# Math is Figure-Out-Able!

Math teacher educator Pam Harris and her cohost Kim Montague answer the question: If not algorithms, then what? Join them for ~15-30 minutes every Tuesday as they cast their vision for mathematics education and give actionable items to help teachers teach math that is Figure-Out-Able. See www.MathisFigureOutAble.com for more great resources!

## Math is Figure-Out-Able!

# #MathStratChat - November 8, 2023

In today’s MathStratChat, Pam and Kim discuss the MathStratChat problem shared on social media on November 8, 2023.

Note: It’s more fun if you try to solve the problem, share it on social media, comment on others strategies, before you listen to Pam and Kim’s strategies.

Check out #MathStratChat on your favorite social media site and join in the conversation.

Twitter: @PWHarris

Instagram: Pam Harris_math

Facebook: Pam Harris, author, mathematics education

Want more? Check out the archive of all of our #MathStratChat posts!

**Pam **00:00

Hey, fellow mathematicians! Welcome to the podcast where Math is Figure-Out-Able! I'm Pam.

**Kim **00:06

And I'm Kim.

**Pam **00:07

And this episode is a MathStratChat episode, where we chat about our math strategies. Every Wednesday evening, I throw out a math problem on social media, and people from around the world chat about strategies they use and comment on each other's thinking.

**Kim **00:21

Okay, so this past week, our problem was 351 plus 347. We're wondering how you would solve this problem. Pause the podcast. The problem is 351 and 200... Liar. It was 351.

**Pam **00:36

You can do it Kim. You can do it.

**Kim **00:39

And 347. Solve it, and then come on back to hear how we solve it.

**Pam **00:43

So, both of them were 300s, right? 351 and 347?

**Kim **00:47

351 and 347.

**Pam **00:49

Okay, I'm going to pull a Kim, and I'm going to think about 351 and 350.

**Kim **00:56

Okay.

**Pam **00:56

Because I know that 350 and 350 is 700, and so 351 and 350 is 751. And then, I'm just going to back up. I 'overed' by 3, so I got a backup 3. 751, backup 3, is 748. Okay, what's your strategy?

**Kim **01:15

I think I'm loving the 350 and 350. I think you did something with that last week. So, 350 and 350 is 700. The first 350 had 1 too much. And the second supposed 350 had 3 too few. So, 1 too much, and 3 too few is negative 2. So, I also got 748.

**Pam **01:35

Mmhm. Because negative 2 from that 750. 7... Wait. No.

**Kim **01:54

So, 350 and 350 is 700.

**Pam **01:58

Yeah, but I said 748. I said 750.

**Kim **02:01

Oh, did you? Did I? Maybe because I said that.

**Pam **02:03

Oh my gosh.

**Kim **02:04

You know what I didn't do, Pam.

**Pam **02:06

I think we have to totally re-record this whole thing.

**Kim **02:10

Oh. Why?

**Pam **02:12

Because I said 350 and 350 is 750.

**Kim **02:17

Was I not listening to your whole strategy?

**Pam **02:19

Pretty sure not.

**Kim **02:25

It's so classic. I was like, "Cool. I'm thinking about what I'm going to do."

**Pam **02:30

So, now here's the decision. Do we play this? Or do we re-record because I mean...

**Kim **02:34

I mean, I'll own it. I don't care.

**Pam **02:36

Do you want to own it? Alright, I'm going to try that again, everybody. I wasn't listening. That's alright. 351 and 350 is not 751

**Kim **02:45

No, it's not. Everybody's in their car is screaming at us right now.

**Pam **02:50

It's 701. Holy, wow. And now, I got a backup 3. And so, that's 698. Wow! Okay. Should we tell people I'm sick? No. Let's just keep going. Keep going. That's my excuse.

**Kim **03:05

If we never made a mistake any other time (unclear).

**Pam **03:07

Your excuse is that you were thinking about your own strategy. Okay, so do your own strategy correctly now.

**Kim **03:11

Okay. So, 350 and 350, if that was the problem would be 700. I just put a checkmark on my paper. The first 351 is 1 too much. But the second 350 that I called it, was 3 too little. So, 1 too much, and 3 too little. And I actually think I said 2 too little before.

**Pam **03:39

No, no. You ended up with 2 too little.

**Kim **03:40

Okay.

**Pam **03:40

Minus 2. You ended up with (unclear).

**Kim **03:41

Okay. Alright. So minus 2 would be 698. And here's the thing, I didn't write anything down the first time. I was like, "Oh, I'll hold that."

**Pam **03:51

You just bought it when I said 350 and 350 was 750.

**Kim **03:55

I totally did.

**Pam **03:56

Yeah. You're just like, "Well, I'm going to take that total (unclear)."

**Kim **03:58

Well, I was holding stuff in my head. I should have jotted a number down, right? Don't hold it in your head. You don't have to.

**Pam **04:05

Yeah. And, you know, that's such an interesting thing because we're hearing so many arguments these days about working memory. And you know what? We can take care of that by just jotting down our thinking, and then we don't have to hold all that stuff in there. And then, hey, maybe we won't think 350 and 350 is 750. Maybe it's 700, like it actually is. Alright. Doubles are important.

**Kim **04:26

Okay. Well, we can't wait to see if you've got 698 like we did and what your strategy was. Represent your thinking, take a picture, so that we can see your modeling. And tell the world on social media. And while you're there, write about what you did and write about what other people did too. Comment on their thinking. They love that.

**Pam **04:44

Yeah. And while you're at it, tag me on social media and use the hashtag MathStratChat. And make sure you check out our MathStratChat problem that we post every Wednesday around 7pm Central Time, and then hop back here to hear what we're thinking about the problem. Let's keep spreading the word that Math is Figure-Out-Able!