jShSSrI2Nh

[Amy Delaney✌️ @a_dells16]

Q3: What misconceptions or limited conceptions do Ss have regarding variables? What causes these misconceptions? #eec324s17m

[Katie @kemeger]

A4: Ss might use guessing without any evidence to back up their guess, where estimation is using the evidence they already have.
#EEC324S17M https://t.co/CqfLbpE1KE

[Makenzie Raiber @MakenzieRaiber]

Q4: Why would students confuse the idea of estimations with guessing, or why might they struggle with computational estimation? #EEC324S17M

[Katie @kemeger]

A1: Ss can better their conceptual understanding by finding multiple ways to solve problems and explore other possible methods.
#EEC324S17M https://t.co/YJZhgqC62n

[Callie Sieberg @calliesieberg]

Q1: Why might it be effective for Ss to listen to other strategies invented by classmates when problem-solving? #EEC324S17M