Maria Murphy @MariaMurphy103

@meadows264 A32: You could have students draw numerical expressions. They can draw dice faces, soccer balls, people, boxes inside boxes. There's no limit. Let the kids be creative. #OSUElemMath

@meadows264 A33: It may sound silly, but telling time is an everyday activity that helps with math skills. If I'm eating lunch at 11:35am, and the teacher says, "ok, 5 more minutes to finish." I have to add 5 to 35. These are things we do all the time. It helps with adding! #OSUElemMath

@mikusamouse @meadows264 A31: You make a great point! Think of how much measuring you have to do when completing a science experiment. You may follow a process and practice problem-solving in these activities. These skills can easily be applied to solving math problems too! #OSUElemMath

@janieserna3 A30: In the article, they explain that student may know what a box is, but not know its a rectangle. In connection with this idea, a teacher could have students go around the room and draw objects. Then come together to give names to these shapes. #OSUElemMath

@janieserna3 A29: In addition to paperclips, you could use classroom items like pencils, string, cut pieces of paper, or bring in a scale from home. In grade school, I remember outlining our bodies on the playground sidewalk with chalk and then measuring our height! #OSUElemMath

@WenzelCassidy A28: Modeling was the core structure of my math experience. It was both good and bad. Good: because I knew what to do. Bad: Becuase I believed that there was only one way to solve problems. I'd love to do this, but only if it was open-ended, led by my students. #OSUElemMath

@WenzelCassidy A27: I wasn't given much of an opportunity to create algorithms growing up. This is something I would like to implement in my future classroom. We can give students extra time to work on problems and also complete creative activities that promote creative thinking. #OSUElemMath

@WenzelCassidy But follow up, I think in general videos would be helpful for parents. Show them the methods used in class and provide explicit instructions for both the parents and the student(s).

@WenzelCassidy A26: Before talking about how parents can help at home, I think we should first identify how realistic this expectation is. Are the parent's working late? Is there anyone home to help the student other than the parent? I think once we know this, we can talk about it #OSUElemMath

@SallyMc84272297 A25: I agree with what my peers have already said (ex. thinking about how to divide food, money, or using visuals). I think it would be great to incorporate fractions into an active activity at that age. Even splitting students into teams and relating it to fractions #OSUElemMath

@WolfordCassidy @SallyMc84272297 A24: When reflecting on my experiences, I also kept came back to the idea of shading "parts of a whole." Or making connections between fractions and the real world... like pizza! I agree about only being taught the steps. I felt like I never fully understood why. #OSUElemMath

@MadelineSprowls A21 We must connect the math concepts to the context of our student's lives. Show them how they will use these skills, but make it fun. Show them that math is in the places you least expect it (like playing a board game). #OSUElemMath

@sanamiari @MadelineSprowls A20: YES! love THE PROCESS! What I have learned from this course is that the thought process for each student will be unique. In order to be the best teacher(s) we can be, we must supply our students with the opportunity to share their processes. #OSUElemMath

@mathloverxoxo A23 When I think back to my personal mathematical experience, the most easily misunderstood rules had to do with PEMDAS. I remember thinking that I could skip steps and still get the answer I needed because I did not fully understand the meaning of the process. #OSUElemMath

@mathloverxoxo A22 I would really like to think of a strategy that relates to what a real child might experience at school or in life. Make the activity mobile! Have students get up and group themselves by 10, pretending to create teams for a game. #OSUElemMath

@WolfordCassidy A19: We should challenge our students to figure out why it works. What makes it a shortcut? What is going on here? Because the truth of the matter is that their strategy is working for a reason. Have them explain it. #OSUElemMath

@WolfordCassidy A18: In high school, one of our most difficult classes was Algebra 2. This was the only math class I ever had that encouraged group work and collaboration. It was helpful! We should always find ways to share our thoughts with the group. #OSUElemMath

@WolfordCassidy A 17: That is a complex question, "is this a good way to start teaching students?" I believe we do this as a "survial instinct." When working at a daycare, parents felt pressured that their kids HAD to know how to count. We were encourgaed to do what was needed. #OSUElemMath

@LayneMorton2 @alymekinda #OSUElemMath

@LayneMorton2 @alymekinda A 15: I agree! In order to incorporate M/D without taking time away from other standards, they need to be integrated into real-world activities. Maybe in a unit about government, students can count how many seats are in the House. Focusing on how many seats are in each row.

@Madison43189033 #OSUElemMath

@Madison43189033 A14: I had a hard time thinking about an experience from elem ed. which is probably not a good thing, right? Anyway, I would say this class and our 1125/1126 has taught me what it looks like to extend mathematical thinking. I'm still searching for ways to do this with my students