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Showed me visuals to link to past learning (number lines and area models). Problems to model with students. Anchor charts I could use.  Ideas to help explain another way if they are confused.

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-relating expanded form place value strategy to the standard algorithm

-showing it on an open number line

-connecting partial sums to the standard algorithm

-using language that is not new or confusing - regroup to make a ten instead of carry

-differentiation: larger numbers for advanced students, manipulatives for developing students

lots of challenge options and additional online resources.

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* examples and non-examples
* fraction kits
* spin and show it

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Squares, sticks, and dots pg.157
Moves them from concrete base-ten materials to drawing pictorial representations for the numbers.

Using Landmark numbers
Ex: 119+26=n
Use 120+26=n

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- area models
- set models
- arrays
- model division with base-ten blocks
- rectangle models
- partial quotients
- partial quotients with remainders
- interpreting remainders

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Games to help students build fluency of multiplication facts

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3.OA.7 Multiplication/Division Facts and Games for Fluency

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3.OA.7 Multiplication/Division Facts and Games for Fluency

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I was a student of lots and lots of timed tests!  I LOVED them!  I finished fast and always competed with one boy for the first one finished!   I don’t remember many number sense activities so teaching it was difficult at first.  I have learned to LOVE number sense and have had many personal ‘aha moments’ while teaching over the past years.

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I strongly remember fact timed tests being a big part of my 5th grade class, then the teacher would announce out loud for all to hear how many each kid got correct. I always was in the lower part. I also will never forget 7x8 =56 because that was one I got wrong so many times. It was stressful. So in my own math classroom I do not stress the speed of facts rather the fluency of having a strategy that works well for them. I would much rather them know a strategy that they can use and be flexible in their thinking.

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I enjoyed math computation, because I had good number sense and was able to quickly find answers. I hated word problems, however, because I could not solve them in my head, and while I could usually find the correct answer, it was usually not the same strategy that the teacher was looking for. I especially hated math in high school, because even though I couldn’t always explain it to other people, I was able to get good grades so some friends always accused me of cheating because my dad was our math teacher.

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Math
My math experience usually involved paper and pencil.  I don’t remember using many manipulatives or interactive tools.  I always did fairly well in math but never enjoyed it as much as literacy.   This is the same for my teaching of math.

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-Timed tests
-Math olympics
-Math series with worksheets and homework from the giant book
-I remember enjoying math and feeling confident about it, but many of the strategies used were those that we don’t use anymore.  I think that is why I sometimes struggle with understanding ‘why we can’t just do it the way I learned it.’

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My math memories in elementary school consisted of daily worksheets and timed tests and I never had the opportunity to share my math thinking.

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Memorization was a huge piece. Timed tests were part of the routine. Could totally relate to the anxiety piece from article and still feel it to this day when I feel “put on the spot” in any math training/class (doesn’t even have to be about math facts).

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Math Feeling in School
I hated math bc of Mrs. Lee my 5th grade math teacher. I always would get the correct answer but I found the answer my own way, not the traditional procedural way she expected. She would only except her solutions.  When I teach math, I always tell my students that there are always more than 1 way to solve a problem.

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- liked dealing with numbers
-lots of memorizing facts
-timed tests in 3rd grade
-remember being taught the process
-math workbooks

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I figured out that I wasn’t good at math in first grade when I couldn’t pass the addition timed tests to move my rocket up on our classroom bulletin board. In second grade I embarrassed myself in front of my whole class when I couldn’t set the hands on the plastic clock properly. At that age I remember confessing to my mom that I couldn’t count money and didn’t think I would ever get the job of cashier at the Cash ‘n Carry grocery store! Looking back it seems like every year in school I struggled with some important math concept that I worried would hold me back as an adult. After awhile I stopped trying to be good in math. My attitude in math class sucked and I was dreadful to my math teachers in middle school. I would yell at my poor dad when he tried to help me with my algebra homework in high school. Thank goodness for teacher math courses in college where I was able to explore math concepts without feeling like a dummy. Feeling like a bad math student has helped me relate to my students who lack confidence in math. When talking to students who feel like failures, I can share my own experiences and hopefully encourage them to not give up.

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I remember math worksheets, 1 minute timed tests with 100 questions, flashcards and around the world. I remember reading from the math text book everyday. I remember being good with standard algorithms, but didn’t understand number sense until college.  I do not remember playing or exploring with numbers or tools. I was never taught how to solve word problems, or modeling my thinking. I was never able to ask my teacher for help, at least I never remember her being accessible for questions or small group instruction. I don’t remember playing math games.

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I remember enjoying math in elementary school even though I wasn’t the best at it.  remember having confidence in addition, but struggled with subtraction. My third grade teacher recognized my struggle and insecurities with my facts and I remember her working with me...even it it was during a recess game! She made learning fun. Lots of timed tests in 4th and 5th grade for multiplication and division. I hated the timed tests because even though I knew my facts, I put so much pressure on myself that I would freak out and do horrible on them. I also remember math textbooks, worksheets, and traditional algorithms. I would be able to get the answer but often struggled to understand the why.

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I have a HORRIBLE memory of my elementary years (to be honest, I don’t remember much middle or high school either). But one thing I do remember is my 4th grade classroom had a bulletin board showing every student’s progress in mastering our Multiplication facts and getting a certificate for each one we mastered.

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I have a HORRIBLE memory of my elementary years (to be honest, I don’t remember much middle or high school either). But one thing I do remember is my 4th grade classroom had a bulletin board showing every student’s progress in mastering our Multiplication facts and getting a certificate for each one we mastered.

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I have a HORRIBLE memory of my elementary years (to be honest, I don’t remember much middle or high school either). But one thing I do remember is my 4th grade classroom had a bulletin board showing every student’s progress in mastering our Multiplication facts and getting a certificate for each one we mastered.

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Growing up I went to Catholic elementary. I felt confident and great when playing around the world and doing timed tests because I have a great memory and can memorize like no body's business. But when things got a little more challenging, specifically when I left Catholic school and went to public in 7th grade, all my confidence fell apart. I struggled--not productively. I vividly remember sitting with my dad at the dining room table crying over math and him angry with me because he couldn't understand why I had such a hard time with it. This continued all through high school. I hated math and never thought it had a purpose for me or that I'd use it in my life. When I finally took Elementary Math for my education license in college, I started to learn math because of how I was being taught to teach it. This new discovery evolved as I started teaching in Hilliard and really changed when Hilliard started to rethink teaching math! If you would have told me when I was in 7th grade that I would grow up to be a math coach, I would have laughed out loud! I am in constant search for the "why" in things and I love that I can do that alongside teachers and students now!

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I grew up enjoying math often because I could visually see the problem and knew the answer. I thrived on being first and loved the timed tests because I thought that showed my smarts. However upon beginning calculus and geometry I struggled with how to prove and share thinking about the process and how I ended up with the answer. In college when taking math for educators I began to understand the only way I would be successful was to be able the show thinking and understand where others might come from.

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Honestly I don’t remember much about elementary math. I only remember learning algorithms. Only when I took a teaching class for math in college did I start to really understand why the algorithms where what they were and the feeling of struggling. I had anxiety about reading so I remember more about that. I was always good at math so don’t have any bad memories.

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I remember being showed exactly how to perform certain task.  Not a lot of reasoning involved or discussion with others. Doing questions 1-30, even if you understood it after the first 5.

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Pictures are pretty, but not with numbers.

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Pictures are pretty, but not with numbers.

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I remember sitting at my desk with a pencil and paper and a textbook. “Turn to page 72. Look at the example and complete the odd problems.” There were no charts. Just overheads and textbooks and red pens.

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I always felt strong at math, but I also remember crying and running out of the room once when things got hard.  Because it came naturally to me, I wasn’t used to struggling.  When I struggled I did not know what to do!  It was only later in life that I learned to enjoy the struggle.

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Math was never really a strong subject for me. I remember times test and how much I hated them. I also remember needing to have a math tutor around 3rd grade. I continued to hate math all throughout my school experience and even taking only the math course that were required of me throughout high school and college. I now am asked to model math lessons which I am becoming more and more comfortable with.

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Math was safe for me because there was one right answer. It was black or white. LA was too wide open for me; I still feel this way when I’m planning my lessons.

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I think my students would remember sharing strategies and working though lots of different problems. They will remember me encouraging them to use what ever they need to solve the problems (manipulatively and pictures). They will remember working on real world problems. They will remember all the varying levels and different choices they had during math time. I hope they will remember me encouraging them no matter how hard they struggle or how hard the problem is. Breaking it into parts to solve. They will remember team work amount teachers and students.

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I would hope my students would say that I allowed for productive struggles and provided time for them to create strategies that work for them. Choice is important. She let us take ownership of our learning by providing real works experiences and STEM activities that allowed me to apply my learning. Oh, and she’s really funny.

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I think my students would appreciate me exposing them to lots of strategies (or maybe not) and the fact that they could choose which worked for them. Not allowing them to just give an answer and have to explain their reasoning. I hope they would thank me for the productive struggle and not allowing them to quit.

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I would hope kids would say that I made math fun and that they learned more than what they started with. Also, that I allowed them to use lots of different strategies and tools for solving problems. That I gave them enough time to explore and practice as well as share their thinking. Also that I didn’t make them feel “dumb” or “stupid” for asking questions or making mistakes. That I was empathetic and helpful to those students who struggled, but also challenging for those students who needed it....

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I hope my students would say they enjoyed their time in my math classroom. I hope they would say they appreciated the time I gave them to investigate, explore, and problem solve. That I never rushed them and created a positive classroom culture where they could ask questions without feeling embarrassed. They will probably say they loved the 3 Act Math Tasks, too.

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I would like my students to say that she challenged the way that I think about math. She never gave me the answers and taught me to embrace the struggle, because out of the struggle true learning and empowerment emerge.

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In 20 years, I would hope my students would remember math class as fun and a place of discovery.   The classroom was a place where students understood and were comfortable.  I would also like the classroom to be a safe environment where mistakes were welcome and students could take risks.

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I think my students will say we have fun in math and it doesn’t feel like work!
I would also love to hear them say something like, “I’m a mathematician!”

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I would hope my students say they like the structure, but love the fun. I try so hard to make sure what they are learning is fun for them. It is finding a balance.

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In 20 years I am hoping my students will say they are given lots of time to explore and discover strategies and new ways of thinking through games, problem solving, and project based learning activities. Students will enjoy applying their strategies to real world situations. Students will become teachers of their invented strategies.

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I hope my students would say they remember our respectful learning environment that allowed for everyone to try and fail in a supportive learning way. The fun times and the struggle times, but also the growth they made.