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Annie Fetter
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A8: Letting kids pick the numbers they want to work with, after discussing the structure of the story, gives them all a chance to pick their level of "challenge" - after all, if you know the structure, you're now just focused on calculation. And then you can try some "harder" numbers! #ElemMathChat
A4: It's really key to help students focus on the structure of the story, and NOT resort to calculation compulsion. Removing the numbers is one way. Another is to leave them, but focus conversation/#NoticeWonder on "tell me something about the story." #ElemMathChat
A4: We could remove the numbers. "Grae 3 raised some money. Grade 4 raised less money. Together they raised some money. #NoticeWonder about the story." #ElemMathChat
A6: Reduces calculation compulsion! How to help students focus on story/problem structure. How to launch a math-y conversation with the students' ideas, not what the teacher says is important. #ElemMathChat
A5: N: baked goods, lots of different things, shaker of powder (W: confectioner's sugar?), seems like sweet & savory. W: what's the confectioner's sugar for? baking potluck? more sweet or more savory? Is near part of table savory and far part sweet? #ElemMathChat
Hi! I'm Annie, joining from suburban Philly. And yes, I'll be helping @mnmmath.bsky.social out this summer on her project - it's going to be wicked fun! #ElemMathChat
A2: My instinct is to subtract 68 from 437, then add the result to 437, so I'd know what the 4th graders raised. But you could also just add 437 to itself, then subtract 68 from the total, since nobody actually asked how much the 4th graders raised. #ElemMathChat
A3: Oh, gosh....big one would be paying attention to the story and not just doing rando things with the numbers. Overcoming "calculation compulsion", as it were. #ElemMathChat
A7: Does your pattern have reflection symmetry across a vertical plane? #ElemMathChat
