I’m here to witness mathematical brilliance and the brilliance that each human shares with me. They may not know their own brilliance but it is there. It is up to us to see and lift up and champion. What if it’s all we see? 💜

Thank you so much for joining us tonight! If you know a new teacher, please reach out and let them know how incredible they are!

Q11: They said…
“You have good teaching skills like in math you’re good at explaining it.”
“You feel confident that we can do anything together.”
“You’re open-minded and take all of our ideas and combine them.”
“You love mistakes!”

Please share your teaching math strengths!

Q10: Finally, I asked the second graders to name their teacher’s strengths. Before we do the big reveal, make predictions based on the lesson and student work!
#elemmathchat

Q9 (PART 2 Student Work): Next, we asked the second graders to name their own strengths and how they used them in this lesson. What resonates with you? #Elemmathchat

YES! This BRAND NEW Teacher is doing this - every day! #elemmathchat

Q8 (PART 1): Next, we asked the second graders to name their own strengths and how they used them in this lesson. What resonates with you? #Elemmathchat

Q7: Next, we shared and celebrated their brilliant strategies. What do you notice? What surprises you?

#elemmathchat

Q6: We asked:

Will there be more teeny tiny woman feet or Clifford paws?

How will you figure out how many teeny tiny woman feet with only one unit?

Are there other tools that could help you?

What brilliant strategies do you think the second graders used? #Elemmathchat

Q5: We asked:

“Will there be more teeny tiny
woman feet or Clifford paws?”

“How will you figure out how many
teeny tiny woman feet with only one unit?”

“Are there other tools that could help you?”

What ideas do you have? #elemmathchat

Q4: The students paired and decided on the following estimates for the paw prints!
What questions would you ask while the students worked? #elemmathchat

Q3: The students paired and came up with the following math questions #ELEMMATHCHAT

Q2: They said things like…
The big red thing looks like a flower andIs it a paw print?
The other one looks like deer tracks, shoes, and then “It looks like a lady’s shoe.”
We asked, “what is the math question going to be?” #ELEMMATHCHAT
Predict the math question(s) we asked.

Q1: Join me tonight recognizing the strengths and brilliance of second
graders. Today, I co-taught
a lesson with a first year
teacher. We showed the
students a giant Clifford
the Dog paw print and the
footprint of a teenie tiny
woman.
What do you Notice and Wonder? #ELEMMATHCHAT

Q1: Join me tonight recognizing the strengths and brilliance of second graders. Today, I co-taught
a lesson with a first-year teacher. We showed the
students a giant Clifford the Dog paw print and the
footprint of a teeny tiny woman.
What do you Notice and Wonder?

Q3: The students paired and came up with the following math questions:

Our Math question was, How many pawprints will fit across the room? How many teeny tiny woman feet will fit across the room?
Estimate how many of each will fit across the room you are sitting in!

Q2: The students said things like…
The big red thing looks like a flower,, and “Is it a paw print?” The other one looks like deer tracks, shoes, and then “It looks like a lady’s shoe.”Then we asked, “What is the math question going to be?”
Predict the math question(s) we asked

Q1: Join me tonight recognizing the strengths and brilliance of second graders. Today, I co-taught
a lesson with a first-year teacher. We showed the
students a giant Clifford the Dog paw print and the
footprint of a teeny tiny woman.
What do you Notice and Wonder?

Welcome to #Elemmathchat Please introduce yourself!
Your role, your current tweeting location, and a word, emoji or gif that best describes your energy right now! Please respond with #elemmathchat

Recognizing the mathematical brilliance of students!
Join me tonight for a Twitter math story and chat!

Beth Kobett

#ElemMathChat

9 pm EST