tag:blogger.com,1999:blog-8399389267815059112Tue, 02 Sep 2014 09:45:45 +0000Math at School#70Daysfunctionslesson planningMade4MathMSSunFunexploringMTBoStechnologysolving systemsinstructional strategiesstudent engagementclassroom environmentFree DownloadMath MunchBlogosphere Good IdeasFirst Week ActivitiesMyFavFridayTwitterChatsAlgebraBlogs and BloggingNumber senseformative assessment#MakeOverMondayLinear equationdesmosmath stationsprofessional developmentDifferentiated Instructiongoalsproblem situationsquestioningslopesolving equationsGamesNotebookingNotice/Wonderelementary mathfunction familieshands-on materialsrational functionsEmbedded Formative AssessmentFoldableorganizationprojectstextbook revisionClassroom managementCommon Core Math StandardsReviewThe Strategic TeacherVocabularyabsolute value unitdonorschooseerror analysishomeworkmath dialoguemotivationrational exponentsstudent ownership of learningtransition#howtolearnmathAnchor ChartsBeauty of MathCornell NotesCurriculum/StandardsGlobal MathGratitudeMy Favorite ThingsProblem SolvingSmile Filechangechoicesfavoritesgrowth mindsetlife of a teachermini-postersobservationroutinesscaffoldingskill-based practicesolving quadraticsstudent reflectionstudent relationshipsvirtual filing cabinetwriting across the curriculumBackwards DesignEdmodoGoogle formsGraphing storiesLinear equationsMOOCMentorMobOnline PracticeThingLinkTutoringVolumeWord wallconic sectionscreativitycriteria for successcuriositycurrentlyfactoringfeedbackflipping the classroomfractionsgradinginstructional videosinterceptslaptop initiativeleadershipmath enrichmentmath practicemath suppliesmatricespolynomialspracticeproject-based learningpuzzlesreadingsocial mediastudy skillsteacher evaluation#TMC14#hunterstrongAnalyzing GraphsEdpuzzleFibonnaci SequenceFlubarooFlyswatter ReviewFour QuartetsFun FactsGoogle siteGrandsonsGraphic organizerHigh-Stakes TestIcebreakersIndependent LearningLiebster AwardMake Learning StickMath LiteratureMath Teachers at PlayMonday Math MomentsNational Security AgencyNinth gradeOffice DepotOreosPDPascal TrianglePeer tutorPipe CleanersPlatoPlayPoint-slope formPolygonal NumbersQR codeReal Number SystemReflectionSemesterSierpinski's TriangleSimultaneous equationsSingapore MathSpiral ReviewStudent bloggingSurface AreaSymbalooTS EliotTeach Like a PirateTic Tac ToeYoutubebookscomic strip writingdata collectionestimation 180exam reviewexamsexit slipsexplore mathematicsexponential functionfailurefavorite nofavorite numberfire stationgrab baggritguest bloggerhappy numbersilluminationsindependent/dependent variablesinnovationslaws of exponentslearning how to learnlearning targetslinear transformationslogarithmsmath assessmentsmath ideasmath in videomath labmid-yearmoviesmy favorite nonew beginningsordinary dayparabola projectparent contactpast experiencespatternsperiodic functionplace valuepreparationproperties of logsquadratic functionsrate of changereview gamesatisfactionscatter plotsschool lunchesself-awarenesssliderssolving inequalitiesspoons gamespring breakstandard formstrengthsstudent giftsteamworktimed flash cardstransformation of linear equationswhiteboardingx-puzzleszapAlgebra's FriendMath is beautiful.http://algebrasfriend.blogspot.com/noreply@blogger.com (Beth Ferguson)Blogger308125tag:blogger.com,1999:blog-8399389267815059112.post-6398587837089311413Mon, 01 Sep 2014 22:02:00 +00002014-09-01T17:02:14.502-05:00currentlySeptember Currently ... Linking up with awesome educators at <a href="http://ohboy3rdgrade.blogspot.com/">Oh Boy, Fourth Grade</a> ...<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-K8lvgxgYVM4/VATrt3tj2kI/AAAAAAAAOkg/zldCj17sVgc/s1600/Sept%2Bcurrently.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-K8lvgxgYVM4/VATrt3tj2kI/AAAAAAAAOkg/zldCj17sVgc/s1600/Sept%2Bcurrently.jpg" height="640" width="480" /></a></div><br />It's hard to believe it's September already!<br /><br />My "currently" needs little explanation!<br /><br />The instructions said to list 3 trips I want to take. I watched The One Hundred-Foot Journey today - beautiful scenery in France. I want to take a trip to Europe - to see the countryside for sure. Sedona and New York City are much more doable - and hopefully trips my hubs and I can take soon!<br /><br />http://algebrasfriend.blogspot.com/2014/09/september-currently.htmlnoreply@blogger.com (Beth Ferguson)0tag:blogger.com,1999:blog-8399389267815059112.post-3185671721121672331Sun, 31 Aug 2014 23:13:00 +00002014-08-31T18:13:40.839-05:00exploringMTBoSreflection#MTBoSChallenge Week 3 Sunday Summary<div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-7kgkmn4AWYk/U_AR0x3tvvI/AAAAAAAAOSY/QDiz5dCXEHA/s1600/MTBOSChallenge_3.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://2.bp.blogspot.com/-7kgkmn4AWYk/U_AR0x3tvvI/AAAAAAAAOSY/QDiz5dCXEHA/s1600/MTBOSChallenge_3.png" height="119" width="320" /></a></div><br /><div><br /></div><div>This past week was our first week of classes! We are an A/B schedule ... I saw each set of students twice. Day 1 was a bit challenging because we had too much to accomplish but on Day 2 there was time for student discussion. I loved the hum of math talk in the room!<br /><br />3 things that happened this past week ...<br /><br /><ul><li>On Day 2 I built in time for partners to discuss graphs, determining domain and range. The hum of discussion, students helping students was exciting. And then we extended the time to discuss a problem situation where students put together all of the skills we had learned thus far ... entering data in their calculator, examining the scatterplot, finding the line of best fit, and answering analysis questions.</li><li>The homework this week was watching a few videos and 10 problems - multiple choice about continuous vs discrete functions and domain and range. The problems were not routine. I'm excited students are emailing me with questions, wanting to clarify their thinking. They are eager to learn!</li><li>I have collected over 100 parent emails and sent out my weekly update. I've found that posting a weekly email about what we are learning in class is very helpful in building home/school relationships!</li></ul><div>2 things I'm working on in the coming week ... </div><div><ul><li>I need to relax and slow down a bit. I am moving too fast for a few of my students - based on the questions they are asking. My teammates are taking the lessons slower than I am (about a half period behind me) - but I have all the TAG students. I do have time built in for reteaching before our unit test. I have review stations in the works.</li><li>Students get their school-assigned laptops this week. I've already started using technology. We will need to spend a little time in organizing the links we use, bookmarking, and entering user codes.</li></ul></div><div><br /></div><div>1 thing I haven't figured out yet ... </div><div><ul><li>All summer I thought about and wrote about working on numeracy with my students. These first few days of class have so much built into them ... schedules, textbooks, routines, procedures. In addition we are given a curriculum calendar ... 5 class days for the first unit. So I have not had 5 - 10 minutes to work on the numeracy tasks I planned. I do see opportunity to start those as soon as class changes and such have settled down!</li></ul></div></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div>http://algebrasfriend.blogspot.com/2014/08/mtboschallenge-week-3-sunday-summary.htmlnoreply@blogger.com (Beth Ferguson)1tag:blogger.com,1999:blog-8399389267815059112.post-3889169028745325545Wed, 27 Aug 2014 11:59:00 +00002014-08-27T06:59:33.126-05:00Gushing over Edpuzzle<span style="font-family: Verdana, sans-serif;">So ... yesterday I saw half my students. We had a great day. You can read a snippet about it <a href="http://180snaps.blogspot.com/2014/08/day-1-selfies-stickies-and-data.html">here</a> - my 180 blog.</span><br /><span style="font-family: Verdana, sans-serif;"><br /></span><span style="font-family: Verdana, sans-serif;">I gave students a two part homework assignment. They had to read a short New York Times article on data ... called <a href="http://www.nytimes.com/2011/04/03/business/03stream.html?_r=0">When the Data Struts Its Stuff</a>. We collected data using a simple activity on our first day and the purpose of the homework was to emphasize the importance of data analysis in our world. Students will answer a few questions in their notebook ... the questions were provided by New York Times Learning Network.</span><br /><span style="font-family: Verdana, sans-serif;"><br /></span><span style="font-family: Verdana, sans-serif;">The second part of the homework was to watch 3 short videos that introduce our next lesson. Two of the videos were on youtube - created by a teammate. The third video I embedded in <a href="https://edpuzzle.com/">Edpuzzle </a>- my new favorite online tool! Not all students have completed the assignment yet (they don't return to class until Thursday) but already I'm gushing at the quality of this product. Here are a few take-aways ... </span><br /><span style="font-family: Verdana, sans-serif;"><br /></span><ol style="background-color: white; color: #222222;"><li><span style="font-family: Verdana, sans-serif;">It's easy ... find a video or create your own and upload.</span></li><li><span style="font-family: Verdana, sans-serif;">As you play the video stop wherever you want to add a question.</span></li><li><span style="font-family: Verdana, sans-serif;">Mathtype is available as is cut and paste from a document.</span></li><li><span style="font-family: Verdana, sans-serif;">You can set up the video so students can't skip ahead - they have to play the whole thing to get to the next questions.</span></li><li><span style="font-family: Verdana, sans-serif;">Students get feedback as they complete the assignment.</span></li><li><span style="font-family: Verdana, sans-serif;">The reporting is amazing. Program tells you how many times a student watches a segment. It shows you the questions, the student's answer, and the correct answer if the student is wrong. It's all color coded. It's graded.</span></li><li><span style="font-family: Verdana, sans-serif;">If you use open ended questions, there is a place to write a comment when scoring them. </span></li></ol><div><span style="color: #222222; font-family: Verdana, sans-serif;">I can't wait to use Edpuzzle more effectively for note, quizzes, and homework!</span></div><div><span style="color: #222222; font-family: Verdana, sans-serif;">In a few days I'll collect feedback from my students ... I'm hoping they find it helpful!</span></div><div><span style="color: #222222; font-family: Verdana, sans-serif;"> </span></div>http://algebrasfriend.blogspot.com/2014/08/gushing-over-edpuzzle.htmlnoreply@blogger.com (Beth Ferguson)0tag:blogger.com,1999:blog-8399389267815059112.post-1834031795117313506Sun, 24 Aug 2014 19:07:00 +00002014-08-24T14:07:35.316-05:00exploringMTBoSprofessional developmentreading#MTBoSChallenge: Professional BooksEarlier this summer I saw a post about an ideal bookshelf and so I wrote about favorite books at that time. This is mostly a repeat listing of books I value!<br /><br /><div style="background-color: white; color: #27004e; font-family: 'Trebuchet MS', Trebuchet, sans-serif; font-size: 14px; line-height: 19.600000381469727px;">Assessment is essential ... these two books are essential!</div><div style="background-color: white; color: #27004e; font-family: 'Trebuchet MS', Trebuchet, sans-serif; font-size: 14px; line-height: 19.600000381469727px;"><ul style="line-height: 1.4; list-style-image: initial; list-style-position: initial; margin: 0.5em 0px; padding: 0px 2.5em;"><li style="border: none; margin: 0px 0px 0.25em; padding: 0.25em 0px;"><b><i>Embedded Formative Assessment</i></b> by Dylan Wiliams </li><li style="border: none; margin: 0px 0px 0.25em; padding: 0.25em 0px;"><b><i>Mathematics Formative Assessment: 75 Practical Strategies</i></b> by Keeley and Tobey</li></ul></div><div style="background-color: white; color: #27004e; font-family: 'Trebuchet MS', Trebuchet, sans-serif; font-size: 14px; line-height: 19.600000381469727px;">Asking the right questions is significant! These books are super resources for identifying good questions!</div><ul style="background-color: white; color: #27004e; font-family: 'Trebuchet MS', Trebuchet, sans-serif; font-size: 14px; line-height: 19.600000381469727px; list-style-image: initial; list-style-position: initial; margin: 0.5em 0px; padding: 0px 2.5em;"><li style="border: none; margin: 0px 0px 0.25em; padding: 0.25em 0px;"><b><i>Good Questions for Math Teaching: Why Ask Them and What to Ask, K-6</i></b> by Sullivan and Lilburn</li><li style="border: none; margin: 0px 0px 0.25em; padding: 0.25em 0px;"><b><i>Good Questions for Math Teaching, Grades 5-8: Why Ask Them and What to Ask</i></b> by Anderson and Schuster</li><li style="border: none; margin: 0px 0px 0.25em; padding: 0.25em 0px;"><b><i>Good Questions: Great Ways to Differentiate Mathematics Instruction</i></b> by Marian Small</li><li style="border: none; margin: 0px 0px 0.25em; padding: 0.25em 0px;"><b><i>More Good Questions: Great Ways to Differentiate Secondary Mathematics Instruction </i></b>by Small and Lin</li></ul><div style="background-color: white; color: #27004e; font-family: 'Trebuchet MS', Trebuchet, sans-serif; font-size: 14px; line-height: 19.600000381469727px;">Instructional strategies are key! Using research-based strategies to develop strong lessons are necessary!</div><ul style="background-color: white; color: #27004e; font-family: 'Trebuchet MS', Trebuchet, sans-serif; font-size: 14px; line-height: 19.600000381469727px; list-style-image: initial; list-style-position: initial; margin: 0.5em 0px; padding: 0px 2.5em;"><li style="border: none; margin: 0px 0px 0.25em; padding: 0.25em 0px;"><b><i>The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction</i></b> by Marzano</li><li style="border: none; margin: 0px 0px 0.25em; padding: 0.25em 0px;"><b><i>The Strategic Teacher: Selecting the Right Research-Based Strategy for Every Lesson</i></b> by Silver, Strong, and Perini</li></ul><div style="background-color: white; color: #27004e; font-family: 'Trebuchet MS', Trebuchet, sans-serif; font-size: 14px; line-height: 19.600000381469727px;">For enrichment and mathematical background information I love to read Theoni Pappas!</div><ul style="background-color: white; color: #27004e; font-family: 'Trebuchet MS', Trebuchet, sans-serif; font-size: 14px; line-height: 19.600000381469727px; list-style-image: initial; list-style-position: initial; margin: 0.5em 0px; padding: 0px 2.5em;"><li style="border: none; margin: 0px 0px 0.25em; padding: 0.25em 0px;"><i><b>More Joy of Mathematics</b></i></li><li style="border: none; margin: 0px 0px 0.25em; padding: 0.25em 0px;"><i><b>The Joy of Mathematics</b></i></li><li style="border: none; margin: 0px 0px 0.25em; padding: 0.25em 0px;"><i><b>Math Talk</b></i></li><li style="border: none; margin: 0px 0px 0.25em; padding: 0.25em 0px;"><i><b>Fractals, Googols, and Other Mathematical Tales</b></i></li><li style="border: none; margin: 0px 0px 0.25em; padding: 0.25em 0px;"><i><b>The Magic of Mathematics</b></i></li><li style="border: none; margin: 0px 0px 0.25em; padding: 0.25em 0px;"><i><b>The Music of Reason</b></i></li><li style="border: none; margin: 0px 0px 0.25em; padding: 0.25em 0px;"><i><b>The Adventures of Penrose–the Mathematical Cat</b></i></li><li style="border: none; margin: 0px 0px 0.25em; padding: 0.25em 0px;"><i><b> Math for Kids & Other People Too!</b></i></li></ul><div><span style="color: #27004e; font-family: Trebuchet MS, Trebuchet, sans-serif;"><span style="font-size: 14px; line-height: 19.600000381469727px;">Since writing is an initiative in our school, I dug through my shelf to find an old book, <b><i><a href="http://www.amazon.com/Mathematics-Write-Now-Peggy-House/dp/0939765659/ref=sr_1_4?ie=UTF8&qid=1408907079&sr=8-4&keywords=mathematics+write+now">Mathematics Write Now</a></i></b>. It emphasizes creative writing in math. I also stopped by our school's professional library to check out <b><i>Algebra Out Loud</i></b> which has ideas for communicating math that could be written!</span></span></div><div><span style="color: #27004e; font-family: Trebuchet MS, Trebuchet, sans-serif;"><span style="font-size: 14px; line-height: 19.600000381469727px;"><b><i><br /></i></b></span></span></div><div style="background-color: white; color: #27004e; font-family: 'Trebuchet MS', Trebuchet, sans-serif; font-size: 14px; line-height: 19.600000381469727px;">Last, for inspiration, I read <b><i>Teaching with Heart: Poetry that Speaks to the Courage to Teach</i></b><img border="0" src="http://ir-na.amazon-adsystem.com/e/ir?t=teachchann-20&l=as2&o=1&a=1118459431" style="-webkit-box-shadow: rgba(0, 0, 0, 0.2) 0px 0px 0px; background: transparent; border-bottom-left-radius: 0px; border-bottom-right-radius: 0px; border-top-left-radius: 0px; border-top-right-radius: 0px; border: 1px solid transparent; box-shadow: rgba(0, 0, 0, 0.2) 0px 0px 0px; padding: 8px;" /> by Intrator and Scribner.</div><div style="background-color: white; color: #27004e; font-family: 'Trebuchet MS', Trebuchet, sans-serif; font-size: 14px; line-height: 19.600000381469727px;"><br /></div><div style="background-color: white; color: #27004e; font-family: 'Trebuchet MS', Trebuchet, sans-serif; font-size: 14px; line-height: 19.600000381469727px;">There are so many more books I could share but these are books I value today!</div>http://algebrasfriend.blogspot.com/2014/08/mtboschallenge-professional-books.htmlnoreply@blogger.com (Beth Ferguson)0tag:blogger.com,1999:blog-8399389267815059112.post-4162367797524644923Sun, 24 Aug 2014 16:42:00 +00002014-08-24T11:42:13.959-05:00exploringMTBoSreflection#MTBOS Challenge: Sunday Summary<div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-7kgkmn4AWYk/U_AR0x3tvvI/AAAAAAAAOSY/QDiz5dCXEHA/s1600/MTBOSChallenge_3.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://2.bp.blogspot.com/-7kgkmn4AWYk/U_AR0x3tvvI/AAAAAAAAOSY/QDiz5dCXEHA/s1600/MTBOSChallenge_3.png" height="119" width="320" /></a></div><br /><div><br /></div><div><b>3 - 2- 1 Sunday Summary</b></div><div><br /></div><div>We've been in teacher prep meetings all week!</div><div><br /></div><div><b>3 things that happened this week ... </b></div><div><br /></div><div><ol><li>Our school leaders shared their vision and the key emphases for our school. Not surprising they are writing, critical thinking, giving good feedback, using technology effectively!</li><li>Our PLC met and developed our group norms. Our team has four returning teachers and three new teachers. Two of the new teachers are new to teaching. Our school emphasizes working together; we use a backwards design process; we give common quizzes and tests.</li><li>I finished my room ... all but labeling the drawers and cabinets. </li></ol><div><br /></div><div><b>2 things on my to-do list ... </b></div></div><div><br /></div><div><ol><li>I have plans for the first several lessons but I haven't written them out. I want to write out my plans clearly identifying warm-ups and critical thinking questions. </li><li>We use several technology tools - I need to upload student rosters to them. </li></ol><div><br /></div><div><b>1 BIG thing for the coming week ... </b></div></div><div><br /></div><div><ol><li>My students come on TUESDAY! I can't wait!!</li></ol></div>http://algebrasfriend.blogspot.com/2014/08/mtbos-challenge-sunday-summary.htmlnoreply@blogger.com (Beth Ferguson)0tag:blogger.com,1999:blog-8399389267815059112.post-1684736312731668288Mon, 18 Aug 2014 02:46:00 +00002014-08-17T21:46:10.777-05:00desmosinstructional videosExploring video notesMy PLC teammates and I are creating videos to introduce upcoming lessons. Our hope is that students will spend about 10 minutes prepping for the next class by watching our videos and responding in their notes.<br /><br />Tonight I created a simple discovery lesson in Desmos that students can do at home in less than 10 minutes.<br /><br /><br /><a href="https://www.desmos.com/calculator/rgdti6yimj" title="View with the Desmos Graphing Calculator"> <img height="200px" src="https://s3.amazonaws.com/calc_thumbs/production/rgdti6yimj.png" style="border-bottom-left-radius: 5px; border-bottom-right-radius: 5px; border-top-left-radius: 5px; border-top-right-radius: 5px; border: 1px solid rgb(204, 204, 204);" width="200px" /></a><br /><br />It gives students the opportunity to figure out the effects of a, h, and k on a graph, make notes at home, and bring in their questions.<br /><br />I have created a couple of activities in Edpuzzle. I wrote about those in <a href="http://algebrasfriend.blogspot.com/2014/08/70days-playing-with-edpuzzle.html">this post</a>.<br /><br />My partner has create a couple from scratch that look really nice ... they are public on youtube so I'm sharing her links <a href="http://youtu.be/PTIR-J9q46Q">here</a> and <a href="http://youtu.be/E77GECrsQ4k">here</a>! I'm fortunate to work with talented folks!http://algebrasfriend.blogspot.com/2014/08/exploring-video-notes.htmlnoreply@blogger.com (Beth Ferguson)0tag:blogger.com,1999:blog-8399389267815059112.post-56687434345116310Sun, 17 Aug 2014 02:47:00 +00002014-08-17T15:14:55.320-05:00lesson planning#MTBOS Challenge: First Five Days<div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-7kgkmn4AWYk/U_AR0x3tvvI/AAAAAAAAOSU/-9Mjl8SQJ0c/s1600/MTBOSChallenge_3.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://2.bp.blogspot.com/-7kgkmn4AWYk/U_AR0x3tvvI/AAAAAAAAOSU/-9Mjl8SQJ0c/s1600/MTBOSChallenge_3.png" height="120" width="320" /></a></div><br /><div>Oh yea ... I'll join the challenge!</div><div><br /></div><div>First five days ... for us that is equivalent to two weeks of school and almost completing the first unit on foundations of functions!</div><div><br /></div><div>We are on an A/B block schedule, 90 minutes every other day for 180 days (90 class days).</div><div><br /></div><div>Day 1 we jump right in <a href="http://algebrasfriend.blogspot.com/2014/07/70days-day-1-fast-approaching.html">by collecting data</a>. We'll spend a few minutes on eliciting information from students to help me get to know them by using the sticky note idea <a href="http://7thgrademathteacherextraordinaire.blogspot.com/">that Sherrie wrote about</a>, and very few minutes on the syllabus. <br /><br />Day 2 we will explore the attributes of functions ... focusing on function notation, domain, and range. I wrote about this <a href="http://algebrasfriend.blogspot.com/2014/06/70days-strategic-lesson-planning-direct.html">lesson here</a>. We start with a semantic analysis task, then notes, a reciprocal learning activity, and a card sort.<br /><br />Day 3 & 4 will be about transformations. I'll introduce <a href="https://www.desmos.com/">Desmos</a> and we will explore how a, h, and k affect functions.<br /><br />Day 5 is all about parent functions - summarizing key attributes in a matrix. I wrote about that lesson <a href="http://algebrasfriend.blogspot.com/2014/06/70days-strategic-lesson-planning-new.html">here</a>. On this day we will start with noticing and wondering, an introduction to that strategy.<br /><br />I have gone back and forth on how to engage students in numeracy activities on these first days. I think I'm going to start with Counting Circles - because everyone can join in. There should be no fear ... I want to hear every voice. After these five days, I'll move to number strings or number talks.<br /><br />We are a 1:1 school in grades 9 and 10 but my students won't get their laptops until mid-September. So our technology will be limited to TI 83, 84's and the online tools that I demonstrate.<br /><br />After Day 5, we will be reviewing for our first summative assessment. Students are usually a bit surprised by the depth of the first assessment ... so I'm hoping to better prepare them for that experience!<br /><br />BTW ... Our first day is still a week away ... so these plans could change!<br /><br /><br /></div>http://algebrasfriend.blogspot.com/2014/08/mtbos-challenge-first-five-days.htmlnoreply@blogger.com (Beth Ferguson)3tag:blogger.com,1999:blog-8399389267815059112.post-5887912606437115169Sun, 17 Aug 2014 01:18:00 +00002014-08-16T20:18:33.168-05:00classroom environmentRoom decor I am still working on my classroom ... I made good progress today. The boxes are empty, the drawers organized (not labeled yet), and the furniture arranged. The basic bulletin boards are completed. Here are a few pics:<br /><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-TnT6U-NRRyo/U-_4-3F9h4I/AAAAAAAAOQU/t7Z7AA-x-D0/s1600/IMAG0354.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-TnT6U-NRRyo/U-_4-3F9h4I/AAAAAAAAOQU/t7Z7AA-x-D0/s1600/IMAG0354.jpg" height="200" width="113" /></a></div><div><br /></div><div><br /></div><div>On the outside of my door is a favorite poster, "Today became great when you arrived." It's not just about arriving physically, but it's about showing up mentally and soulfully as well. We have much work to do ... so the day is GREAT when you arrive ready to dive in!</div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-vzo4IUPQ-eg/U-_5eyuM4eI/AAAAAAAAOQc/yw1sfPYlxCQ/s1600/IMAG0355.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://3.bp.blogspot.com/-vzo4IUPQ-eg/U-_5eyuM4eI/AAAAAAAAOQc/yw1sfPYlxCQ/s1600/IMAG0355.jpg" height="200" width="113" /></a></div><div><br /></div><div><br /></div><div>Our building is old ... and the "fire blanket box" is there to stay. Fortunately the shelving fits behind the door. The baskets are for student files. We just put quizzes and unit tests in there so they are not huge files. Right now I have art supplies on that shelving unit as well but I'm thinking about moving it. I like these things right by the door because I can set them on the "pick-up" table nearby based on the day's activities.</div><div><br /></div><div><br /></div><div><br /><br /></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-peaUvJiUQzw/U-_6NPzhDyI/AAAAAAAAOQo/Aog3PXp38Ek/s1600/IMAG0358.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-peaUvJiUQzw/U-_6NPzhDyI/AAAAAAAAOQo/Aog3PXp38Ek/s1600/IMAG0358.jpg" height="113" width="200" /></a></div><div><br /></div><div>This is the pick up table right next to the door. Handouts and supplies will be there as students enter. I also plan to have a quote a week in the frame.</div><div><br /></div><div><br /><br /></div><div><br /></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-q2RsgE3m90I/U-_6fj6MOkI/AAAAAAAAOQw/zNMIAD6l9Hg/s1600/IMAG0357.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://2.bp.blogspot.com/-q2RsgE3m90I/U-_6fj6MOkI/AAAAAAAAOQw/zNMIAD6l9Hg/s1600/IMAG0357.jpg" height="181" width="320" /></a></div><div><br /></div><div>The bulletin board is about growth mindset, learning zone, and grit. I know I'll leave this up for at least several weeks - maybe 2 marking periods - as we get used to reflecting on our thinking, frustration levels, and learning zone.</div><div><br /></div><div>You see an old pencil sharpener in the picture without its cover - that will come down next week!</div><div><br /><br /></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-nqJmsDBSLzw/U-_7L4-IZzI/AAAAAAAAOQ4/F-M8x2P7GoA/s1600/IMAG0359.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://2.bp.blogspot.com/-nqJmsDBSLzw/U-_7L4-IZzI/AAAAAAAAOQ4/F-M8x2P7GoA/s1600/IMAG0359.jpg" height="180" width="320" /></a></div><div>Hanging above the board and bulletin board is one of two banners. I teach advanced students (1 and 2 years ahead ... even one 8th grader in algebra 2 this year). They have not had to apply much grit in their learning path. Instead math often comes very easy to them. Last year I noticed that when challenged some students became agitated. I hope to challenge them more this year and help them understand better the need for perseverance.<br /><br /><br /></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-7u5gsQm_atg/U-_8E7YyYEI/AAAAAAAAORE/wEJLUSxIa6o/s1600/IMAG0360.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://1.bp.blogspot.com/-7u5gsQm_atg/U-_8E7YyYEI/AAAAAAAAORE/wEJLUSxIa6o/s1600/IMAG0360.jpg" height="181" width="320" /></a></div><div><br /></div><div><br /></div><div>The view from the doorway across the front of the room ... whiteboards, screen, small desk for computer and doc camera, printer (I hope they don't take it away - not all rooms get one), and my "fake" window!</div><div><br /></div><div><br /></div><div><br /><br /><br /></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-HTy1H3atZ44/U-_8cPAIVDI/AAAAAAAAORM/Z43QL4Re7TE/s1600/IMAG0364.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-HTy1H3atZ44/U-_8cPAIVDI/AAAAAAAAORM/Z43QL4Re7TE/s1600/IMAG0364.jpg" height="113" width="200" /></a></div><div><br /></div><div>It looks small on these huge walls. But it is a peaceful outdoor scene to provide some reminder of life outside these four walls. I realize now that having no windows makes for huge wall space. Almost too much ... </div><div><br /><br /></div><div><br /><br /><br /></div><div><div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-jDplhEUX0-g/U-_9VFIMZuI/AAAAAAAAORU/ouwBUNmy1lw/s1600/IMAG0362.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://1.bp.blogspot.com/-jDplhEUX0-g/U-_9VFIMZuI/AAAAAAAAORU/ouwBUNmy1lw/s1600/IMAG0362.jpg" height="181" width="320" /></a></div>The back corner of the room will be supplies for students - paper, graph paper, etc. I'll also create a place there for extra copies, for picking up missed assignments. There are plenty of organizers there ... just not labeled yet.<br /><br />The area under the clock is a sink - benefit of being in an old science room. That will be my coffee/tea station. And a place for students to refill water bottles.<br /><br /><br /><br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-MvsddW1aGok/U-_999r0pAI/AAAAAAAAORc/9RXd_9Q5DWA/s1600/IMAG0366.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-MvsddW1aGok/U-_999r0pAI/AAAAAAAAORc/9RXd_9Q5DWA/s1600/IMAG0366.jpg" height="226" width="400" /></a></div><br /><br /><br />These small posters remind students about our classroom norms - my version of rules.<br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-TkXQoVohVgw/U_ABAlKkp4I/AAAAAAAAORs/fgToTrPfd8Q/s1600/IMAG0368.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://4.bp.blogspot.com/-TkXQoVohVgw/U_ABAlKkp4I/AAAAAAAAORs/fgToTrPfd8Q/s1600/IMAG0368.jpg" height="113" width="200" /></a></div><br /><br />The function bulletin board turned out well. It doesn't have a caption yet ... still working on lettering. It is a permanent board ... livens up the room!<br /><br /><br /><br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-OPX5lkA4vck/U_ABYvX19zI/AAAAAAAAOR0/95mVXxTv2CM/s1600/IMAG0370.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-OPX5lkA4vck/U_ABYvX19zI/AAAAAAAAOR0/95mVXxTv2CM/s1600/IMAG0370.jpg" height="181" width="320" /></a></div><br />I'm using the science desk as my "teacher" desk. The side facing the students was a bit rough but now it looks nice with free posters from AMS.<br /><br />I'm still deciding about the chalkboard behind my desk. I want to invite student art there. We'll see.<br /><br /><br /><br /><br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-QSYGhl11lPk/U_AB_Cicp8I/AAAAAAAAOR8/x3TeO3ooYzc/s1600/IMAG0371.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://2.bp.blogspot.com/-QSYGhl11lPk/U_AB_Cicp8I/AAAAAAAAOR8/x3TeO3ooYzc/s1600/IMAG0371.jpg" height="181" width="320" /></a></div><br />The bulletin board near the door has the basic school information on it. I refer to the calendar, 3 schedules, and lunch information often - as do students.<br /><br /><br /><br /><br /><br /><br /><br /><br />I still have a LOT of wall space. I have some ideas for part of it - mostly borrowed from my online PLN ... amazing posters and more!<br /><br />I no longer feel like an alien in the room. It's coming together.<br /><br /><br /><br /><br /><br /><br /></div>http://algebrasfriend.blogspot.com/2014/08/room-decor.htmlnoreply@blogger.com (Beth Ferguson)0tag:blogger.com,1999:blog-8399389267815059112.post-6114901865039400759Fri, 15 Aug 2014 03:07:00 +00002014-08-14T22:07:04.860-05:00#70Daysclassroom environment#70Days ... Last day ... First day!Today is the last day of summer break ... the 70th day!<br /><br />Today I met a new teacher at our school. I have the privilege of mentoring her. I look forward to learning from her.<br /><br />We spent just a couple of hours with the admin and all the new teachers at our school. There must have been about 50 teachers - half new, half mentors.<br /><br />And then the long-awaited distribution of keys with room assignments.<br /><br />I have the BEST teaching assignment this year ... one prep ... 6 classes TAG/PAP Algebra 2.<br />I have a decent schedule ... On A Days I have last period prep! On B Days I have 3rd period prep (only 4 periods in a day).<br /><br />I started on my room. I'm still not in love with it ... but trying my best to get over the complaining. Today I discovered none of the boards in the room are magnetic. That was a big disappointment. I love magnets!<br /><br /><a href="http://4.bp.blogspot.com/-SrfafLn_k7I/U-12W04D9yI/AAAAAAAAOOc/MTDVCDQW3VM/s1600/Board%2Bin%2Bback%2Bof%2Broom.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-SrfafLn_k7I/U-12W04D9yI/AAAAAAAAOOc/MTDVCDQW3VM/s1600/Board%2Bin%2Bback%2Bof%2Broom.jpg" height="180" width="320" /></a><br />I did cover the three boards in the room with fabric today and it helps a lot! Here is just one picture (work still in progress - more pictures soon). Evidently this is a homemade board - from previous owner of the room and it's almost 5 feet square. I plan to post cute stick figure functions on it thanks to <a href="http://mathequalslove.blogspot.com/2014/07/algebra-aerobics-stick-figures-download.html">Sarah and OKMath</a>. The yellow section at the bottom is for the caption. I need some really cute lettering!<br /><br /><br /><br />I used the same material to cover the other two smaller bulletin boards in the room to help tie the color scheme together. I'll be using yellow, green, and turquoise as the accent colors.<br /><br />I have lots of storage in the room ... and for that I'm grateful. Today I started thinking about how I want the flow of students to work, where to put supplies, and how to organize materials. I spent too much time just thinking!<br /><br />Tomorrow is our official first day back. I see on our agenda we will be spending about 3 hours talking about how to give effective feedback to students. Since this is a topic of interest I'll be all ears! I do wish those three hours were not from 1 to 4 on a Friday afternoon. <br /><br />Looks like it will be Saturday before I get back into my classroom to continue the work there!<br /><br /><br />http://algebrasfriend.blogspot.com/2014/08/70days-last-day-first-day.htmlnoreply@blogger.com (Beth Ferguson)0tag:blogger.com,1999:blog-8399389267815059112.post-9167338140598359654Sun, 10 Aug 2014 01:51:00 +00002014-08-09T20:51:11.280-05:00#70DaysEdpuzzletechnology#70Days Playing with EdpuzzleI've been playing around with Edpuzzle tonight. One of my goals is to develop interactive video tutorials for my students. Our first lessons are on functions ... and parent functions. I'm wondering if my students would watch these two videos before Day 2's lesson?? It would make the lesson go so much more smoothly!<br /><br />By the way - questions and note-taking prompts have been embedded. It's a snap to add questions to any video you find online.<br /><br /><iframe allowfullscreen="" frameborder="0" height="427" src="//edpuzzle.com/embed/m/53e6b45f25334b8f44733f16" width="470"></iframe><br /><br />And part two ...<br /><br /><iframe allowfullscreen="" frameborder="0" height="427" src="//edpuzzle.com/embed/m/53e6bef225334b8f44733f32" width="470"></iframe><br /><br />I'll be sharing these with my teammates at school ... and discussing the possibilities!http://algebrasfriend.blogspot.com/2014/08/70days-playing-with-edpuzzle.htmlnoreply@blogger.com (Beth Ferguson)0tag:blogger.com,1999:blog-8399389267815059112.post-5699419267628153941Sat, 09 Aug 2014 13:42:00 +00002014-08-09T08:42:34.242-05:00#70DaysFirst Week Activitiesmath dialogueNumber sense#70Days Number stringsMath Talk<br />Number Talk<br />Strategy Sharing<br />Number Strings<br />Cluster Problems<br />Problem Strings<br /><br />This morning I checked out the <a href="http://youcubed.org/teachers/">"youcubed"</a> site to see what had been uploaded recently. On the teachers' page, the first video/article is about number talks. Since I plan to start the year with these, I've been reading as much as possible on the topic. I took part in Jo Boaler's course, How to Learn Math last summer and was overwhelmed with making connections to advanced algebra 2 (a new/different curriculum for me). Now that I have experienced the curriculum and the "typical" student, I am ready to infuse the course with more numeracy activities for sure!<br /><br />What caught my eye on this site was in the "comments" section of this first article. Someone shared a site new to me on "<a href="http://numberstrings.com/">Number Strings</a>." I read <u style="font-style: italic; font-weight: bold;">Building Powerful Numeracy for Middle and High School Students</u> this summer so I was somewhat familiar with the idea of a number string. This new site on strings is an excellent resource. Number strings start with a helper problem - a basic problem in which students share their answer and explain their strategy. Typically in a string there are additional problems related to the original helper problem. <a href="http://numberstrings.com/2014/02/28/the-need-for-new-strings/">It might look like this:</a><br /><br />3 is 100% of what number?<br /><br />3 is 50% of what number?<br /><br />6 is 50% of what number?<br /><br />3 is 25% of what number?<br /><br />6 is 25% of what number?<br /><br />3 is 10% of what number?<br /><br />6 is 20% of what number?<br /><br />3.8 is 10% of what number?<div><br /></div><div>This string is longer than some. It is inspired from a multiple choice test question: 3.84 is 12% of what number? The choices of answers included: 0.03125, 3.125, 32, or 46.08. In the discussion online, a teacher remarked that she didn't want her students to use a calculator or set up an equation. Instead she wanted to prepare them to answer the test question by working on number strings.</div><div><br /></div><div>I know I want to work on fraction and decimal skills with my students. I'm debating about whether to start number talks with whole numbers. I'm guessing that my 9th and 10th graders have never participated in a number talk ... unless they have participated in our Texas UIL number sense competition training.</div><div><br /></div><div>Where do I begin? Will it be OK to jump in with fractions - or will that stymie conversation too much? Thoughts?</div>http://algebrasfriend.blogspot.com/2014/08/70days-number-strings.htmlnoreply@blogger.com (Beth Ferguson)0tag:blogger.com,1999:blog-8399389267815059112.post-7418749911594982041Fri, 08 Aug 2014 03:57:00 +00002014-08-07T22:57:45.970-05:00#70DaysGames#70Days Working on fractionsDenise @letsplaymath posted a card game to practice fractions this week. I plan to modify the game as we don't really have time to play a whole game. My students are in Algebra 2 and advanced - and yet based on last year, fractions are a definite weakness! Here's the gist:<br /><br /><a href="http://4.bp.blogspot.com/-PqWzQw0hnBY/U-RHtzUfSnI/AAAAAAAAOLI/uWonSuDZTU0/s1600/fractions+in+cards.JPG" imageanchor="1" style="clear: right; display: inline !important; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://4.bp.blogspot.com/-PqWzQw0hnBY/U-RHtzUfSnI/AAAAAAAAOLI/uWonSuDZTU0/s1600/fractions+in+cards.JPG" /></a>Students will be sitting in groups of 3 or 4. I'll put enough playing cards (minus the face cards) in their groups so that each student gets five cards. On the first day I'll ask each student to choose from their five cards just two cards to create a fraction that is as close to one as possible (but not equal to one). In each group students will decide who has the closest fraction and justify their responses. Next, the group will put their fractions in order from least to greatest. Last, I'll ask them to find the sum of their fractions.<br /><br />On subsequent days, I'll just change the target ... closest to 1/2, or 1/3, etc.<br /><br />PS ... <a href="http://letsplaymath.net/2014/08/06/fraction-game-my-closest-neighbor/">after reading Denise's post</a> more carefully, I realize her game is a modification of games played at #TMC14 ... and<a href="http://a-sea-of-math.blogspot.com/2014/08/my-closest-neighbor-estimating-with.html"> the games are described here</a>.<br /><br />My goal is to use the game format to get at numeracy skills. Facility with fractions is huge in pre-cal and calculus. <br /><br /><br /><br /><br />http://algebrasfriend.blogspot.com/2014/08/70days-working-on-fractions.htmlnoreply@blogger.com (Beth Ferguson)0tag:blogger.com,1999:blog-8399389267815059112.post-4336572641892709396Thu, 07 Aug 2014 01:25:00 +00002014-08-06T20:25:25.635-05:00#70Daysprofessional development#70Days Challenging the Advanced LearnerLast year, our district started a 2-day Pre-AP/AP Conference. It's specifically designed for the secondary teacher working with advanced learners. The conference offers keynote speakers, break out sessions and more! This conference doesn't focus on math specifically so there are opportunities for making connections.<br /><br />Today, Day 1, was filled with interesting ideas. <br /><br />The <a href="http://gtinnovators.weebly.com/round-rock-isd-2014.html">Keynote address</a> was delivered by 3 teachers - all recognized for excellence in teaching gifted students. I was intrigued by the opening in which they shared several great thinkers and what they got wrong! I love it when learning collides ... and so much of what I've been studying for the past 2 years is all about making mistakes and personal growth. The four big points in their address were teaching open-mindedness, empathy, metaphorical thinking, and productive failure.<br /><br />Identifying your <a href="http://mathbits.com/MathBits/CompSci/LibraryFunc/SWname.htm">"Star Wars" name</a> makes a good first day activity. To observe students working in groups and to note their ability to interact, ask students to first create their names. Then in table groups discuss whether their names indicate alliance with the Jedi or with the Dark Side. Ask students to justify their reasoning.<br /><br /><a href="https://sestrategies.wikispaces.com/Four+Box+Synectics">Four Box Synectics </a>would make a good warm-up strategy or review. Draw four boxes. You could fill in the boxes with words in advance or ask students to name objects from four categories. Then have students describe the current unit's content using those objects. Example:<br /><table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-yfti-tbllook: 1184;"> <tbody><tr style="height: .6in; mso-yfti-firstrow: yes; mso-yfti-irow: 0;"> <td style="border: solid windowtext 1.0pt; height: .6in; mso-border-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.5in;" valign="top" width="144"> <div align="center" class="MsoNormal" style="text-align: center;"><span style="font-size: large;">Song</span></div></td> <td style="border-left: none; border: solid windowtext 1.0pt; height: .6in; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.5in;" valign="top" width="144"> <div align="center" class="MsoNormal" style="text-align: center;"><span style="font-size: large;">Bicycle</span></div></td> </tr><tr style="height: .6in; mso-yfti-irow: 1; mso-yfti-lastrow: yes;"> <td style="border-top: none; border: solid windowtext 1.0pt; height: .6in; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.5in;" valign="top" width="144"> <div align="center" class="MsoNormal" style="text-align: center;"><span style="font-size: large;">Frame<o:p></o:p></span></div></td> <td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; height: .6in; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.5in;" valign="top" width="144"> <div align="center" class="MsoNormal" style="text-align: center;"><span style="font-size: large;">Pencil</span></div></td> </tr></tbody></table><div><br /></div><div>Ask students to complete the sentence: A _______ is like a ______ because .... So ... functions are like a song because they both tell a story. Functions are like a song because they both can be graphed. Functions are like a song because they illustrate movement. And so on.</div><div><br /></div><div><a href="https://www.educanon.com/">Educanon is a good tool</a> for flipping a lesson or building a video tutorial. It's easy, free, and available on most all platforms. You can upload a video you make yourself, or you can upload a video you find online. It's easy to insert formative assessment questions to help students' check for understanding. The teacher gets the data from their responses - color coded red for incorrect, green for correct and an overall percentage for each student. It takes only minutes to set up an Educanon learning "bulb" if you have the video and know what questions you want to ask!</div><div><br /></div><div>In the last session I attended, an AP Calculus teacher shared how a strong knowledge of algebraic manipulations is needed. She pointed out that the AP Calculus test has 2 non - calculator sections. Students have to be able to work out problems by hand. Most of us in the room were algebra teachers. We wanted to know what top 3 - 5 skills were most needed. Her response: factoring patterns, fractions, working with exponents (rational exponents) and solving literal equations!</div><div><br /></div><div>Today's conference presenters mostly encouraged me to think outside the box. How can I challenge my advanced learners? <br /><br /><br /></div>http://algebrasfriend.blogspot.com/2014/08/70days-challenging-advanced-learner.htmlnoreply@blogger.com (Beth Ferguson)0tag:blogger.com,1999:blog-8399389267815059112.post-4353875521495619902Tue, 05 Aug 2014 15:04:00 +00002014-08-05T10:04:10.146-05:00#70Days#70Days Curious about numbers?At the start of the year I want to get students thinking about numbers. <br /><div><br /></div><div>I wrote about <a href="http://algebrasfriend.blogspot.com/2014/06/70days-whats-your-favorite-number.html">this idea not too long ago</a> ... about exploring students' favorite number ... and why. Surprisingly there is a research project with more than 30,000 results. The favorite number among those 30,000 is .... seven!</div><div><br /></div><div><br /></div><iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/JD_eNtNTQvk" width="560"></iframe><br /><br />Of course, Sheldon, of Big Bang Theory episodes, would disagree ... and say the rest of the world is wrong! His favorite number is ... 73!<br /><br /><br /><iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/HctPBzPCsxE" width="560"></iframe><br /><br />Today I ran across this visual in Twitter. It will add interest to our favorite number exploration!<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-k1wqXRhRl-U/U-DvebgCIUI/AAAAAAAAOIY/9IzGeAyEfi4/s1600/Geekiest+number+pins.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-k1wqXRhRl-U/U-DvebgCIUI/AAAAAAAAOIY/9IzGeAyEfi4/s1600/Geekiest+number+pins.jpg" height="640" width="484" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">I can't get in my room yet ... but I feel a bulletin board in the making ... all about our favorite numbers with reasons why! Just need that catchy title!</div><br />PS ... here is one more ... 1729 ... known as a "taxi-cab" number ... the smallest number that is representable in two ways as a sum of two cubes. The number derives its name from the following story G. H. Hardy told about Ramanujan. "Once, in the taxi from London, Hardy noticed its number, 1729. He must have thought about it a little because he entered the room where Ramanujan lay in bed and, with scarcely a hello, blurted out his disappointment with it. It was, he declared, 'rather a dull number,' adding that he hoped that wasn't a bad omen. 'No, Hardy,' said Ramanujan, 'it is a very interesting number. It is the smallest number expressible as the sum of two [positive] cubes in two different ways' " http://mathworld.wolfram.com/Hardy-RamanujanNumber.html<br /><br /><br />http://algebrasfriend.blogspot.com/2014/08/70days-curious-about-numbers.htmlnoreply@blogger.com (Beth Ferguson)0tag:blogger.com,1999:blog-8399389267815059112.post-3996503247044933216Tue, 05 Aug 2014 03:05:00 +00002014-08-04T22:05:53.428-05:00#70DaysexploringMTBoS#70Days Sharing the good newsToday I had the opportunity to share some math ideas with teachers from various schools in our district. There were only a few teachers - I had hoped for more participants. Nevertheless we had good discussions. <br /><br />Of course, most of the resources I shared are creations from MTBoS teacher leaders. And all of these resources were new to the participants in the workshop!!<br /><br /><a href="https://twitter.com/mr_stadel">@mr_stadel</a> Estimation 180; <div><a href="https://twitter.com/fawnpnguyen">@fawnpnguyen</a> Visual Patterns and Math Talks; </div><div><a href="https://twitter.com/ddmeyer">@ddmeyer</a> 101 Questions; </div><div><a href="https://twitter.com/Desmos">@Desmos</a> Desmos, Daily Desmos, and the classroom projects<br /><a href="https://twitter.com/Jstevens009">@Jstevens009</a> Would you rather math<br /><a href="https://twitter.com/MathMunch">@MathMunch</a> Math Munch</div><a href="https://twitter.com/samjshah">@samjshah</a> Explore Math<div><br /></div><div>I also shared <a href="https://twitter.com/Five_Triangles">@Five_Triangles</a> Five Triangles and <a href="http://donsteward.blogspot.com/">Median</a> by Don Steward.</div><div><br /></div><div>While I was sharing, I encouraged teachers to visit the <a href="http://mathtwitterblogosphere.weebly.com/">MTBoS website</a>, to check it out, and to connect online.</div><div><br /></div><div>I felt like an evangelist today :)</div><div><br /><br /><div class="MsoNormal"><o:p></o:p></div></div>http://algebrasfriend.blogspot.com/2014/08/70days-sharing-good-news.htmlnoreply@blogger.com (Beth Ferguson)0tag:blogger.com,1999:blog-8399389267815059112.post-5522186727181162025Sun, 03 Aug 2014 22:47:00 +00002014-08-03T17:47:56.352-05:00#70Daysmath dialogue#70Days Sparking mathematical discourseI have a tendency to frequent the same Half Price Books. So today we drove northeast to visit a different store. I love HPB ... each one has it's own personality, it's own special collection of books!<div><a href="http://4.bp.blogspot.com/-iMMsfvZMs0Y/U96zeFlNuhI/AAAAAAAAOF8/rlKXFDjXyzI/s1600/new+book.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://4.bp.blogspot.com/-iMMsfvZMs0Y/U96zeFlNuhI/AAAAAAAAOF8/rlKXFDjXyzI/s1600/new+book.JPG" height="200" width="152" /></a></div><div>Today I found this book ... and at first I dismissed it totally - I don't need another worksheet book. But I decided to take a look inside. I was pleasantly surprised to find activities that require some thought and often have more than one right answer. I can see using these activities to promote mathematical discourse.</div><div><br /></div><div><br /></div><div><a href="http://2.bp.blogspot.com/-9DhX4XqolUY/U960D1-NLMI/AAAAAAAAOGE/DmH8whExQ98/s1600/What's+different.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://2.bp.blogspot.com/-9DhX4XqolUY/U960D1-NLMI/AAAAAAAAOGE/DmH8whExQ98/s1600/What's+different.JPG" height="158" width="200" /></a><div><br /></div><a href="http://media.wiley.com/product_data/excerpt/76/04705051/0470505176.pdf">Here is one example. </a>Three of these expressions have something in common. The other one differs from the others in some way. Which one does not belong? Give a reason! Several answers may be possible but for different reasons. Can you find more than one possible choice? </div><div><br /></div><div><br /></div><div><a href="http://1.bp.blogspot.com/-TmRCJwJUoZI/U966TO21eyI/AAAAAAAAOGU/d-5UIMYohKw/s1600/What's+different.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://1.bp.blogspot.com/-TmRCJwJUoZI/U966TO21eyI/AAAAAAAAOGU/d-5UIMYohKw/s1600/What's+different.JPG" height="199" width="200" /></a></div><div><br /></div><div>Here is another example from that same chapter. In this second example, I am expecting most students to choose "d." I'll be challenging them to find a different choice! </div><div><br /></div><div><br /></div><div>There are at least 8 different sets of puzzles in the book. Several will inspire good conversation! Can't wait to try it out!</div><div><br /></div><div><br /></div>http://algebrasfriend.blogspot.com/2014/08/70days-sparking-mathematical-discourse.htmlnoreply@blogger.com (Beth Ferguson)0tag:blogger.com,1999:blog-8399389267815059112.post-3221489081441512341Sun, 03 Aug 2014 03:10:00 +00002014-08-02T22:10:45.441-05:00#70Daysfunctions#70Days Function FunI found two <a href="http://www.cpm.org/pdfs/workshopsLeaders/conference/Fun%20Functions%20Handout%202013.pdf"> activities in CPM materials</a> online ... can't wait to use them! Love finding treasures here and there! (I find it interesting to see what other textbooks offer in the way of activities and questions. Our adoption is a standard book (Holt) and we don't use it much.)<br /><br /><i>Your teacher will give you a set of four function machines. Your team’s job is to get a specific output by putting those machines in a particular order so that one machine’s output becomes the next machine’s input. As you work, discuss what you know about the kind of output each function produces to help you arrange the machines in an appropriate order. The four functions are reprinted </i><i>below.</i><br /><i><br /></i><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-sp9UBeOjCNs/U92c7Dz6G5I/AAAAAAAAOFw/bFpB8Ds0j2Q/s1600/functions.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><i><img border="0" src="http://3.bp.blogspot.com/-sp9UBeOjCNs/U92c7Dz6G5I/AAAAAAAAOFw/bFpB8Ds0j2Q/s1600/functions.JPG" height="113" width="320" /></i></a></div><i><br /></i><i><br /></i><br /><ol><li><i>In what order should you stack the machines so that when 6 is dropped into the first machine, and all four machines have had their effect, the last machine’s output is 11?</i></li><li><i>What order will result in a final output of 131,065 when the first input is 64?</i></li></ol><div>There was another activity - a scavenger hunt of sorts to use when identifying key vocabulary for relations and functions. The<a href="http://www.cpm.org/pdfs/workshopsLeaders/conference/Fun%20Functions%20Handout%202013.pdf"> instructions are here</a> ... and the document has links to the materials needed. The gist of the ideas is that there are 10 relations/functions posted around the room in various formats. The class is in teams. Each team receives a clue (there are four different sets of clues). As a team decides on the answer to a given clue, they return to the teacher to defend their answer and if successful to receive the next clue. In the end there is one function that is the "treasure."</div><br /><br />http://algebrasfriend.blogspot.com/2014/08/70days-function-fun.htmlnoreply@blogger.com (Beth Ferguson)1tag:blogger.com,1999:blog-8399389267815059112.post-3288901118648342559Sat, 02 Aug 2014 14:59:00 +00002014-08-02T09:59:20.444-05:00#70Dayscurrently#70Days ... Currently having fun!Currently ... just a bit of fun ... <br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-IVsTi4bSTt0/U9z8jFR4YYI/AAAAAAAAOE4/r1L1FzUB6U8/s1600/august+currently.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://2.bp.blogspot.com/-IVsTi4bSTt0/U9z8jFR4YYI/AAAAAAAAOE4/r1L1FzUB6U8/s1600/august+currently.jpg" height="640" width="480" /></a></div><br />http://algebrasfriend.blogspot.com/2014/08/70days-currently-having-fun.htmlnoreply@blogger.com (Beth Ferguson)6tag:blogger.com,1999:blog-8399389267815059112.post-7908930592413727349Fri, 01 Aug 2014 22:33:00 +00002014-08-01T17:38:31.905-05:00#70Daysroutinesskill-based practice#70Days 2 minute drill?I've been working on short "math maintenance" activities today ... something students can do in just 2 minutes or so.<br /><br /><br /><iframe height="640" src="https://docs.google.com/file/d/0B-1saJM8fLPgYUt1TXdlSDhQdXM/preview" width="540"></iframe><br /><br />In the first 2 - 4 weeks of school, students will complete just one section of these right before we do a number talk. After we have established a good routine with the number talks, we'll diversify - counting circles, estimation, patterns, and such.<br /><br /><br />http://algebrasfriend.blogspot.com/2014/08/70days-2-minute-drill.htmlnoreply@blogger.com (Beth Ferguson)0tag:blogger.com,1999:blog-8399389267815059112.post-6975059301032971654Fri, 01 Aug 2014 02:08:00 +00002014-07-31T21:08:51.867-05:00#70Daysprofessional developmentproject-based learningprojects#70Days Projects in Math ClassToday I wrapped up my plans and handouts for the presentations I am doing on Monday. I am a bit nervous since it has been a while since I presented to teachers ... and because I am relatively new to this district.<br /><br />One of my goals is to share #MTBoS and all the fun found in blogs and Twitter. The focus of the morning presentation is on projects. The focus of the afternoon session is on warm-up routines.<br /><br />The presentation on projects has been the most difficult to pull together. I don't have a great list of projects to share! Last year I did two projects that I thought worth telling about. One was on "exploring math" ... based on Fawn Nguyen and <a href="http://samjshah.com/2014/02/12/explore-mathematics/">Sam Shah's posts</a>. I describe the project <a href="http://algebrasfriend.blogspot.com/2014/02/mini-project-and-lesson-planning.html">we did here</a>. The second was graphing art with <a href="https://www.desmos.com/">Desmos</a>. Asking students to graph a picture and label the functions is pretty standard in Algebra classes. Using Desmos just made the project amazing and reinforced very well the concept of domain and range.<br /><br />So to help the participants think through projects in math class next week, I decided to do two things. First participants will complete four short mini-projects that could be adapted for any middle or high school math class. Then I curated projects from the Internet for us to discuss - how we might adapt one or more of them to meet our goals for students.<br /><br />The four mini-projects that we will do are ...<br /><br /><ol><li><span style="font-family: inherit;">Your life in numbers ... to introduce ourselves, workshop participants will make a mini-poster about themselves emphasizing the numbers that shape their lives. The purpose of this project is obvious - we get to introduce ourselves and of course, we could use this in our classes as well.</span></li><li><span style="font-family: inherit;">Round Robin Suspense Story Writing ... in groups of 3 or 4, workshop participants will write a story using this sentence starter, <span id="docs-internal-guid-212d34fe-8f2e-62ce-d47a-8af142b78fe8"><span style="vertical-align: baseline; white-space: pre-wrap;">“Last Monday was an average day, it wasn’t odd or weird - till numbers all around our town completely disappeared!” Each person will write for 1 minute, then pass the paper. After about 5 to 8 minutes we'll stop and share our stories. I'll read </span></span><span id="docs-internal-guid-212d34fe-8f30-59b4-615c-7ede64bf4336"><span style="font-style: italic; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"><b>Missing Math, a Number Mystery</b></span><span style="vertical-align: baseline; white-space: pre-wrap;"> by Leedy. We'll talk about how you could use a story like this one or <b><u><i>The Math Curs</i></u></b></span></span></span><b><u><i>e</i></u></b> by Scieszka and Smith as a "first week activity."</li><li>Participants will respond to this prompt ... If the world were a village made up of only 100 people, how many of those people do you think… speak English, are 9 years of age of younger, have enough food, go to school, have electricity, have safe water. I'll share the book, <i><b><u>If the World were a Village </u></b></i>by Smith and Armstrong. Obviously our discussion could be about percentages in middle school math, but I'm wondering if there might be other statistical projects that could arise.</li><li>The last mini-project we will do is a circuit (a loop or a scavenger hunt) in which participants work math problems to find the missing words in quotations by Descartes. Here are the links to the <a href="https://drive.google.com/open?id=0B-1saJM8fLPgY0ZmemNOVExFc0U&authuser=0">puzzle</a> and <a href="https://drive.google.com/file/d/0B-1saJM8fLPgeG5NUVRMYll3TjA/edit?usp=sharing">the circuit</a>. This mini-project illustrates how one might mesh routine skills with a project. Students could research something in math and create a puzzle to challenge their classmates.</li></ol>Obviously these are all "lightweight" projects. So in between those activities we will be building a case for doing projects and how doing projects help us to get at the math process standards (similar to CCSS mathematical practices).<br /><br />Then, I'll share a dozen or so projects I found online. The projects will be on 3 different pieces of paper - <a href="https://drive.google.com/open?id=0B-1saJM8fLPgajc1WENBRjlfU0U&authuser=0">one</a>, <a href="https://drive.google.com/open?id=0B-1saJM8fLPgaFZHWFc1Q21tWjA&authuser=0">two</a>, <a href="https://drive.google.com/open?id=0B-1saJM8fLPgbE9ZYWJaZ3M1ekE&authuser=0">three</a>! So I'm going to ask table groups to read through just one page, discuss, determine possibilities, and share out. <br /><br />The last minutes will be open for discussion. <br /><br />I look forward to meeting folks in our district! <br /><br />What projects do you use in your classroom? Would you share with us?<br /><br /><br /><br /><div><br /></div><div><br /></div><br /><br /><br /><br />http://algebrasfriend.blogspot.com/2014/07/70days-projects-in-math-class.htmlnoreply@blogger.com (Beth Ferguson)4tag:blogger.com,1999:blog-8399389267815059112.post-8383060275553239424Thu, 31 Jul 2014 02:08:00 +00002014-07-30T21:08:58.931-05:00#70Dayschange#70Days Developing the Action PlanI spent much of the day just thinking today. I chose to stay home, to ignore the various chores calling my name, it was a quiet day.<br /><br />During #TMC14, someone posted this chart as a model of change (sorry, I don't know who posted it originally) ...<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-aZCw3A6CDFQ/U9mNjYU3mZI/AAAAAAAAOCI/PTHjG9b9m2I/s1600/model+for+change.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-aZCw3A6CDFQ/U9mNjYU3mZI/AAAAAAAAOCI/PTHjG9b9m2I/s1600/model+for+change.jpg" height="408" width="640" /></a></div><br />On the day it was posted I dismissed it ... I didn't really read it. But last night it caught my eye again. After examining it, I realized how valuable and right the chart is. <br /><br />Last year we had a teacher become overly frustrated - so much so that his health was affected. He had taught math before but never Algebra 2. His skills were weak, and anxiety overtook him.<br /><br />I watched another teacher get so very frustrated that she didn't have access to the materials she thought she should have. We don't use textbooks much in our school. Instead, we use backwards design, create our assessments, and from there create learning activities. Sure, we draw from the text, but we also draw from the Internet and our own creativity. This teacher was frustrated that the resources weren't right there in front of her.<br /><br />This summer, I set some goals early on, participated in much reading and discussion online, and then reflected on those goals again. But even with all of that thinking, my action plan has been fuzzy for sure. And I don't want to go into the school year with any more false starts than necessary!<br /><br />So today - I gave much thought to the things I hope to put in place or things on which to focus. I plan to give the 180 blog a go again - but with a more narrow focus this year. Here are my top four concerns:<br />1. Numeracy/Facility with numbers and algebraic manipulation<br />2. Consistency in the first few minutes of class (warm-ups)<br />3. Consistency in the formatting of notes (Cornell style)<br />4. Better questioning<br /><br />These are not discrete, separate concerns, they clearly overlap.<br /><br />While I have been round and round about how to do warm-ups, I've decided that the first four weeks will be devoted to number talks in particular and possibly Counting Circles, Visual Patterns and/or Estimation 180. I meet with students only every other day - so in four weeks, that's only 10 times. That's why I don't want to diversify too much in how I structure those first few minutes. Otherwise we won't get very deep in any of them. By making a concerted effort to do number talks for example, we will definitely work at our numeracy skills, and my bonus - I'll get to know my students' thinking. We don't do much review of basic skills or even of linear equations, so number talks involving decimals, fractions, simplifying order of operations, and finding the value of a function will be helpful. I plan to start with <a href="http://mathtalks.fawnnguyen.com/math-talks-prompts/">Fawn Nguyen's list of problems</a> ... and take off from there! I'll supplement with <a href="http://www.inquirymaths.com/">Inquiry Maths </a>as well!<br /><br />I listen and look at everyone's INB's ... and while I have a desire to give those a try, I know they are not my style at all. Then I stop and ask myself, would they be better for my kids. I think I can get at note-taking better, more clearly, and with color and interest using Cornell style notes. That's my plan for now - sticking with it.<br /><br />Last - better questioning ... I'll need to explore this with more clarity before school starts! What I want to happen is still pretty jumbled in my head.<br /><br />But with this thinking today I determined that my <a href="http://180snaps.blogspot.com/">180 blog</a> will focus on the numeracy routine and the questioning. I teach in a block setting, have A/B days ... 3 classes each day, two days teaching the same material. So last year I struggled with reporting an interesting picture or topic of each day. I should have set of a "90" day blog. This year, I'll capture the numeracy for one day and the questioning for the next. It's ambitious but doable!<br /><br /><br /><br /><br />http://algebrasfriend.blogspot.com/2014/07/70days-developing-action-plan.htmlnoreply@blogger.com (Beth Ferguson)0tag:blogger.com,1999:blog-8399389267815059112.post-1213152412023385110Wed, 30 Jul 2014 21:59:00 +00002014-07-30T16:59:46.890-05:00#70DaysTwitterChats#70Days What the Twordle says!Just for fun ... my Twitter Wordle ... minus the Twitter handles!<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-ZUFeFmDFIfI/U9lpFz4kJgI/AAAAAAAAOB8/dM4Gc8Nzb9Y/s1600/twordle+2.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-ZUFeFmDFIfI/U9lpFz4kJgI/AAAAAAAAOB8/dM4Gc8Nzb9Y/s1600/twordle+2.JPG" height="284" width="640" /></a></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">In this picture you notice that one of the things I value on Twitter are the "chats!" #EduRead, #Alg2Chat, and #TxEduChat are on my calendar! I learn so much from listening, reading, participating! I encourage you to at least lurk on chats until you find ones that are a good fit for you. You can find a list of math chats <a href="http://mathchats.pbworks.com/w/page/68161831/Twitter%20Math%20Chats">HERE!</a></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">By the way, "ConicsFun" was the hashtag for my students' unit on conics! They did a great job with that!</div>http://algebrasfriend.blogspot.com/2014/07/70days-what-twordle-says.htmlnoreply@blogger.com (Beth Ferguson)0tag:blogger.com,1999:blog-8399389267815059112.post-6290369295268310359Tue, 29 Jul 2014 21:58:00 +00002014-07-29T16:58:43.055-05:00#70Daysinstructional strategiesTwitterChats#70Days The Myth of Learning Styles and #EduRead<span style="background-color: white; line-height: 18px;"><span style="font-family: inherit;">#EduRead returns tomorrow evening! YEA!</span></span><br /><span style="background-color: white; line-height: 18px;"><span style="font-family: inherit;"><br /></span></span><span style="background-color: white; line-height: 18px;"><span style="font-family: inherit;">The topic of discussion is this article on <a href="http://www.changemag.org/Archives/Back+Issues/September-October+2010/the-myth-of-learning-full.html">The Myth of Learning Styles.</a> It was only in the last year that I began seeing online that the idea of learning styles had been debunked.</span></span><br /><span style="font-family: inherit;"><br /></span><span style="font-family: inherit;">Obviously students have preferences - some like physical activity more than they like to read. And so if you organize an learning activity that involved movement, they get excited. The readers on the other hand may not find the physical activity particularly engaging. Students have preferences for the type of activity they engage in. This past year I had a few students who loved to draw and color. They loved any activity in which they could doodle. Other students asked - can we just answer the question without drawing???</span><br /><span style="font-family: inherit;"><br /></span><span style="font-family: inherit;">Knowing our students well is key. We need to know if they have the background knowledge or vocabulary to support learning new concepts. Do they have the prerequisite skills? What are students' interests and how can I relate the content to their interests? All of these are valuable to designing learning activities that will engage students.</span><br /><span style="font-family: inherit;"><br /></span><span style="font-family: inherit;">We also know that the brain likes it when we use all of our senses. Any time you can use movement, music, and pictures with text the information is more likely to find connections in our brains - hooks on which to connect and grow. Our brains like novelty and variety - so when we change up routines, move away from the standard textbook/workbook exercises, students are likely to be more engaged and learn more readily.</span><br /><span style="font-family: inherit;"><br /></span><span style="font-family: inherit;">The authors of this article asked this question ... "Instead of asking whether we engaged the right sense (or learning mode), we should be asking, what did the students think about while they were in class?" I assert that if students are actively conversing about math then you will know what they were thinking about. If they are passive and quiet - you won't have a clue.</span><br /><span style="font-family: inherit;"><br /></span><span style="background-color: white; line-height: 18px;"><span style="font-family: inherit;">Last, the authors said, "We seek only to emphasize that attention to learning styles, for which evidence has not been found, may lead educators to neglect research on learning for which there is solid scientific support."</span></span><br /><span style="background-color: white; line-height: 18px;"><span style="font-family: inherit;"><br /></span></span><span style="background-color: white; line-height: 18px;"><span style="font-family: inherit;">There are a number of lists of research-based instructional strategies - <a href="http://www.marzanoresearch.com/research/database">Marzano published 22</a> in this article and <a href="https://www.aft.org/pdfs/americaneducator/spring2012/Rosenshine.pdf">Rosenshine outlines 17</a> in his article.</span></span><br /><span style="background-color: white; line-height: 18px;"><span style="font-family: inherit;"><br /></span></span><span style="background-color: white; line-height: 18px;"><span style="font-family: inherit;">What strategies do you use most often? Why those particular strategies?</span></span><br /><span style="background-color: white; font-family: Georgia, 'Times New Roman', Times, serif; font-size: 12px; line-height: 18px;"><br /></span><span style="background-color: white; font-family: Georgia, 'Times New Roman', Times, serif; font-size: 12px; line-height: 18px;"><br /></span><br />http://algebrasfriend.blogspot.com/2014/07/70days-myth-of-learning-styles-and.htmlnoreply@blogger.com (Beth Ferguson)0tag:blogger.com,1999:blog-8399389267815059112.post-4856216880166317720Tue, 29 Jul 2014 21:04:00 +00002014-07-29T16:04:08.713-05:00#70Daysclassroom environment#70Days "Currently" to collect student feedback!Love "new" ideas!<br /><div><br /></div><div>I've participated in <a href="http://ohboy3rdgrade.blogspot.com/2014/06/july-currently.html">Farley's "Currently" Linky Parties</a> in various months ... but never thought about using that format with students! It makes sense to have students fill out a "Currently" form at the beginning of each marking period ... and celebrate some aspect of it in class. <br /><br /></div><div><a href="http://www.scribd.com/doc/235399360/Currently-Student-Form" style="font-family: Helvetica, Arial, sans-serif; font-size: 14px;" title="View Currently Student Form on Scribd">Currently Student Form</a></div><iframe class="scribd_iframe_embed" data-aspect-ratio="undefined" data-auto-height="false" frameborder="0" height="600" id="doc_43124" scrolling="no" src="//www.scribd.com/embeds/235399360/content?start_page=1&view_mode=scroll&show_recommendations=true" width="100%"></iframe><br /><br />Of course this idea is not "new" ... love "shared" ideas! Thanks, Kelli!http://algebrasfriend.blogspot.com/2014/07/70days-currently-to-collect-student.htmlnoreply@blogger.com (Beth Ferguson)0tag:blogger.com,1999:blog-8399389267815059112.post-2045145244738314401Tue, 29 Jul 2014 01:46:00 +00002014-07-28T20:46:18.235-05:00#70DaysbooksMade4Math#70Days Made 4 Math Banners I had the opportunity to participate on our school's interview team today from 1 pm to 6:15 pm! We talked with several good candidates - can't wait to hear who our new team member will be.<br /><br />In the process, one gentleman had been to a workshop recently. We asked him to share something he had learned. He mentioned one fun strategy for reviewing vocabulary or defining a concept. Three students "play" at one time. They work round robin style. The catch, each student says only one word. So player one starts a thought to define a concept or vocabulary word. The next student adds one word, then the third student adds a word ... and round they go until they complete the definition. It sounded like fun!<br /><br />Today I finally finished banners for my classroom (or almost finished, need to add a spot of glue to keep the banners on the string)! I can't get into my classroom yet, but here they are on my closet at home!<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-dwXdbwbO55g/U9bzesKtWQI/AAAAAAAAN9s/AnIrIwdo98g/s1600/IMAG0310.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-dwXdbwbO55g/U9bzesKtWQI/AAAAAAAAN9s/AnIrIwdo98g/s1600/IMAG0310.jpg" height="362" width="640" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">One banner will hang in the front of my classroom, and the other will hang on a side wall. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">There aren't many "free" days left before school starts. I'm sorting through books, decorating materials, and plans to determine what I need to work on next.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="" style="clear: both; text-align: left;"><a href="http://2.bp.blogspot.com/-F6zuG3vmXnA/U9bz41l60SI/AAAAAAAAN94/pjw0DfT2MKE/s1600/IMAG0313.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://2.bp.blogspot.com/-F6zuG3vmXnA/U9bz41l60SI/AAAAAAAAN94/pjw0DfT2MKE/s1600/IMAG0313.jpg" height="226" width="400" /></a>These are the books I've collected this summer - the ones I've spent the most time with. My favorites are The Strategic Teacher and the Math Tools books! I hope to return to these before school starts - I am excited about infusing more of these strategies in my work!</div><div class="" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><a href="http://4.bp.blogspot.com/-aYlAlgT4Rpo/U9b0nvqB1dI/AAAAAAAAN-A/4_4bpg6RsCQ/s1600/IMAG0315.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-aYlAlgT4Rpo/U9b0nvqB1dI/AAAAAAAAN-A/4_4bpg6RsCQ/s1600/IMAG0315.jpg" height="320" width="181" /></a>I also purchased 2 picture books! I love to use picture books in my classroom when I can. I plan to use these two when I share a presentation next week about projects in the classroom. I don't have a solid plan for using them in my classroom yet ... I just need to spend a little time daydreaming about how they might fit in our curriculum! <a href="https://www.youtube.com/watch?v=Nz5urv8_BDM">Missing Math - a number mystery</a> is a rhyming story about all the numbers disappearing. This book would be a great book to start the year. What if there were no numbers - how would that affect our lives!?! <a href="http://www.mapping.com/village.shtml"> If the World Were a Village</a> is an awesome book about statistics and percentages. The author crunched numbers and presents the world as if there were just 100 people. The book is a colorful similarity to a website with a similar title: <a href="http://www.100people.org/statistics_100stats.php?section=statistics">100 People: A World Portrait</a>.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">Next up are finishing the presentations that I am sharing on Monday. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><br />http://algebrasfriend.blogspot.com/2014/07/70days-made-4-math-banners.htmlnoreply@blogger.com (Beth Ferguson)1