Notes:Watch Syllabus Video on Canvas, Skip through the time marks and make notes onany questions for next classChange in Grading Scale-> Check it out at nearest convinienceContent class not A Method class. We are learning how TO DO math not, how TO TEACH math.

NOTES:If we don't Find out what the problem is, we can't fix it (Jesse wasn't wearing a shirt becasue he didn't have one) Teaching is not us just doing mathproblems on the board, it is giving pletny of time to pur students so they can practice and learn through experience. Practice is Key!!

NOTES:Example of Miltenberger trying to Juggling Activity in class while telling Jesse Story HAHA..please don't take off points....

Notes:General Philosophy of teaching claims that a personal conection with students is not necessary to be a fantastic teacher-> Miltenberger Disagrees and says that a connection is the best way to get students to care not only about the teacher but also about the content.Try to be involved, the kids will see you care. :)If you have no empathy, this is not for you :(

Notes:More or LessHow old are they?Parents not being helpful with actual mathematical learning.

Notes:Instant Feedback through answer keys in modules, it saves us timeTricks don’t work for students unless you are planning to be there to continue to teach them tricks. Students don’t learn the content from tricksEmail is slowest form of contact, text is fastest

NOTES:Just becasue you explain your reasoning over and over, it doesn't mean it's correct.Space in writing Problem, may cause issues with learning, lack of space awareness. Especially in Math. People hate math because of word problems! If English teachers were better at their jobs people wouldn’t hate math so much. The reason people hate math is because they can't read.If you don’t understand the problem you can't solve it.Sometime you have to say outload and HEAR it to.Leads into Ploya's Problem Solving Process.

Notes: UnDevCarLo Acronym for Ploya's 4 Step Process:Understand the problem. (Anything that you do to simplify it for your brain: read, notes, colect info, etc.) Develop a plan to solve the problem Act out PLANThen, Self ReviewCan be used to solver all kinds of problems, not just mathematical ones

Notes:Additional Video watched to learn more about Ploya's Process

Notes:Called base 10 because that's how many units are inside of a long. Units-1Longs-10Flats- 100Commas in numbers are placed every 3 because that’s when it restarts.

Notes:BIZZ/BUZZ Rules: DIVIISIBLE BY 7 OR INCLUDES 71,2,3,4,5,6,buzz,8,9,10,11,12,13,buzz,15,16,buzz,18,19,20,buzz,22,23,24,25,26,27,buzzAlgebraic Thinking: thinking of 2 different things at once to solve a problemI suck at Algebraic Thinking :(

Notes:Counting: very early on, 1-10 (speed through and celebration, annoying)More or Less: big vs littleOne to One Correspondence: one number per item, a concept students often don’t have straight in, they learn to count to 10 nonstop and receive praise, it takes time, their brains need to develop enough to understand the concept. Cardinality SubitizingNumber Recognition: one of the last things actually learn, language (written) is in a whole different part of the brain and cannot be guaranteed to be developed early. Prof. Milt. Youngest child, candy example.ONE TO ONE CORRESPONDANCE: > Cannot force kids to get it, it requires brain development to understand the concept. So, don't bother pushing it. > Some kids will develop quickly and get it but, not getting it is not a predictor of their math skills AT ALL. > You cannot just skip it and hope they get it later either, you have to wait until they get it.CARDINALITY: > Count once and then understand the number is the same if nothing was the same > When students don’t have to count each time you present them with units to count. > Also developmental SUBITIZING: > Can look at the number without having to count, and know how many is there.Usually kids don’t have it developed when they start but with time, their brain Develops and they understand.

Notes:5 Frame > Helps with 1 to 1 correspondence. > Integrates the concept into their development > Slows them down and it gives them a location to place them > Boys in particular benefit because they get to develop their fine motor skills and help with their handwriting later on.10 Frame > From Prof. milts wife's perspective the frames are great but not enough teachers use them > Stacked 10 frame (2fives) aren't a fave however because it makes it easier for student > Stacked 10 frame helps with their addition because students can fill the top frame up and then the bottom, and it makes it easier to teach concepts like addition or subtraction > Start thinking about what we teach early learners can help and affect their later math learning. > Elongated 10 frame is preferred by Milt. It helps students because it looks like a 1. > Shaded half 10 frame, can be very useful when teaching/learning after 5, > It also looks like our base 10 blocks and helps introduce/teach place value!Using 10 frames and blocks are a way we can help develop their 1 to 1 correspondence, place value, and even help develop skills that will grow with them throughout their math schooling.

Notes:Additional Information video on Frames, Teaching add. and Sub.

The base is whatever is inside of a long22four never right as anything other than a script (the base)We don’t teach bases to studentsWe learn better ways to add, that’s why we use the different bases. Don’t teach to "carry the one" first.Common core says "let kids learn the way they are comfortable", we have to know every way there is to do it so we can best support out students with THEIR learning. THEN, we move them to a more efficient way to solve the process they are working on (Add & Sub.) The standard should not be "kid bad at math because they don’t know math the way I know math"

Notes:Instructions in CanvasSubmitted 3 timesAdd on to it over the semester do not create a new one each time.

Notes: Doc File with Instrcxutions for Project

Notes:Let them do stuff the way they want to do itGive them a manipulative (physical object) or visual version of process Then algorithm

Notes:\Same rules as last time, just practice/Review

Notes:Vocabulary

Notes:Building and Showing Addition with Base 10 blocks> We naturally solve problems by getting all of the big flats out of the way and then go from there-> flat, long, units Build means blocks

Notes:Not based in Math conceptsRepeatable/ExpandableA little Efficient overall ( we have to draw the boxes and then add within the boxes, which can be a little confusing for students)

Notes:Pretty Effcient overallExpandable Not based in mathematical principles.

Notes:Additon Alternative AlgorithmsFramesNumber senseVocabulary

Notes:Look for patterns and try to make sense of them!11's multiplicationSquare root Problems

Notes:Same rules as last time but now any number with a double digit like 11, 22, 33, we bizz and reverse the order we are going in.Harder, and more mind power neeeded. (Further Algebraic Thinking) This is still hard, but maybe practice with Jake to get better at it?!

Notes:Subtraction is the distance between 2 #'s We avoid having to teach borrowing by teaching Equal Addends ALT ALG.Harder Concept becasue we are "taking way"Mat usage is critical!Off the mat=taking awayBuildign in class only, not for homework

Notes:Can be confusing for students since we still write the addition signs within the problem.Good idea to bracket off the bottom number to seperate the sub. sign from the expanded form of the number.

Notes:Same concept as with Addition, but we have to remember that it's subtraction in the end, which canbe a little confusing for students.


Notes:Usually every one picks the sames easiest problem except for 1 student who picked the Algebra problem and am pretty sure might be a psychopath. - Prof. M (paraphrasing)

Notes:Your boss wants you to set up tables for a very important/delicate lunch meeting. She has four clients coming for lunch WHO DO NOT GET ALONG. As long as none the clients offend each other, the meeting should be great. If this lunch goes well, you will all get a huge raise. So she tells you that the arrangement of the luncheon is extremely important. Since the companies do not get along it is important to limit their contact with each other as much as possible. Each company is bringing the Owner, CEO, and CFO. Please draw a diagram that would have the room set up in the most optimal way. In about 1 min I am going to ask everyone to show their diagrams so that your classmates can see your arrangement.

Notes:A # of groups w/ another # inside3x5 exampleThe order students multiply in mattersWe have to and should care about the process that math is solved in.All multiplication problems are finding the area of a triangle. Multiplication is a very important building block that can make or break math for students. -> definitely broke me:(

Notes:Does the order in which students multiply matter?Originally I thought No, but after disscussion i quickly changed my thougth becasue I saw how it did matter in elementary math and higher math, for students.Be the kind of teacher that setas students up for higher up math, not just Elementary.

Notes:Watch this video, becasue I missed class the day we covered this concept.

Notes:Should not be taught the way we learned them as kids!3 groups: Group 1: 1,2,5,10- Skip Counting Group 2: 3,9, doubles (6x6,8x8,etc) Group 3: (6x4)(8x4)(6x8)(7x4)(7x6)(7x8)

Notes:Tricks that are not based in mathematical Principles do NOT help student at all, if anything they only hinder them becasue they don't actually learn the math that they are supposed to learn.EXAMPLE: 9'S finger trick

Notes:I was absent the day we covered this so I watched a video that covered the cncept and matched up with the notes I got from a classmate. :)

Notes:Go over notesWork on MindmapStudy Guide by Miltenberger