[tammy.metz]

in reply to: 3.2 – Solve this Problem #3915

1/6, 2/8, 3/5, 2/3

It is important for students to understand that a fraction is part of a whole. They also need to make sure they are aware that the denominator shows how many parts the whole is divided into. What would be helpful for them to understand is that the closer the numerator and denominator are to each other, the larger the fraction and the farther apart the two numbers are…the smaller the fraction.

[tammy.metz]

in reply to: 3.1 – Progression Ah-ha’s and Wonders #3914

I enjoyed learning from all the videos. My a-ha moments were learning about the true progression of addition and subtraction, then the progression of multiplication, and division and finally fractions. I came from IL and taught technology so this being only my third year teaching 5th grade, I am fascinated at what I was watching. I wonder with such a short amount of time when school starts, if I could get this incorporated into my teaching. If I can, knowing what I do from the last two years, this will benefit the kids a great deal in regards to true understanding.

[tammy.metz]

in reply to: 2.3 – Number Sense Strategies #3913

When school starts I will incorporate the exploding dots site and math review questions as bellwork to keep students mentally engaged in math concepts past and present. I believe this will help keep math skills fresh.

[tammy.metz]

in reply to: 2.3 – Number Sense vs. Math Fluency #3912

Number sense is making sense of numbers, having an understanding of numbers and how they work together. Fluency is having the skill to carry out procedures flexibly, accurately, efficiently and appropriately.

[tammy.metz]

in reply to: 2.2 – Math Problem Solving Strategies #3911

I would use the Three-Read Problem Solving Strategy

This strategy will make the problem make more sense for the students because they have to read the problem three times: Once to identify what they know, once identifying what they don’t know, and a final time to make sure the problem makes sense to them. This strategy will ensure they take their time and understand the problem well before trying to solve.

[tammy.metz]

in reply to: 2.1 – Math Fluency Challenges #3909

What challenges did you experience with math fluency in your classroom? I have many students that don’t know their multiplication facts, but don’t practice when I send things home, or do the fun math games I have.

What ideas do you have to help each of these students improve their math fluency? I guess having a math contract so I know they will actually complete the math skills we need to work on.

[tammy.metz]

in reply to: 1.3 – Learning Retention Ideas #3908

I purchased some math games like Math Bingo, fraction/decimal sort, things like that to help classify, match, sort, and compare. I also like to review with Kahoot because it’s very game-like and the kids love it, but we are reviewing math at the same time, so no whining or complaining from the students.

[tammy.metz]

in reply to: 1.3 – SHARE: Math Learning Retention #3907

List/brainstorm math concepts that you feel you need to reteach on a regular basis or topics that the students forgot.

Multiplication strategies, place value, regrouping, multiplication with carrying, adding and subtracting fractions.

[tammy.metz]

in reply to: 1.2 – SHARE: Math Misconceptions: What would you do? #3906

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 how they solved the problem. Then I would have place value examples with us so I could review/reteach the concepts. Then, I would give them another problem to solve to make sure their was understanding.

[tammy.metz]

in reply to: 1.2 – SHARE: Math Myths and Truths #3905

Mathematics is Computation. I see this as accurate as both a student and a teacher. There is computation involved.

Math is just memorizing rules. As a student, I would agree, but as a teacher I see there is more than just memorization.

You are either good at math or bad at math. Again, as a student I would have said yes, but as a teacher, I would say anyone could improve their math skills.

Math is just about getting the right answer. Again, as a student I would have said yes, but as a teacher, I would say the process is just as important in math.

Math is creative. As a student I would disagree but as a teacher, I see it.

Math is exploration. As a student, I wouldn’t have thought this, but as a teacher, I agree.

There are many ways to problem solve. Again, as a student, I wouldn’t have thought this, but as a teacher, I agree.

Mistakes help our learning. Again, as a student, I wouldn’t have thought this, but as a teacher, I agree.

[tammy.metz]

in reply to: 1.1 – SHARE: Understanding Yourself as a Learner #3904

Rate your comfort level with solving the problem. I would say an 8/10.

How did you feel when you first saw the problem? Were you excited, stressed… I thought it would be easier to solve if I used actual numbers while completing the problem.

Did you feel you had the strategies to solve the problem? Yes, I like sales myself so am comfortable solving problems like this.

How did you feel when you solved the problem, whether you were right or wrong? It is always a thrill to solve problems correctly…student or teacher 🙂

[tammy.metz]

in reply to: Discussion Post Topic: Visions and Actions (Elementary) #3900

I have been successful these last two years creating positive relationships with my students. They know I care about them and their learning and will help them be successful. It is extremely important to me to build relationships, so it is something I will work on right away, and continue to develop as the year goes on.

I will include the students in creating the classroom rules so they take ownership of them and work harder to enforce them. This also lets them know they have a voice as well.

I will try and incorporate concepts the students like into the curriculum wherever I can. Use them in example problems or assignments.

We will always complete some of the work together after learning to make sure the concept is being understood, and then the students work individually to give me a chance to assist those who may need it. As for the assessments, I allow students to take about a week to re-learn the material they struggled with and then they can re-take the test for a better grade.

[tammy.metz]

in reply to: Feedback and Student Agency (Elementary) #3899

Utilizing a peer feedback routine may increase student engagement by creating the opportunity to share ideas and help others learn. Students love to share what they know more of than someone else, and what better way to do this than be able to provide feedback.

Agency is when students take ownership of their learning, and giving feedback is a great way to help achieve this. a student will work harder on their assignments/projects, etc. if they know they will get a nice comment or review.

[tammy.metz]

in reply to: Expanding Your Tech Toolbox (Elementary) #3898

I played around with Blookit and I love its engaging platform. Blookit is a new take on trivia and review games by the teacher picks a question set and a unique game mode. Then, a code is generated that players can use to join the game on their own devices. After the game starts, players will answer questions to help them win. They participate in games with rewards for answering questions and exploring new methods of learning. I can use this as a review, a reward for class, or even for incentives to turn in work/homework.

[tammy.metz]

in reply to: Establishing Relationships (Elementary) #3897

I greet my students at the door every morning, using their name, asking a question about something we talked about yesterday, or that I know was happening. I also make sure the students know that I am here for them if they need something, to talk, or just to chit chat. I show a genuine interest in their hobbies and interests and make sure to ask questions about home as well.

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