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This is the Link to Presentation/Videos that teachers are speaking about in this Padlet.  Teachers were asked to put what they NOTICED, WONDER, Provide Virtual/Face To Face Support and a Take Away
Link to Videos/Presentation:  https://fultonk12-my.sharepoint.com/:p:/g/personal/smithnt1_fultonschools_org/ER0hosKogKxJtpxQRibhPeQBO5HLcrNcoaS9gxbQDaBR_g?e=i9TAEC

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Notice: The child has good number sense and doesn't have any problems with place value or adding.
Wonder: What was the child thinking that made him correct himself before testing out his first numbers?
Virtual Support: .....help :)
Take Away: For students who are working on grade level, pushing them past the DOK1 is very important to check that they truly understand the standard.

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Notice that this was one-on-one

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The kid was able to figure out his mistake and solve it. 2nd Evans

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The kid was able to figure out his mistake and solve it. 2nd Evans

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The kid was an attentive listener and able to master his skill Evans 2nd

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The kid was an attentive listener and able to master his skill Evans 2nd

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3 things I notice. Allow students to work through the math. Guide the conversation, but don't give too much, no manipulative support.
2 things I wonder
Would manipulatives  help?
How much experience did the child have with decomposing numbers?
Take Away: Allow students to struggle to some degree, but be available to support. How much time should this take?

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I noticed the teacher began with a DOK 3 task. 2nd T-Greene

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I noticed the teacher began with a DOK 3 task. 2nd T-Greene

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T. Greene
I wonder how long the students have been working in this unit.
I will add on to my lessons for both VL and RL allowing students to do a trail and error.
My take away would be to allow students to use the vocabulary more, and do more number talk to enhance their vocabulary.

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I noticed that student used multiple strategies to find the solution and the teacher added "just in time" questioning that supports learning.
I wonder what the other students are doing.
This lesson is easy to adapt for virtual. It may be difficult to provide the questioning from multiple students, but maybe if in a small group it could be effective.
I am working towards building in time to wrestle with a problem.

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I wonder if the student had different manipulatives available to him, would he know how to utilize the manipulatives OR know how they are used OR what they are used for. I believe there should be time taken to ensure students understand what particular manipulatives are used for,

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I noticed that the teacher asked probing questions.

For virtual students, they could use virtual manipulatives, or even manipulate photos of chairs to connect to the problem.

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Various ways to solve the problem was encouraged.
The strategies were very much hands-on (concrete). Students also used representational strategies to show their thinking.

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1 Add on that will Support Face to Face learners...….
Have their own personal manipulatives to use in school or at home.

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I notice that students used manipulatives to express the multiplication equations in an array. They were working in a small group.

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Teacher asked questions that guided the students' thinking.
Students were able to model and explain using vocabulary

Tech Tool:  Class Notebook to draw with students.

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I noticed the teacher asked questions to understand the student's thought process.

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The teacher and the student had good interaction. The teacher supported the student with guiding questions.

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I notice that teacher used various manipulatives to express fractions.
I notice that teacher did not tell the students if they were correct or wrong.
I wonder did the students self discover that multiplication can be used to find an equivalent fractions. or did the teacher explicitly teach the concept.
I wonder if the student could explain their models and write a matching sentence.
F2F Students can use fraction towers to help visually see and touch fractional pieces.
Virtual Students: Can create a fraction pieces with sentence strips. (Stole this from McCoy:)
Take away: Students must have number sense. It starts from the first day of school.

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One add on that I liked was giving the example with the shading in different areas to help the visualization of the fractions.

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I like how the teacher asked questions to help guide the student thinking. 

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I like how the teacher asked questions to help guide the student thinking. 

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Teacher allowing students to write on tables with the expo markers.  This is an easy way for students to make models.

This is a personal space where students gain ownerships.

I wonder if the teacher can get the students to explain the model.

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Even though students are working virtually, using a tangible notebook is still an effective practice. It helps them to explain their thoughts and harness their thinking.

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I like that you:
Use the varied strategies in the independent practice (assessment), used physical and drawn representations, and that you rewrite the #s at the bottom of the problem.
I wonder if you could use a different color to represent the 2 numbers when you're drawing.

I wonder why I don't have any hearts.

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F2F and Remote students can both use manipulatives to model decimals, whether comparing, rounding, adding or subtracting. Its' important to use these models to continue reinforcing the concepts quantitatively.
I really loved seeing Mrs. Lovelock's lesson, I wonder if I can create a split screen with my document camera so students can see the models and the powerpoint at the same time.

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3 Things I Notice
She began with a video
Then continued with a PPT slide
Used manipulatives

2 Things I wonder
1. Which would be the preferred method for SEC students to shade in the grid, using the entire number seems like this would be best for the SEC students

1 Take away from the shared  video lesson
- Modeling along with the use of manipulatives is definitely beneficial

1 Add-on that will support F2F learners
I need to really make sure that the students return their learning bags to school everyday, or leave them at school
1 Add-on That will support Virtual learners
Same for the virtual learners, as far as the students having their manipulatives with them at home

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Base ten blocks are a good way to complement modeling adding and subtracting decimals.

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Stanley 5th

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I noticed that Tankell emphasized reading the question carefully. There were several strategies used to engage her learners.
F2F learners can use base ten manipulatives to model learning.

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I noticed Tankell used a picture model of base ten blocks and had students use their fingers to share how many tens and ones.

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How to support f2f use real base 10 blocks
How to support virtual -we need more time to teach these hard items on the test.
Take away -So many kids online don't listen

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I noticed that she checks on all students to see that they are engaged ("hold finger up to the camera")

I noticed that she prefaced that what they are going to learn is tricky... but it is important to "stretch" our brains

TAKEAWAY : RT TANKELL (We need more time to teach for this exam because it is so much more than dimes and pennies!!)

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I noticed all the students were students were clearly visible and full faces in the camera.

I wonder if we are all using the same lingo? Rods? Cubes?

Take away... “stretch your brains”

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I noticed that the girl in the video didn't waiver on her answer, she was so sure about her answers. I have seen  my students struggle with this exact thing, counting the same objects twice.
Virtually: Use whiteboard/video/document camera/MyMath and throwing manipulatives down and have students guess the amount the point their finger at the screen and count.

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Like Shiraef stated, I noticed the girl was very sure of herself.

I wonder how this same skill strategy can be taught in a virtual setting

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I wonder why she didn't use the counting strategies?
Face To Face:  She needs to touch and count or move and count NOT just mental math.
Link:  https://youtu.be/A1Mazc-SsG0

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I saw her use the touch and count strategy to check her answer.

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I noticed that the little girl was vey confident about her answers.  She was very focused and articulated that one part she did in here brain.  I noticed that she self corrected herself.