Ep 277: Memorize the Facts - It Makes All the Difference

Interactive Transcript

spk_0 Hey listeners, before we get into this episode, we have some fantastic news.

spk_0 You know my K-12 developing mathematical reasoning avoiding the trap of algorithms book came

spk_0 out earlier this year, super excited, it hit top new release and best seller, ow!

spk_0 Well I'm even more excited to announce that the grade ban companion books are about to

spk_0 be here.

spk_0 The K-2 companion book developing mathematical reasoning, daily strategies, tools and activities

spk_0 to teach the big ideas in K-2, say that five times fast, is coming out soon.

spk_0 And we are having a large webinar on October 8th at 7pm Central, 8pm Eastern 5pm Pacific,

spk_0 you!

spk_0 And you are all invited to celebrate with us, especially K-2 teachers and coaches and math

spk_0 leaders.

spk_0 Pam is going to share tons, helpful things to teach K-2 math that is more figure outable.

spk_0 Yep, I'm going live on October 8th to show you how you can get the most out of teaching

spk_0 our youngest students to math in all the best ways.

spk_0 You're going to want to join us to register, go to mathisfigureoutable.com slash DMRK2

spk_0 webinar.

spk_0 We'll see you there.

spk_0 That's mathisfigureoutable.com slash DMRK2 webinar.

spk_0 Now on to the episode.

spk_0 Hey fellow mathers, welcome to the podcast where math is figure outable.

spk_0 I'm Pam, a former miniker turned math.

spk_0 And I'm Kim, a re-signer who now knows how to share her thinking with others.

spk_0 At mathisfigureoutable, we are on a mission to improve math teaching.

spk_0 Because we know that algorithms are super cool human achievements, but y'all they're terrible

spk_0 teaching tools because mimicking step-by-step procedures actually traps students into using

spk_0 less sophisticated reasoning than the problems are intended to develop ahead.

spk_0 Take a breath that time.

spk_0 I couldn't do it without.

spk_0 Sorry.

spk_0 In this podcast, we help you teach mapping, building relationships with your students and

spk_0 grappling with mathematical relationships.

spk_0 We invite you to join us to make math more figure outable.

spk_0 And that also means I need to work out more or something.

spk_0 That's a sign.

spk_0 It's a sign.

spk_0 I got to get more air.

spk_0 Hey, Kim, I'm going to tell you today we need to do a shout out.

spk_0 So, I had a meeting the other day.

spk_0 So I meet with schools and districts.

spk_0 We work with schools and districts and we work with our learning suite.

spk_0 And it's amazing what we can do.

spk_0 Y'all, if you're a school of district leader, you should get with us.

spk_0 Because we love working with schools and districts.

spk_0 And I was on a meeting the other day with Noreen.

spk_0 And I am going to shout out Noreen and Kathy.

spk_0 Y'all are amazing.

spk_0 And we are so looking forward to we're going to start our work with them in days.

spk_0 And just thrilled to be working with them.

spk_0 So, school district and you guys are amazing.

spk_0 Woo!

spk_0 All right.

spk_0 Super fun.

spk_0 Second thing we're going to do today is I want to say a story, Kim.

spk_0 So I think I mentioned this to the other day.

spk_0 I was on a plane, which I do often.

spk_0 And you know, I don't anymore.

spk_0 I don't talk as much on planes.

spk_0 I don't know if it was co-bedded or if I just wanted to.

spk_0 Which is funny because every time you go on a trip, you come back and you're like,

spk_0 hey, just talking to this person.

spk_0 I'm like, I don't talk to anybody.

spk_0 It's not quiet times.

spk_0 Well, I don't usually.

spk_0 I don't know.

spk_0 I don't so much anymore.

spk_0 Okay.

spk_0 I did.

spk_0 I had a very delightful conversation with a businessman.

spk_0 Okay.

spk_0 He was a sales guy and we actually talked about some business stuff and it was interesting.

spk_0 You know, because I met this for God was a small business.

spk_0 And I'm a math teacher.

spk_0 I don't do business.

spk_0 So, you know, I'm trying to figure out how to do that.

spk_0 And anyway, it was super interesting.

spk_0 He asked me what I do.

spk_0 And I kind of gave him a little, you know, the spiel I usually give people.

spk_0 And he told me it was terrible.

spk_0 I need to come up with a better elevator pitch.

spk_0 That was good.

spk_0 I mean, he liked our mission.

spk_0 He just said my elevator pitch was bad.

spk_0 It was just good.

spk_0 It was good input.

spk_0 You know, I'll take his input.

spk_0 But one of the things that he said was he heard me, you know, talk a little bit about

spk_0 how we're shifting the way we teach math and why and how the way mathy people think is

spk_0 not, not memorizing, mimicking algorithms.

spk_0 And he said, let me tell you.

spk_0 Let me tell you.

spk_0 The most important thing that was true for me as a student was that my teachers had

spk_0 me memorize multiplication tables.

spk_0 And I was like, I was kind of curious for him to say that.

spk_0 I was like, well, that's kind of against everything I believe.

spk_0 I didn't say that.

spk_0 I just tried to get under what he's saying.

spk_0 And he goes, yeah, they gave us this table, this chart.

spk_0 And he kind of, you know, was moving his hands.

spk_0 And he's like, there was, you know, all those, all those facts in there.

spk_0 And he's like, it was so important for me to memorize those.

spk_0 And I said, I'm kind of curious what you mean by that.

spk_0 Say, say more about memorize.

spk_0 Yeah.

spk_0 And he dove into, he said, it was, you know, the relationships between that I could realize

spk_0 how this one was related to that one.

spk_0 And these were connected to those.

spk_0 And it was all this interrelated consistent system that all was meaningful.

spk_0 And it had, and I thought, and I said, so like, when you memorize, when you say memorize,

spk_0 and you looked at, say, this one right here, and it was like, it was like, I don't,

spk_0 pick one six times nine or something.

spk_0 I'm like, does that, you were like six times nine grows on the vine.

spk_0 And so it's, I don't have a run for this score.

spk_0 So it's 54, like, whatever, I don't know.

spk_0 Is that how you memorize it?

spk_0 And he looked at me like, no, idiot.

spk_0 I mean, he was polite.

spk_0 Yeah.

spk_0 And it was like, no.

spk_0 And I was like, so when you say memorize, and then again, he launched off into this.

spk_0 Yeah, because you need to know how it's connected to like 10 times six and how,

spk_0 I could think about eight sixes, it's like double four sixes and it's one more six.

spk_0 Kim, everything he said was about how the facts were related to each other and the connections

spk_0 between them.

spk_0 Yeah.

spk_0 But he thought that he gained all that because his teacher forced him to quote, unquote,

spk_0 memorize the table that somehow, as a student,

spk_0 when he was given that table of facts, it was enough for him to make those connections

spk_0 and relationships and build on them and travel the mental path of figuring them

spk_0 and connecting them between each other.

spk_0 That's what he meant when he said, so important that my teacher made me memorize the facts.

spk_0 He didn't mean wrote memorize at all.

spk_0 Yeah.

spk_0 You know what?

spk_0 I wonder if, I wonder if that's what he thinks quote memorizing is.

spk_0 I wonder if like his teacher put the table in front of him and he was like, oh, there's

spk_0 these puzzle things and like, look at it and mess with it and they just left alone with

spk_0 it and he looked for things and maybe that's what he calls memorizing, but doesn't even

spk_0 realize that that's not what other people necessarily do.

spk_0 Or her.

spk_0 Or like naming numbers over and over again.

spk_0 Interesting.

spk_0

spk_0 And maybe skip counting to fill in the table.

spk_0 So in other words, many students could hear the teacher say, here is this table, you need

spk_0 to know this.

spk_0 And students could do what he did.

spk_0 I think that's what my son did.

spk_0 Students could do what I did.

spk_0 Well, I didn't see.

spk_0 I was never given the table.

spk_0 I was given flashcards and so for me, it was just repeated exposure, wrote memorizing.

spk_0 Yeah.

spk_0 I did have some ramy things for a few of them that I couldn't remember, couldn't just

spk_0 remember to get the ones I didn't, but I think there are many teachers and students out

spk_0 there that say, you should know this.

spk_0 Okay, let's see.

spk_0 I see these, I see the relationships of skip counting.

spk_0 Consider teachers that if you've got kids who have built some additive reasoning and they're

spk_0 looking for patterns in the table, that might be the only pattern they see is the skip

spk_0 count.

spk_0 So then they say to themselves, okay, I guess if I'm going to know this, I'm going to

spk_0 ask, quote, unquote, whatever no means.

spk_0 I guess I'll skip count to recreate it.

spk_0 Right.

spk_0 And then they grow up and they become a teacher and say, tell their kids, you need to know

spk_0 this.

spk_0 All right, everybody, recreate this every time you need a multiplication fact, recreate

spk_0 the table by skip counting and we're sort of keeping kids in that additive reasoning.

spk_0 Yeah.

spk_0 So it's interesting.

spk_0 It's fascinating to me.

spk_0 The words no and memorize and how we connect it with facts and words matter.

spk_0 In fact, Kim, I was just on a call this morning with Sam, oh, golly, I think her last name

spk_0 is Parks.

spk_0 She's from Number Club and one of the things that she and I were talking about is the more

spk_0 that she writes, we're going to talk more about Number Club in the future, but the more

spk_0 that she writes about Number Club, how she's becoming, maybe not becoming, she's aware

spk_0 words that we say words that mean different things to different people and how she's

spk_0 being very careful to define her terms.

spk_0 And I think she's about to write a blog on the word play.

spk_0 And Kim, I would love to hear you.

spk_0 Okay, on another episode, maybe we can talk more about like when we say play with mathematics,

spk_0 I am 100% sure that what you mean by play with mathematics is 100% different than what

spk_0 I meant when I was a student in math by playing with mathematics.

spk_0 I would have had not even a vision of what it not even close to what you would mean.

spk_0 Anyway, so words matter.

spk_0 And I'm just going to suggest today that memorize, like what do we mean when we say that?

spk_0 And then specifically with facts, memorize does it mean to know?

spk_0 Oh, Kim, the other day, in one of the things that we're writing, I can't even tell you

spk_0 which one it is.

spk_0 One of the things we're writing, an editor popped back and said, I said something about

spk_0 own the facts.

spk_0 And the editor came back with, why don't you just say know the facts?

spk_0 Well, Kim, like to do those two words mean different things to you?

spk_0 Absolutely.

spk_0 Yeah.

spk_0 Say more.

spk_0 Like, what, absolutely, can you put some words to help me?

spk_0 I can know the answers.

spk_0 Yeah, I can know the answers to individual problems, but not own them in such a way that

spk_0 I can relate them to something else.

spk_0 I can't, I can't make connections.

spk_0 I can know individual facts.

spk_0 But when you own something, it's like you have, I don't even have the words, you have

spk_0 facility over it, you have relationships, other things, you like know it deeply in such

spk_0 a way that you can in and out, uncompress the word, and flexibly do things with it.

spk_0

spk_0 So you might have a fact at your fingertips, but you can uncompress it and have lots

spk_0 of relationships of connections and deeper, yeah, all of those, all those words.

spk_0 Yeah.

spk_0 All right.

spk_0 So if we were to say that we want kids to know their facts and more, what's one way

spk_0 that that could look?

spk_0 No, there was something else I wanted to do before I went here.

spk_0 One of the things that he said on the plane was something about napkin math.

spk_0 And I feel like, I feel like Kim, I mentioned that to you and you actually say something about

spk_0 napkin math.

spk_0

spk_0 So we were talking and you said that this man often did napkin math.

spk_0 And I think we were talking about what does napkin math mean to you, to me.

spk_0 And you said, I feel like it doesn't mean that people just grab something and like write

spk_0 an algorithm on it, that there's some like playfulness to it.

spk_0 And I said something like, well, even if they are writing algorithms, which I suspect maybe

spk_0 they're not, but even if they are, it's probably that at least they have a desire to mess.

spk_0 So like in that moment, they're like, oh, I thought of something.

spk_0 I'm going to sidestep.

spk_0 I'm going to do some things, which means they probably think that it's within their capacity,

spk_0 that they have access to whatever it is that they want to stop the conversation.

spk_0 They want to sketch something out because it's burning in them that they want to handle it.

spk_0 And they can handle it and handling it then gives them some information they can move forward with.

spk_0 Yeah, yeah, absolutely.

spk_0 And I wonder how many people out there are doing, quote unquote, napkin math that think a

spk_0 lot just a trick I taught myself because I can't really, you know, whatever, when in reality,

spk_0 they're using relationships and connections nicely.

spk_0 I also wonder how many people think, well, yeah, that's like, you know, they're school math

spk_0 and then there's napkin math.

spk_0 And I'm like, ah, why can't we teach all that, like that's real?

spk_0 It's not that's, let's teach that.

spk_0 Well, and I wonder how many people are at dinner or in a meeting or in a whatever and somebody

spk_0 raises something and they don't engage.

spk_0 Like every single notebook I ever have in every conversation has got something sketched

spk_0 down on it.

spk_0 But I wonder how many people go, oh, you just said numbers to me and they don't like, they

spk_0 just deflect their boy, they, you know, they believe where they believe they're like,

spk_0 oh, that's what you got.

spk_0 Okay, I have no idea how or how that's related.

spk_0 But I'm just going to believe and you could be a magnitude off right?

spk_0 You know, an extra zero in there.

spk_0 Yeah, that was me.

spk_0 That was me early on.

spk_0 Absolutely.

spk_0 So Kim, how could we help kids gain what this delightful gentleman on the plane gained?

spk_0 Yeah, how can we do that?

spk_0 Well, one way we can do that is problem string.

spk_0 So I'm going to run you through just a quick problem string that can help students not

spk_0 only gain the facts, but gain the kind of relationships that this gentleman was talking

spk_0 about and even more.

spk_0 All right.

spk_0 So we're just going to run with, what if I were to say, hey, Kim, let's picture a bag

spk_0 of oranges and that bag of oranges has eight oranges in it.

spk_0 I've just drawn a ratio table one bag to eight oranges.

spk_0 How many oranges would be in two bags?

spk_0 16.

spk_0 And I'm going to just do some scaling arrows, just like double the number of bags, double

spk_0 the number of oranges, how about the number of oranges in four bags?

spk_0 32.

spk_0 Now, at this point, I might pause a little bit, ask kids how they're thinking about doubling

spk_0 16.

spk_0 Just to get that out, because kids might not know double 16.

spk_0 If we're working on learning the facts, they might not know double 16.

spk_0 So we might just do that off to the side a little bit.

spk_0 How about eight bags?

spk_0 64.

spk_0 That one I'm not going to spend time on.

spk_0 How about 10 bags?

spk_0 This might sound familiar with the problem string we did last week.

spk_0 These are good relationships.

spk_0 Yeah, 10 bags.

spk_0 80.

spk_0 And then I might talk about how they got 10 bags, eight in the two.

spk_0 They might know the times 10.

spk_0 For sure, I'm going to notice the times 10.

spk_0 Because if kids are learning their facts, they might not know the times 10.

spk_0 So once we add the eight in the two bags and get 80 oranges, then I'm going to be like,

spk_0 hey, check it out.

spk_0 If from one to 10, that's times 10.

spk_0 Look at that eight times 10.

spk_0 That's 80.

spk_0 It happened again.

spk_0 And I'm going to say it happened again, because I'm going to point that out every time,

spk_0 every time a times 10 happens, I'm going to point out, look at that.

spk_0 It did it again.

spk_0 Eight times 10 is like eight tens.

spk_0 It's like eight in the 10 slot.

spk_0 Zero ones left over.

spk_0 I'm going to just notice that times 10 thing.

spk_0 You're like, okay, so I just want to point out so far in this string.

spk_0 We got kids thinking about eights.

spk_0 Two of them, four of them, eight of them, ten of them, thinking and reasoning.

spk_0 They're using relationships.

spk_0 Pam, Pam, you want kids to do that every time?

spk_0 I'd rather have kids just know.

spk_0 I don't want them to necessarily do it every time.

spk_0 But I want them to be able to, if they don't remember, I want them to have these relationships

spk_0 that they don't remember.

spk_0 Eight times eight.

spk_0 They could double, double, double to get there.

spk_0 But notice I'm building a lot of other things.

spk_0 They're doubling.

spk_0 Got the times 10 pattern happening.

spk_0 Then I'm going to ask them nine.

spk_0 These numbers are in order on purpose.

spk_0 I want them to be able to use what they have up there to get nine.

spk_0 Kim, what's one way they could use what's already up there to get nine?

spk_0 They can start with 10 packs as 80 and then subtract a pack.

spk_0 And so 80 is 78.

spk_0 That's 72.

spk_0 Cool.

spk_0 I could have also added the eight in the one.

spk_0 I'm probably shareable for those.

spk_0 Then I'll say, how about five packs?

spk_0 That's on purpose.

spk_0 Thank you.

spk_0 That's on purpose to come after the 10.

spk_0 I'm definitely going to have kids have four packs in one pack and that's okay.

spk_0 But I'm going to want to encourage them to think about half of the 10.

spk_0 If you don't have to know your five, if you know your 10s, double or divide the 10 packs

spk_0 to five packs, divide the 80 packs.

spk_0 I just said packs.

spk_0 Bags and oranges divide the 80 oranges in half to get 40 oranges.

spk_0 Cool.

spk_0 So far, we've just in a very quick kind of way.

spk_0 Gotten kids to think about two times eight, four times eight, eight times eight, ten

spk_0 times eight, nine times eight, five times eight.

spk_0 We don't have them all yet.

spk_0 Let's go seven times eight.

spk_0 Now here I could have gone six.

spk_0 Today, I'm going to choose to do seven for reasons.

spk_0 Is there anything up there that could help you?

spk_0 Yeah.

spk_0 We just did five.

spk_0 So we could do five bags and two bags.

spk_0 We have the five in the two and 40 and 16 oranges.

spk_0 Bam, that's not too bad.

spk_0 That's 56.

spk_0 Okay.

spk_0 Cool.

spk_0 I might point out to kids.

spk_0 Hey, do a lot of you know five times eight.

spk_0 If you didn't, you could cut it in half.

spk_0 Bam, you know two times eight.

spk_0 Just look how easy it is to add 40 and 16.

spk_0 Sweet.

spk_0 There's 56.

spk_0 Travel that path often.

spk_0 But here's where it gets fun.

spk_0 We don't just want to build.

spk_0 We want to build the single digit facts, but not just the single digit facts.

spk_0 Now I might say, yum.

spk_0 I like oranges.

spk_0 How about 70 bags of oranges?

spk_0 How many oranges are in 70 bags?

spk_0 It's 560.

spk_0 And you did that how?

spk_0 Seven skill up times 10 and 56 times 10.

spk_0 Nice.

spk_0 Then I might say, all right, we got 70 bags.

spk_0 That's a lot of oranges.

spk_0 How about 75 bags of oranges?

spk_0 I wonder if there's anything up there that can help you.

spk_0 I don't know, maybe not.

spk_0 Go ahead.

spk_0 The 70 bags and the five bags we already found make 560 and 40.

spk_0 So 600 oranges.

spk_0 That's even a nice addition.

spk_0 Wasn't too shabby.

spk_0 Hey, let's go really like oranges.

spk_0 Let's go for 100 bags of oranges.

spk_0 800 oranges.

spk_0 800 lots of oranges.

spk_0

spk_0 Bam.

spk_0 That's too many oranges, Kim.

spk_0 Silly, just 97 bags.

spk_0 97 bags.

spk_0 OK.

spk_0 Well, I want to remove three bags of oranges.

spk_0 And I don't see that you have three bags on there.

spk_0 Root.

spk_0 I know.

spk_0 But I know that we have one bag and two bag there, so I can add those.

spk_0 OK.

spk_0 Or I can think about what's right in the middle of two bags

spk_0 and four bags.

spk_0 Oh, nice.

spk_0 So anyway, that's 24 oranges.

spk_0 So the 800 minus 24 is 776.

spk_0 You could play a little.

spk_0 I have you need there.

spk_0 Kim, if you weren't as over as you are,

spk_0 was there anything else that kids might have done to get the 97

spk_0 with what we have?

spk_0 If you have nine bags, they can make an entry

spk_0 that's 90 bags.

spk_0 OK.

spk_0 And add it to the seven we already have.

spk_0 And so like 90 bags, if nine bags had 72, 90 would have 720.

spk_0 We had the seven bags.

spk_0 So we could add the 720 plus the 56 oranges and seven bags.

spk_0 And that could also get a 776.

spk_0 Nice.

spk_0 Cool.

spk_0 OK, last problem.

spk_0 What if we were at the race and we counted 784 oranges

spk_0 and we were super curious how many bags we bought?

spk_0 784 oranges.

spk_0 How many bags?

spk_0 Well, we just did 97 bags.

spk_0 And that was really close.

spk_0 776 is only one bag away from 784.

spk_0 So then it must be 98 bags.

spk_0 98 bags.

spk_0 Nice.

spk_0 Is that also two bags, 16 oranges under 800?

spk_0 784, 16?

spk_0 Nice.

spk_0 A couple different ways too.

spk_0 Cool.

spk_0 So Kim, we are suggesting to teachers out there

spk_0 that we can do problem strings to help kids think about eights

spk_0 that then lead into things like you just found 97 times 8,

spk_0 thinking and reasoning.

spk_0 You found 75 times 8, thinking and reasoning.

spk_0 And you found 784 divided by 8, thinking and reasoning,

spk_0 using what you know.

spk_0 And in the process, building multiplicative relationships,

spk_0 building multiplicative reasoning.

spk_0 So we're getting the facts, multiplicative reasoning,

spk_0 place value, reasonableness, magnitude, all sorts of things

spk_0 that a sense of what division means is happening.

spk_0 So this is what multiplication means, a feel for operations.

spk_0 I wonder if a kid ever ran into a word problem that said,

spk_0 I have 784 lovely oranges.

spk_0 If oranges come eight oranges in a bag, how many bags do I have?

spk_0 I wonder if a kid can go, oh, this feels like something

spk_0 I've done before.

spk_0 I have felt this oranges in bags before.

spk_0 I bam, I can dive in.

spk_0 In other words, what they're not doing is going,

spk_0 let's see, keyword oranges.

spk_0 Nope, I don't remember that as a keyword, right?

spk_0 They're not doing that.

spk_0 They've been reasoning.

spk_0 They've been in a situation where their brain

spk_0 has traveled this reasoning path.

spk_0 Word problems just become, if I kept my name,

spk_0 I tell you, our editor said to me on Sunday.

spk_0 He said, hey, that last episode that I just edited.

spk_0 So it was all about word problems,

spk_0 which was an episode that came out just a minute ago.

spk_0 He's like, I really like how you said,

spk_0 if we get kids reasoning, then word problems

spk_0 are just, we're just, we're keep reasoning.

spk_0 It's like, yeah, that really hits.

spk_0 Right, right.

spk_0 I think everything that you just described

spk_0 that's happening in this problem string,

spk_0 you know, you just listen to the reasoning

spk_0 and they're doubling and they're all of those things.

spk_0 I think there are kids like the man you man on the plane

spk_0 who probably see a multiplication table

spk_0 and their brain travels through those things.

spk_0 But we've got to do better by giving kids experiences

spk_0 so that not everybody who is doing that naturally

spk_0 has somebody helping facilitate that learning for them

spk_0 because they're capable.

spk_0 We just have to do things like these problems

spk_0 during this where we are exposing relationships

spk_0 so that they can grab on.

spk_0 Nicely said, yeah.

spk_0 And even the guy who did it naturally,

spk_0 why leave him to do it on his own?

spk_0 Like, he could have gone further faster

spk_0 if we would have actually helped him

spk_0 and now that we know how to do it, we can't.

spk_0 Y'all, I am reminded of an email that I got just the other day.

spk_0 I'm gonna butcher his name.

spk_0 So sorry, S. Sundaram.

spk_0 Sundaram, S. Sundaram.

spk_0 I am sorry.

spk_0 Delightful email who said, would you consider

spk_0 wrote memorization and meaningful memorization?

spk_0 The difference.

spk_0 What is needed for fluency is the second type.

spk_0 Fluency is meaningful memorization,

spk_0 which can also be described as he said,

spk_0 remember by repeated use in the right context.

spk_0 I'm gonna say that again.

spk_0 Remember by repeated use in the right context.

spk_0 So you're sort of saying,

spk_0 memorization could be linked to, we want to remember.

spk_0 Well, we do.

spk_0 We want kids to own their facts.

spk_0 That means they remember them,

spk_0 but we're going to get that memory

spk_0 by repeated use in the right context.

spk_0 And use repeated, is that what we just did in this

spk_0 promising repeated generating, repeated finding,

spk_0 repeated reasoning?

spk_0 I might say, remember by repeated reasoning

spk_0 in the right context.

spk_0 But I really, yeah, I really like that.

spk_0 Like, is it wrote memorization?

spk_0 No.

spk_0 It's meaningful memorization if the way we're defining

spk_0 memorization is remember.

spk_0 It's the remembering part by repeated reasoning

spk_0 in the right context.

spk_0 I really like that.

spk_0 So good.

spk_0 Yeah, I appreciate that redefining what

spk_0 memorization means.

spk_0 Nice.

spk_0 So we have another lovely download for you.

spk_0 If you would love to grab it, it is www.mathisfigurado.com slash

spk_0 facts.

spk_0 PS.

spk_0 Mathisfigurado.com slash math.

spk_0 You can do it.

spk_0 I'm so done.

spk_0 I'll do it.

spk_0 Mathisfigurado.com slash facts.

spk_0 PS because it's facts, problem strings.

spk_0 So it's facts, PS.

spk_0 We'll get you facts, problem strings.

spk_0 Y'all, thank you for tuning in and teaching more and more

spk_0 real math to find out more about the math is figure outable

spk_0 movement.

spk_0 Visit mathisfigurado.com.

spk_0 Let's keep spreading the word that math is figure outable.

spk_0 Don't forget, go to mathisfigurado.com slash DMRK2 webinar.

spk_0 Can't believe we gave you a link that long to register for the free

spk_0 developing mathematical reasoning daily strategies, tools and

spk_0 activities to teach the big ideas in K2 book launch webinar

spk_0 taking place on October 8th.

spk_0 That's mathisfigurado.com slash DMRK2 webinar.

spk_0 We will see you there.

Ep 277: Memorize the Facts - It Makes All the Difference

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