Math is Figure-Out-Able!

Kim has a story to tell that Pam hasn't heard yet! Listen in to get a feel of how math can be when students understand that Math is Figure-Out-Able.Talking Points:Pajama Math and exploring relationships in multiplying fractionsCan you really just multiply straight across with fractions?Two ways to reason about 3/5 times 3/9Pam and Kim reason multiple ways about 3/4 times 2/5Join us in #MathStratChat!

Most of us are probably teaching the way we were taught, to get correct answers to problems. But we aren't actually helping students understand and reason about the math. Which is more important? In this episode Pam and Kim discuss answer getting versus relationship building.  Talking Points:Phil Daro's research on patterns of math instruction from across the worldStudent success from answer getting instruction vs instruction that focuses on outcomes from reasoningThe real purpose of math classNow that I know different, how can I do different and help kids reason?Resources:Phil Daro video: https://vimeo.com/79916037

Do your standards require you to teach algorithms? What then? In this episode Pam and Kim discuss how they prepare their students for success on high stakes tests without ever teaching a step by step algorithm or process. Talking Points:All year long invest your time wisely helping kids learn to reason, increasing their sophistication of relationships and solving more difficult problems.Students can and will perform well on standardized tests if they have been thinking and reasoning, experiencing new situations all year.Students will approach a standardized test with confidence and less stress if they have been given opportunities to struggle productively all year and become good mathematicians.Introduce the algorithm as a study of why the algorithm works for the very end of the year. Introducing the algorithm too early in the year risks giving students the option to turn their brains off. 

What purpose has and should algorithms have in mathematics education? Are step by step What purpose has and should algorithms have in mathematics education? Are step by step procedures even to be taught at all? In this episode Pam and Kim talk about our role as teachers and what students need to think like mathematicians.Talking Points:One student's perspectiveWhat are algorithms?Why have we taught algorithms in the past?Where are algorithms helpful in today's world?Do algorithms help students learn to mathematize?From another student's perspectiveLearn more in the online workshops

Aren't addition facts cool?! By this point you've learned some amazing relationships and strategies to help your students make real sense of and automatize the single digit addition facts. But sometimes learning and applying are two different things. In this episode Pam and Kim detail how to help your students get out of counting mode and actually apply the relationships they've learned to become fluent with single digit addition facts.Talking Points:Why do some kids keep counting after they've learned these relationships?How to help kids break the counting habit and why that is importantIt's not about speed or only the answers, it's about developing more sophisticated thinkers and reasonersDeep dive online workshops for teachers

It's time for you to learn about the most important relationship your students need to know to automatize their addition facts: partners of ten. Partners of ten influence strategies for adding bigger numbers as well as strategies for other operations. In this episode Pam and Kim will discuss some of those influences and some games and routines specifically made to provide experience and build partner of ten relationships for all levels and all ages.Talking Points:What are partners of ten?Do older students need partners of ten?Rich Tasks with 10Collect TenI Have, You NeedEstablish partners of ten early in the school yearWorkshop registration is open until Feb 4!Links:bit.ly/partnersoftensgamesmathisfigureoutable.com/youneedmathisfigureoutable.com/workshops

We build addition facts through relationships and fluency through experience.  So what important patterns and relationships can help students master or reason with their single digit addition facts rather than rote memorize? How can we teach those patterns and what experiences can help students automatize and become more fluent with addition facts? In this episode Pam and Kim dig deeper into single addition facts and how we as teachers can can empower students to reason like mathematicians. Talking Points:It's not about speedDoubles are importantThe Shoe GameThe Doubles Game (Cathy Fosnot)Near doublesTen-and or The teensCheck out the patterns we talked about here:  mathisfigureoutable.com/addrelationshipsAnd don't miss registration for one our deep dive workshops! https://www.mathisfigureoutable.com/workshops

Addition is figure-out-able! In this episode Pam and Kim describe some of the fundamental patterns students should learn as they get familiar and automatize with their single -addition facts.  We want students at all levels to have access to their facts so they don't bog down every time they encounter them. Talking PointsConnecting the concrete and pictorial experiences to symbolic representation.Tips for using flash cards and addition table.Noticing patterns can reduce the number of addition facts a student needs to fuss with.The role the commutative property plays learning addition facts.When is counting ok.Learning to trust the commutative property.Students need experience, lots of it.Register for the You Can Change Math Class Challenge here: https://www.mathisfigureoutable.com/changeYou can also register for a deep dive workshop today! Go to https://www.mathisfigureoutable.com/workshops to learn more.

So many people get left behind when it comes to higher math, because they never learned mathematize or to think more sophisticatedly and build complex relationships and simultaneity in lower math. Teachers often share that their students lack numbers sense or fluency, specifically lack of memorized basic math facts. That's why in this episode Pam and Kim start a new series on single digit addition fact fluency. Are the facts important? You bet! But how they are taught is even more important to be accessible and equitable for all students.Talking Points:This series is for all grade level teachers!Is speed or quick recall important?Our goal: rote memorization or number relationships?Learn more at bit.ly/pharrisinfo. Don't forget to just the You Can Change Math Class Challenge at https://www.mathisfigureoutable.com/change!

We've come to the end of another year, and we'd thought we'd leave you with some suggestions on goals you can set for your teaching. In this episode Pam and Kim highlight some transformative goals that you probably haven't considered before. How could your math class look next year or next semester? Talking Points: Learners setting goals around mathematical behaviors or practice standards. Teacher goals centered around the NCTM mathematics teaching practices. Teacher goal to elicit and use evidence of student thinking. SMART goals. Hey Australia! We appreciate you!