Which one speaks to you more? What math do you see? What conversations would you start? #fractiontalk #howmany #ElemMathChat #msmathchat #iteachmath #mathchat

@KarenCampe ||That’s it!|| 😊

@KarenCampe this is an excellent analysis and explanation. I can tell you that the student did not have a misconception about the triangular prism. She had a valid reason that kept in the boundaries of her sorting rule. 😄

@MrBinfield I mean right circle is all pyramids (polygon base, ~ cross-sections, lateral faces are triangles)
Left circle is all prisms (parallel congruent bases, congruent cross-sections, lateral faces rectangles) but I think the student is noticing the square/rectangular base feature of those.
The overlap is a pyramid with a square base, so has both attributes: pointy top and square bottom.
BUT I didn't see the triangular prism in the left circle when I wrote my 1st comment.
That could be a mis-categorization if the student sees the base as "the bottom" and that prism is "lying down".
#geometry #ClassroomMath #MTBoS

@KarenCampe Thats very interesting. When you are saying “pointy top” are you referring to the apex on the pyramids? Tell me more about what you see that makes you say “square bottom.”

#ElemMathChat #msmathchat #iteachmath #mathchat

What is this Ss’ sorting rule? #ElemMathChat #msmathchat #iteachmath #mathchat

How often do we talk about 3D figures based on geometric properties? What would you call these two figures? What other names do they go by? Van Hiele helps us think about the goal of geometric thinking. Where does your grade land? #mathchat #elemmathchat #iteachmath #msmathchat

Always, Sometimes, Never? A rectangle is a aquare?

Always, Sometimes Never? A kite is a square?

Always, Sometimes, Never? A shape has 2 or more pairs of parallel sides?

What A/S/N statement can you create to create optimal levels confusion?

#mathchat #ElemMathChat #iteachmath #msmathchat

@KarenCampe When I asked the student to tell me more about their thinking, they counted 16 squares, said “4 are yellow, that leaves 12, so 4/12.” Very clearly thinking part:part relationship. Not uncommon at this age. And yes, part:whole and part:part fraction understanding is very important to unpack so we all know what is being spoken of. Not wrong, just looking at a different relationship. #mathschat #elemmathchat #msmathchat #iteachmath

Gr 3 S drew this for fun. I asked “What fraction is yellow?” S responded “ 4/12. What are they noticing? What question would you ask next? Keep in mind not part of a lesson. Just for funsises. #iteachmath #elemmathchat #mathchat

How do you see this pattern growing? What will the next term “look like?” What stays the same? What changes? Can you predict a far term? How about the nth term? #elemmathchat #mathchat #iteachmath

@bud_t or “easy” denotes an extensive experience level with this type of task. We don’t all have the same experiences.

In your #thinkingclassroom who is doing the thinking? How have you intentionally set up constraints to foster a zone of optimal confusion in students? #iteachmath #elemmathchat #mathchat #msmathchat

Trying to build the image with tiles. What focusing questions would you ask? #elemmathchat #iteachmath #mathchat

In the first days of math, what math do you care about? The answer? Process? Patterns?Generalization? #elemmathchat #iteachmath #msmathchat

A number is represented using exactly 5 base 10 blocks. What could the number be? #elemmathchat #mathchat #iteachmath

This task is from NRich.maths.org. A great task. How would YOU open it up to allow for multiple answers & more math talk? “On a farm there were some hens and sheep. Altogether there were 8 heads and 22 feet. How many hens were there?” #elemmathchat #iteachmath #mathchat #representations

There are chickens and sheep in a field. There are 8 heads and 22 feet. How many of each animal are in the field? #elemmathchat #iteachmath #mathchat #representations