Reminds me of my students picking the card stunt they wanted to create! Great for differentiation! #ElemMathChat

A6 2/2
How could the food in the picture be used to raise money? This picture is for the 3rd graders.
[then show another picture]
This photo shows the 4th grade table. How much money could they raise?

How would you compare their money? How much money would they make together?
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Even better! How much information can we remove and still expect them to recreate the structure of the story? #ElemMathChat

a greeting card that says " you are the best " Alt: a greeting card that says " you are the best "

Thank you all for being here tonight! A HUGE thanks for a great chat tonight Kathy @themathcollective.bsky.social #ElemMathChat

A6 - In this problem, I don’t see it helping unless it’s specifically used to contextualize the fundraising. It could also add complexity if I’m wondering about the exact costs of the displyed items instead of the amounts each grade raised. Re: modification, if the problem was…
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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

A8: Number set choices invite mathematicians to choose which numbers to work with, promoting agency and independence. If they finish solving one number set, they move on to another. For the teacher, number sets allow differentiation within one problem context. #ElemMathChat

A8 Number set choices allow all students in, gives them autonomy and ownership and build confidence. I wonde about also letting students choose their own number sets. #ElemMathChat

Woohoo! A @heidisabnani.bsky.social #ElemMathChat!!!

A5 - I notice a whole lot of potential sugar in a form I don’t often eat; most of which is arranged in groups of same construction (body, toppings, rectangle cuts) and some brown paper bags. #ElemMathChat

#ElemMathChat is on Spring Break
Join us 4/20/26 at 8 PM CST when Heidi Sabnani, @heidisabnani.bsky.social will lead our conversation.
Heidi is founder of Sabnani Educational Consulting, co-host of Math 4 All, and author heidisabnani.com #ElemMathChat

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A7 by omitting the numbers it helps student just think about the problem itself. They don't jump in calculating Once they have a strategy they can even practice with their just right numbers berfore the actual numbers are inserted. This builds confidence and strategy first #ElemMathChat

Agree. And the added bonus - EVERY kid in the classroom is an English Learner, not just the kids who have talents in another/other language(s)! Modifications we make for our ELs/MLLs are good for ALL learners! #ElemMathChat

A4 - to this I might add, two grades had some money. What ways could you compare their different amounts? #ElemMathChat

A7: Omitting the numbers from a story problem ensures comprehension of the context and problem before solving. This slows mathematicians down and places the focus on understanding and making a plan prior to computing an answer. #ElemMathChat

A3 - recognizing that the 4th graders’ fundraising is described in relation to the 3rd grade rather than as a specific amount. Then, one has to know to add the amounts to have a total instead of stopping with calculating the 4th grade amount. #ElemMathChat

Hi Tyrone! Glad you are here! #ElemMathChat

This is almost exactly what I did! The only difference in my thinking was the final step. Instead of 16 + 90 + 700, I thought about it as 700 + 90 + (10+6). #ElemMathChat

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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

A6 Visuals for launching is a great tool in udl. When students can visualize it is another way they can connect and enter into the math. #ElemMathChat

#ElemMathChat Not really. I don’t believe anything happens in isolation. And connections are signified without needing math necessarily. I’m just saying it is a iseful, elegant, and delightful way to make sense of one’s reality.

Hi firend! Glad you are here! #ElemMathChat

A6: Launching a story problem with an image visually grounds us all in the same mathematical context and provides multiple entry points to the problem. This benefits students who are learning English and those who benefit from additional reading support. #ElemMathChat

Sorry I’m late to the #ElemMathChat party! I’m Ryan, a professor at Butler University in Indianapolis. Excited to catch up on the convo!

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First thing I saw (or thought I saw) was foccacia, which I made recently in an experiment. #ElemMathChat

I did not see the savory! Good catch! #ElemMathChat

A5 I notice a ton of sweets. I wonder if this is a bake sale. I wonder how much of each thing there is. I wonder how much they are selling the stuff for. I wonder what they are raising money for. I wonder how much they will have left over. I wonder if they will do a sale. Why so much? #ElemMathChat