﻿WEBVTT 1 00:00:01.918 --> 00:00:04.587 I said another way that you could do this and still get 2 00:00:04.587 --> 00:00:09.175 the same answer would be .5 times 24. 3 00:00:09.259 --> 00:00:11.803 Okay, so you could think of... Because .5 is half of 1, 4 00:00:11.803 --> 00:00:14.806 which half is the same thing as .5. 5 00:00:14.806 --> 00:00:17.767 Now you're really thinking. Bridges supports 6 00:00:18.018 --> 00:00:22.063 the learning for all students, so everyone has access to the math. 7 00:00:22.147 --> 00:00:23.606 Whether you understand the concepts 8 00:00:23.606 --> 00:00:26.443 or you're still learning to build up to the concept. 9 00:00:26.443 --> 00:00:29.195 I grew up thinking that I wasn't good at math. 10 00:00:29.195 --> 00:00:34.826 It amazes me how teaching Bridges the last seven or eight years, 11 00:00:34.993 --> 00:00:38.621 I personally have just grown in my own math 12 00:00:38.621 --> 00:00:40.790 understanding, like, tenfold. 13 00:00:40.790 --> 00:00:44.919 And it's because of how many strategies Bridges presents. 14 00:00:44.919 --> 00:00:48.548 The most important part of the multi-strategy approach for students 15 00:00:48.631 --> 00:00:51.426 is thinking about how 16 00:00:51.426 --> 00:00:54.429 they are the owners of their knowledge. 17 00:00:54.554 --> 00:01:00.560 So it's really about giving them the tools and the power to solve problems. 18 00:01:00.602 --> 00:01:02.771 It helps them like math. 19 00:01:02.771 --> 00:01:05.148 It helps them want to be in math class. 20 00:01:05.148 --> 00:01:09.277 They are excited to engage in the games, 21 00:01:09.360 --> 00:01:13.615 in the activities and in the rich problems that they're going to solve. 22 00:01:13.656 --> 00:01:15.283 They like to work together. 23 00:01:15.283 --> 00:01:18.828 Bridges really helps students build a positive math identity, 24 00:01:18.828 --> 00:01:23.917 not only by providing students with voice and opportunities to share their ideas, 25 00:01:23.917 --> 00:01:27.879 to learn from each other, but also by providing students with choice. 26 00:01:28.004 --> 00:01:32.425 Now that I've had experience with Bridges Third Edition Number Corner, 27 00:01:32.509 --> 00:01:37.430 I have really liked the new computational fluency activities. 28 00:01:37.514 --> 00:01:41.601 It really allows students to build conceptual 29 00:01:41.601 --> 00:01:45.605 knowledge around those in a way that makes us learn as a community 30 00:01:45.605 --> 00:01:48.900 together. We can continuously work to make sure 31 00:01:48.942 --> 00:01:51.945 all students see themselves in the curriculum materials. 32 00:01:52.153 --> 00:01:54.280 All students can make sense of mathematics.