Brian Bushart 🏳️🌈 @bstockus
Educator || #MTBoS || #ElemMathChat || #NumberlessWP || #SameDiffMath || Dad of @SplashSpeaks || he/him numberlesswp.com New York Joined August 2012-
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[New Blog Post!] Like sands through the hourglass, so are the weeks of this school year. Read on to hear about all the learning we got up to in my classroom this week despite no AC for two hot afternoons! bstockus.wordpress.com/2023/10/06/40-…
"Between what two tens is 689 located?" (Students hold up mini white boards.) "Ok, I see 80 and 90 as one common answer. I also see 680 and 690. Talk to your partner. Which answer do you think is correct?" Between what two tens/hundreds/thousands/etc. is tricky language!
"Between what two tens is 689 located?" (Students hold up mini white boards.) "Ok, I see 80 and 90 as one common answer. I also see 680 and 690. Talk to your partner. Which answer do you think is correct?" Between what two tens/hundreds/thousands/etc. is tricky language!
It's been a pleasure reading their personal narratives. Not everyone was equally as successful, but I appreciate that they all grappled with how to effectively write events in chronological order using sensory details and dialogue. I look forward to them sharing with one another!
It's been a pleasure reading their personal narratives. Not everyone was equally as successful, but I appreciate that they all grappled with how to effectively write events in chronological order using sensory details and dialogue. I look forward to them sharing with one another!
As much as I would have preferred to finish this activity yesterday, it actually worked out well as the warm up for today's lesson.
As much as I would have preferred to finish this activity yesterday, it actually worked out well as the warm up for today's lesson.
So proud of their progress (and willingness to work so hard in this heat!)! They still need plenty more practice, but they are starting to make sense of big numbers on number lines. Here's hoping this helps transition us into rounding! #ElemMathChat
So proud of their progress (and willingness to work so hard in this heat!)! They still need plenty more practice, but they are starting to make sense of big numbers on number lines. Here's hoping this helps transition us into rounding! #ElemMathChat
This lesson had a LOT of discussion before students had a chance to try out punctuating any dialogue on their own. Here's hoping it sets them up for success tomorrow!
This lesson had a LOT of discussion before students had a chance to try out punctuating any dialogue on their own. Here's hoping it sets them up for success tomorrow!
I'll admit I was nervous as I was listening in on their conversations. Several groups thought the dad was mean, even though he chuckled when he found his daughter trying to leave on a walk around the globe. It really came together during our class debrief though!
I'll admit I was nervous as I was listening in on their conversations. Several groups thought the dad was mean, even though he chuckled when he found his daughter trying to leave on a walk around the globe. It really came together during our class debrief though!
We're moving into our rounding lesson. There is so much assumed in textbooks that students can name what two thousands, hundreds, or tens a number is in between. Guess what? They can't! We're working on that today and tomorrow before we even try rounding a number. #ElemMathChat
We're moving into our rounding lesson. There is so much assumed in textbooks that students can name what two thousands, hundreds, or tens a number is in between. Guess what? They can't! We're working on that today and tomorrow before we even try rounding a number. #ElemMathChat
I like the idea of this activity, but I did not like the execution. Students listed their events yesterday. Today they had to copy that same list into a new table on another page so they could then add sensory details. I hate needless copying. Such a waste of time.
I like the idea of this activity, but I did not like the execution. Students listed their events yesterday. Today they had to copy that same list into a new table on another page so they could then add sensory details. I hate needless copying. Such a waste of time.
I had the students work in partners on this. It was great hearing them talking to one another, trying to decide which word went with which definition or blank. Eventually I'll try doing it without the word bank, but it seemed like a good idea for now.
I had the students work in partners on this. It was great hearing them talking to one another, trying to decide which word went with which definition or blank. Eventually I'll try doing it without the word bank, but it seemed like a good idea for now.
This was day 3 of comparing multi-digit numbers. They did great on Friday. I absolutely misjudged their ability to pick it up today. They kept thinking statements were wrong because the bigger number wasn't written first. They weren't attending to the comparison symbol at all!
This was day 3 of comparing multi-digit numbers. They did great on Friday. I absolutely misjudged their ability to pick it up today. They kept thinking statements were wrong because the bigger number wasn't written first. They weren't attending to the comparison symbol at all!
This was a convoluted lesson plan. Students were supposed to: * Write the list of events for their story * Read the list to a partner * The partner records feedback in a table * They share the feedback with the author * The author records the feedback in a separate table * Switch
This was a convoluted lesson plan. Students were supposed to: * Write the list of events for their story * Read the list to a partner * The partner records feedback in a table * They share the feedback with the author * The author records the feedback in a separate table * Switch
I gave up quickly on small groups. 🤣 Instead, I'm circulating quickly as students practice and giving them quick and focused feedback. For example, the student below was practicing "elf" to focus on making reasonable-sized loops.
I gave up quickly on small groups. 🤣 Instead, I'm circulating quickly as students practice and giving them quick and focused feedback. For example, the student below was practicing "elf" to focus on making reasonable-sized loops.
Spend a week with a brilliant bunch of 4th graders in my latest blog post! bstockus.wordpress.com/2023/09/30/40-…
Robert Kaplinsky @robertkaplinsky
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Quick hang and catch up with two of my favs! @howie_hua and @MFAnnie
You've got to be careful using italics because on the one hand it's fun to hear the writer saying something with italics, but it's also fun for readers to be able to add italics on their own. OK that's my thought on italics.
Today was my first day at my new job. I miss how comfortable I was at ABEC, and my people 🫂 I didn’t know I could feel this physically calm in a school setting 🫨 Grade schoolers are SO TINY 🙆🏽♀️ I’m excited for all the due process on my plate 🤩
More adapting work that makes me appreciate the first year of teaching curriculum lessons 'as is'. kgmathminds.com/2023/10/05/stu… #mtbos
Thank @FNEPTA for stocking our teacher lounge! We feel very appreciated! @forestnorth
Disheartened that 2023 is another year I did not make this list. Math education professors, we must do better. #PutNhoskeeOnYourSyllabus
Granted, we chose this WODB deliberately, because of the prime number there. Also I think our current units frame student thinking, and we can use to that our advantage to build ideas and make connections between topics. 🧵 2/2
We used this #WODB in two different grade 4 classes today. I was fascinated that our current unit of study (multiplication, focused on factors, multiples, and idea of prime/composite) really came through in student responses. 🧵 1/2
@bstockus Love when this happens. That student is sense making, but doesn’t know the proper name for “five hundred eighty ten”.
@bstockus Maybe some choral counting in those larger numbers might help. We make a lot of assumptions about Ss knowing how to count with larger numbers BUT I don’t know of many classrooms counting up into those higher numbers.
@mpershan Aww! That’s even better than my lunch duty, which is our suspiciously chill 8th graders. (Usually Gr 8 is NOT. CHILL.) This week, I watched some play Magic, and helped others study for the SSATs. Apparently the test still includes analogies, and they wanted to know what a disk is
My lunch duty this year is reading to a class of kindergarteners, this is a very good lunch duty. Today I got a picture of a windmill and a kid asked if adults make kids who made the first adults?
@bstockus Ha. When my son was learning to count he struggled with this... "Twenty eight, twenty nine, twenty ten, eleven, twelve..." Of course, being me, I would negotiate that I would do something with him after he counted to 32. Definitely bought me a few minutes...
Reading 100 hungry ants in 3rd grade today. Paused before the ants reorganized to see if we could elicit the row discussion.... T: 'How do you think the ants could get there faster?' S: 'Put on Sonic's shoes.' Rest of the class: 'Yes!' Love them 🦔 @allisonhintz124
@bstockus I love that deconstruction of the concept behind the rounding rules!
@jennalaib Thanks Jenna❤️ You, @bstockus and @mpershan are my blogging goals!!
Just had a great excuse to use the word quincunx, @Trianglemancsd S: I knew it was four groups of five because, like, you know on a dice? The five looks like this. (Drew it.) And this is like a big version where the fours make up a five so there’s five fours.
@bstockus since I'm usually just thinking about your math, it's very cool to read about it all in context with all the teaching.