A2 also: I like hosting math learning experiences for teachers, too. My last two NCTM Annual workshops were about exploring dynamic shapes and building towards the Grades 3-5 geometry standards about hierarchical relationships between shapes. #ElemMathChat

A2: I like opportunities to do and think about math that isn't "hard" but isn't familiar to me. We had a math teacher circle in Philly for a while and it was sometimes fun like that (sometimes it was math I'd already thought about a lot). #ElemMathChat

Hi #ElemMathChat! Late arriving, since I'm also late watching the women's hockey gold medal game (no spoilers, please!) and got distracted. I'm mostly a consultant and presenter these days. Oh, and I'm in suburban Philly.

Was lifting in the college weight room today wearing my @desmos.com tee. Varsity baseball player #1: “I like your shirt! I didn’t know Desmos had merch.” Varsity baseball player #2, quickly turning to face us: “WHAT??? Desmos has merch???” Looks like store is closed. Any extra shirts around?

Football season is over and spring training doesn’t count. Come hang with us Sunday afternoon!

A8: More students' ideas would be taken up. I think folks are getting better at ELICITING students' ideas, and not quite as good at then LEVERAGING those ideas (because it's hard!). #ElemMathChat

A7: So important! Even asking for answers instead of ideas, especially when you know some of your kids don't know the answer (yet), tells kids they don't get to participate right now. Sticking to ideas invites more kids to keep participating. (And answers are just one sort of ideas.) #ElemMathChat

A6: Quietly rejoice! Debate how much time I can commit to their (possibly mathematically awesome) thinking. I don't have my own classroom, and it's for sure an art to decide what you can commit to their and whether it will pay off in the long run. #ElemMathChat

A5: Focusing on ideas and decisions (and reasoning behind those decisions) increases cognitive demand, and gets more ideas out there - others might recognize their thinking in the words of others, or get some ideas about different ways to think about a situation. #ElemMathChat

A4: Lots of focusing on their ideas, rather than their answers. Asking others if they think they used reasoning that was similar to the person who just talked. Giving them jobs so that they are active listeners when others are sharing. #ElemMathChat

A3: Oh, gosh, I feel like I did that already - I'm consistent, anyway! "How did you decide what to do first?" or "Tell me more about [that part]". Really focusing on them and their thinking, and asking questions I don't know the answer to. #ElemMathChat

Hi #ElemMathChat! A1: I'd say, "ooh! tell me more!", but I say that almost all the time. Could say, "How did you decide what to do first?"

A4: They're sort of like routines - help students understand them well enough so that they know when else they might help. Like a number line - kids find LOTS of uses for them once they understand them. #ElemMathChat

A3: So powerful for kids to become facile with all these and know when/how they might be powerful. It's a version of SMP 5, "Use appropriate tools strategically". #ElemMathChat

A2: I remember working with a middle schooler with area models and binomial multiplication...it ALL made sense to her once she understood how those two things are related. #ElemMathChat

Hey #ElemMathChat. Annie joining from suburban Philly, mostly a consultant/presenter these days. This fall I had a great time supporting a student teacher who was using and learning about BTC, and he and I especially dug into lesson closure.

Hi #ElemMathChat! Annie from suburban Philly, where we share the same snow situation as @sueoconnell.bsky.social. I can't hang much tonight because I have to meet a delayed flight at the airport, but look forward to following the convo.

Awesome conversation on this #DebateMath episode. And gold star ⭐ to @calarmstrong.bsky.social for calling out #TheMathForum as a pivotal element in his math teacher evolution!

Ultra excited to a) reboot the Math Routine Collaborative, and b) partner with @cfless.bsky.social to create an accompanying podcast. Check it out! #ITeachMath

A6: I guess I need to revisit mancala and get that back in my head! #ElemMathChat

A2: I've used the card games in Everything Math. Also Ken Ken. But learned early you have to monitor it carefully, or kids can just fill in all the squares with numbers and claim they're done! #ElemMathChat

A1: Absolutely! But it won't happen magically. Takes some work/set-up. Some nice possibilities for building fact fluency with card games that give lots of practice, but not if it's not conscious. "How do you know?" "How did you get that?" etc. #ElemMathChat

I'm Annie, joining from suburban Philly tonight. I'm a consultant these days. I played a lot of card games as a kid - solitaire (introvert, duh), plus gin rummy with my mom. Or we'd sit and play solitaire at the same time! #ElemMathChat

Does anyone know what textbook this comes from? Once upon a time, I had e-access to a district's curriculum to prep for a workshop and grabbed this example to use. But, stupidly, failed to note the actual source. Thoughts?

Let’s hang out and #NoticeWonder together today, friends!

A7: Also observed a K lesson where they were doing Venn diagrams about animals that could swim or walk on land or both. Admins with me said it was too hard for K. I pointed out 1) that it was in the textbook, and 2) they were getting it right and having great discussions. #ElemMathChat

A7: I did a measures of center NW with Gr7 kids, and the teacher was AMAZED at all the things they said. I mean, like jaw on the floor amazed. They were brilliant. #ElemMathChat

That wondering about how cars are made is either a 5 year old who, when asked, "What do you wonder?", literally is wondering that, or a 14 year old who is messing with you. #ElemMathChat

A5: I notice there's a big focus on "add a square" going on in this one. #ElemMathChat

A1: I notice the number of squares is the same as the number of days. I wonder if it goes on forever? #ElemMathChat

A1: I notice the worms are made of squares or triangles, depending on how you look at it. #ElemMathChat

Let's go, #ElemMathChat. Post some #NoticeWonder here.

I'm Annie, joining #ElemMathChat tonight from suburban Philly. I finished a 2000 piece jigsaw over the break (with help from my sister and a tiny bit of help from my husband and dad).

Sorry I didn't participate in #ElemMathChat tonight - tech problems meant I wasn't seeing posts when I searched. Will try to review and see if I have anything worth adding on later!

A5: Moments like asking student teachers to share a highlight of the prev week, and they ALL share a moment when Ss were SOOOO excited to figure something out that had been hard/complicated/a stumbling block. #ElemMathChat

A4: As a guest teacher, my learning impacts my efforts to recognize contributions from all Ss - I don't often know much about the individuals, so it's easier to value all more equally. Also having structures that invite contributions from every pair/team, not just hand-raisers. #ElemMathChat

A3: I sure wish Ts had time built in to plan together in the elem grades. Can make the grade team lots stronger, but not always possible. #ElemMathChat

A1: I think the #NoticeWonder police might make a note if I don't say I'd start by asking students to #NoticeWonder about something that might start a convo related to our math goal for the day/week. #ElemMathChat

Hey #ElemMathChat! I'm Annie, a consultant in the land of cheesesteaks, the Liberty Bell, and Independence Hall, not necessarily in that order.

A4: How often do we get to slow down in the classroom and just focus on one thing? Everyone in the room? I'm guessing not often. "You have one job. Breathe consciously." #ElemMathChat

A2: I could tie A and B together by playing Twister on B with my four fingers - each finger on a red dot. #ElemMathChat

A1: I wish I looked nearly that graceful doing those yoga poses! My fav is D, since I find it most challenging. I like moving between A and B. Very focused and doable, but soothing. #ElemMathChat

Hey #ElemMathChat. Annie joining from suburban Philly. I'm a math ed lifer. I want the first image to be the thing today, so I can tie up a few loose ends tonight before bed!

Hey #CMCMath! Get a shirt! Ends this Sunday, so act now! tinyurl.com/NoticeWonder...

Think a #NoticeWonder shirt would be awesome? It could be a reality if you move fast! The store is open today through Nov 9. Hopefully enough styles, sizes, and colors to suit everyone. #ITeachMath #MTBoS

Hey #NCTMATL25! Want to start your conference with some math thinking? Join me at 8 am Thursday (yes, in 8.34 hours) to explore dynamic quadrilaterals. Were you at #NCTMGameNight? My session’s in the same room.

Pretty sure I have never seen a tetradecagon in the wild until now!

A12: This is so thoughtful..we can't just have a rule that says "distribute if you used addition to break up one number, but not if you used multiplication". That's not helping anyone thing about "why". #ElemMathChat

A11: When it gets applied procedurally without being backed up with sense-making, it can get pretty messed up. As in students just "do" the wrong thing - not multiply all the decomposed parts by the initial multiplier, for example - because they are missing the underlying concept. #ElemMathChat

A10: Makes me wonder how much the whole denominator thing can freak people out. "Are we allowed to write that second line? How do you know it's okay?" Or am I just making that up? #ElemMathChat