[jamesmunoz4]

in reply to: 4.1 – Math Strategies #11243

What worked? I try my best to always use the correct math vocabulary for the concept I am teaching. I work with 4th and 5th graders and I have observed my students using explicit math vocabulary as we work together in the class, verbally and in writing. I encourage my students to take risks and not wory about not using the correct vocabulary all the time.
What did you need to adjust? What I needed to adjust is using the right amount of vocabulary words for the lesson to not overwhelm my students.
Was there any change in the ratio of teacher versus student talk in your classroom? Based on the lesson, there was a change in the ratio of teacher versus student talk in the classroom. Students felt more confident in using the correct vocabulary.

[jamesmunoz4]

in reply to: 3.3 – Checks for Understanding #11242

Online Whiteboards
Zoom Chat
Online quiz maker
thumbs up/down
Peer/Group work

[jamesmunoz4]

in reply to: 3.1 – Progression Ah-ha’s and Wonders #11241

3 “ah-ha’s” and 1 “wonder” as it applies to the grade level you teach. Make sure to include how your new learning might impact your instruction. When finished, find two other colleague’s posts and respond to their “ah-ha’s” and “wonders,” building on their thoughts or offering possible solutions.

1 ah-ha is use of models to ensure conceptual understanding no matter what grade you work with. Working online I will ensure I continue to use models to ensure students have conceptual understanding.

2nd ah-ha is using area models and partial quotients to develp conceptual understanding prior to teaching the standard algorithm. This is something I continue to use with my students.

3rd ah-ha is to go back and review as needed to ensure any gaps missed or forgotten by students can be reviewed prior to moving forward. This is something I do 1:1 or small group.

Colleague’s Post – A “wonder” I had with regards to third grade and the progression of multiplication and division, it how to get students to see the value of each and the difference between repeated subtraction strategies in which the groups are unknown and the fair share or partitioning strategy in which to objects are unknown. In my experience, too often the students get stuck on one of these and have a hard time differentiating which one makes the most sense in the context of the word problem they might be solving.
I believe what is best and what I have experienced is to allow students to use what strategy is best for them. Allowing students to struggle as they learn new methods to understand and solve problems allows them to eventually/hopefully see conceptually what answer is reasonable/makes sense.

[jamesmunoz4]

in reply to: 2.3 – Number Sense Strategies #11236

What strategies did you use in your classroom? I do have my students memorize their multiplication and division facts. I make it a game. I provide rewards as students memorize their facts. Once they are memorized, I demostrate the importance of having a picture in their head about what it means. I have them explain using examples from their experiences. I want them to make sense of what the facts mean. As they solve problems, I ask them does their answer make sense.

What did you learn? I learned the importance of having fun as students make sense of the numbers they use in class in at home.

[jamesmunoz4]

in reply to: 2.3 – Number Sense vs. Math Fluency #11235

Number sense is a fundamental skill that encompasses a deep understanding of numerical relationships. It goes beyond simply memorizing facts and figures; it involves the ability to comprehend how numbers relate to one another and how they can be manipulated to solve problems. When a person has a strong number sense, they are able to see patterns, make connections, and draw conclusions based on their understanding of numerical relationships.

Numerical fluency is having the mathematical understanding to find the most efficient way of expressing, and then solving, a problem.

[jamesmunoz4]

in reply to: 2.1 – Math Fluency Challenges #11234

Share any challenges you have experienced with math fluency in your classroom. The main challenges I’ve had is motivation to learn their math facts (multiplication and divistion).

What ideas do you have to help each of these students improve their math fluency?
Games
Online time tests
Round Robin (facts, repeat)
Partner tests

[jamesmunoz4]

in reply to: 1.3 – Learning Retention Ideas #11233

Create a new post and share other ideas you may have for helping students to retain learning of math concepts.
Card games
Nearpod games
Blooket games
Jeopardy games

[jamesmunoz4]

in reply to: 1.3 – SHARE: Math Learning Retention #11232

List/brainstorm math concepts that you feel you need to reteach on a regular basis or topics that the students forgot.
Fractions (adding, subtracting, multiplying and dividing)
Multiplication facts
LCM, GCM
PEMDAS
Adding and subtracting multidigit numbers (borrow and regrouping)

[jamesmunoz4]

in reply to: 1.2 – SHARE: Math Misconceptions: What would you do? #11231

Think about the scenario above and your own classroom experience.

What feedback would you give a student who completes the following problem like this?

320 + 50 = 820

I would ask the student to show me and explain their thinking on how they solved the problem. Based on what I see and hear I will guide them using the error I see them make and their explanation.

[jamesmunoz4]

in reply to: 1.2 – SHARE: Math Myths and Truths #11230

Mathematics is Computation. Students do see math as computation. As a teacher I can see how students have to remember the rules and steps for solving problems.

Math is just memorizing rules. Students believe this to be true. As a teacher I see it as only part of math.

You are either good at math or bad at math. Student will say they are bad at math because they have a difficult time with math. As a teacher, all students can learn math at any level.

Math is just about getting the right answer. Students do wan the answer only. They do not want to see the application. As a teacher I want to see both.

Math is creative. Students may not wish to be creative if they do not have the experience to solve the problem. As a teacher, I want my stuents to be creative.

Math is exploration. Some students enjoy exploring new math ideas. I as a teacher enjoy teaching new methods to solve problems.

There are many ways to problem solve. Some students can see this as an opportunity to learn the concept. I as a teacher provide those opportunities.

Mistakes help our learning. Some students may become disappointed in getting the wrong answer. I see it as learning.

[jamesmunoz4]

in reply to: 1.1 – SHARE: Understanding Yourself as a Learner #11229

How did you feel when you first saw the problem? Were you excited, stressed…
I was excited. It was not difficult based on understanding that half of the original is not half of a sale price.

Did you feel you had the strategies to solve the problem? Yes, based on real world experience.

How did you feel when you solved the problem, whether you were right or wrong? I was right but the program stated it was incorrect.

[jamesmunoz4]

in reply to: 2.9 Digital Lesson and Reflection #10958

What part of your live lesson went well? Why? I believe all students were engage in the lesson. It was a fraction lesson for 4th and 5th graders. I used chat, online whiteboard and thatquiz online platform to assess students throughout the lesson. Based on the formative assessement at the end, I had 85% of the students understand the lesson.

What part of your live lesson could go better? Why? I have special needs students. They need more time to process the information.

Identify 1-2 areas where you think you can improve. What would you do differently next time? One are I can improve is pull out the special needs students to provide more 1:1 or small group instruction. The second area to improve is wait time. I sometimes rush believing students are ready to move on.

[jamesmunoz4]

in reply to: 2.6 Tech Tool Tic-Tac-Toe #10957

Next, respond to two posts with advice, tips, or strategies that might help the poster with the challenges they encountered, or with ideas to enhance their activity.

The Tic-Tac-Toe is a nice tool to get students engaged in their own learning. It provides teachers with feedback on how students are doing online and teachers can provide immediate feedback as needed. A challenge I have encountered is students may have a difficult time reading the directions or confused on the outcome of the activiites.

[jamesmunoz4]

in reply to: 2.4 Your Digital Home Base #10956

A link or screenshot of your digital home base
We use Edgenuity.

A description of at least two resources you included
One resource I use is Read Theory and the second resoure I use is Happy Numbers.

An explanation of how these resources help improve distance learning and student
These two resources are adaptive programs. The platforms adapt to the learner meeting them at the grade leve that is appropriate for them.

[jamesmunoz4]

in reply to: 1.8 Challenges of Teaching Online #10217

A description of what you find most challenging about online teaching. Staying focus when not working with students.

A possible solution to your challenge, using a tool, tip, or strategy you learned. Reviewing data and communicating with parents.

A link to the tool, if applicable. N/A

An explanation of how this tool, tip, or strategy can help you improve your experience as an online teacher. Will ensure you are prepared for class and parents are kept informed on their student’s progress.

[Author]

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