## Wednesday, June 12, 2013

### My Blog is Moving

I am moving my blog to its own website: www.teachesmath.com. I hope that you will continue to follow me there. I have moved all posts and comments and I will keep this website up for some time in case you're looking for something in particular. Some of the stuff that was attached by scribd or box did not come through and I am working on that as I can.

## Sunday, June 09, 2013

### My Weekly Diigo Links (weekly)

• Using square cheese crackers to estimate square roots.

tags: square roots

• Michael's take on exponential patterns.

tags: exponentials patterns

• On teaching exponent rules.

tags: exponents alg1

• Sam's approach to antiderivatives and area under a curve.

• Creating dynamic questions in examview.

tags: examview

• Some suggestions from Megan for review for Final Exams.

tags: review

• How to create Waterfall Trivia review.

tags: review games

• How Daniel encouraged his students to work towards 5s on his assessments.

tags: sbg motivation

• Scope and Sequence for Algebra 1 and Geometry from Glenn

• Differentiation in various classes - audience is Middle School, but it is still applicable no matter what the grade level.

tags: differentiation

• Sam's introduction to rational functions.

• Using a paper star to represent an expression in substitution.

• Jigsaw activity for the binomial theorem.

tags: binomial theorem alg2

• Review exercise with problems on the worksheet and answers posted around the room with a letter that is part of a phrase.

tags: review games

• Exponential growth activity.

tags: exponentials alg2

• Practice using a game he calls "Grudge" - get the question right and you can erase someone's x. Each student starts with 3 x's.

tags: practice review games

• Lesson plans and ideas for teaching math

• Problems website recommended by Fawn.

tags: problems

• Great visual explanation using rectangles/graph paper of how division of fractions works.

tags: fraction division

• Shelli's summary of some formative assessment strategies she would like to implement in her classroom next year.

tags: formative assessment

• Megan's Intro to Interactive Notebooks.

• 12 Steps to Creating a Successful Redo and Retake Policy | @rggillespie http://t.co/eaFSQS2iIi

• ADHD As A Difference In Cognition, Not A Disorder: Stephen Tonti TEDx http://t.co/4gGjj7OfJj moving and significant via @lostinrecursion

• Kansas' Flip Book for CCSS.

tags: CCSS resources

• Resources for implementing Common Core from the Dana Center.

tags: CCSS resources

• Algebra 1 Common Core Resource

tags: alg1 resources

• Christmas tree linear art - domain values also used.

• Risk review game - I think I have this somewhere else by someone else.

tags: review games

• Review game in teams

tags: review games

• Angle parking vs. perpendicular parking

tags: area

• Using index cards to demonstrate substitution in solving systems of equations.

• Review game for teams

tags: review games

• Design a city with parallel lines and transversals.

• Online graph paper in pdf format

tags: graph paper

• A song to the tune of The Monster Mash for "the claw" - drawing the arcs to show distributing terms.

• Sam's take on piecewise functions.

tags: piecewise functions

• Sam's thoughts on having students practice in class.

tags: teaching practice

• Practice in class with problems arranged in order and students assigned a problem to begin with.

• How Amy used silence with her Calculus kids to work through a problem.

tags: calculus teaching

• How Julie uses Algebra tiles

tags: algebra tiles alg1

• Another way to factor quadratics with a not equal to 1.

tags: factoring alg1

• Thoughts on homework

tags: homework

• How Elissa teaches multiplying two binomials.

• Has links for the diamond (x) problems - Julie uses the same x-box method that I use for factoring.

tags: factoring alg1

• MATHO review game

tags: review games

• Displaying papers on ribbon hot glued to the wall.

tags: display

• How Sean sees exponent and log rules - powers/roots go down to multiplication/division, which goes down to addition/subtraction.

• Showing function transformations in scrapbook form.

• Foldable for transformations

• How to solve a problem - 4 steps

tags: problem solving

• Learning Through Problem Solving series - part 1 of 7. Links to the other parts are at the top of the post.

tags: problem solving

• Sean Sweeney's f(u) Song - on derivative rules

tags: calculus derivatives

• Teaching Problem Solving - some problems

tags: problem solving

• Teaching Problem Solving - characteristics of a good math problem.

tags: problem solving

• Julie's Flyswatter Review Game

tags: review games

• Puzzle and Quiz Creation websites

tags: review games

• On writing an anyqs type problem.

tags: anyqs

• Unit conversion with area using an algebraic approach (divide both sides by 12 to change from inches to feet)

• Consumer math possibilities

tags: math consumer math

• Finding geometric figures in road signs

tags: geometry

• How Sam handles reassessments

tags: sbg reassessing

• Dan's Geometry SBG List

tags: sbg geometry

• Creates weather graphs that could be used in class.

tags: graphs

• Kate's post on making mistakes and how she celebrates them.

tags: mistakes learning

• How to explain intersection and union with a cup.

• Participation Quizzes - groupwork quizzes.

tags: group work

• A scavenger hunt on the TI-Inspire. Maybe do one for TI-83/84?

tags: graphing calculator

• How Amber starts her Algebra 1 class - has the key definitions of the day and a word bank for students to fill in.

• From Ashli - What is the question? Students have to figure out what the question is from the answers given.

tags: discussion

• How Frank does groups for the first time.

tags: groups

• Interesting thoughts from Max on when things are going right in the classroom.

tags: questions teaching

• How Amber uses notecards in her class.

tags: classroom management

• Sam's take on Math Taboo.

• Sticker Survey of questions we normally ask on the first day.

tags: day1

• New student folders for students who move in mid-year.

tags: organziation

• Some formative assessment activities for the end of the period.

tags: formative assessment

• Jackie points out what students are doing right.

tags: classroom management

• How Kate uses symbols to help show how to solve absolute value equations.

tags: absolute value alg1

• Using text speak to introduce scientific notation.

tags: scientific notation

• Parallel lines and transversals - congruent angles.

tags: geometry transversals

• Boss/Secretary - partner practice.

tags: review

• The Garden Problem

• Philosophy of teaching math questions.

tags: teaching

Posted from Diigo. The rest of my favorite links are here.

## Thursday, June 06, 2013

### What Should Students Leave Algebra 1 Knowing

As I mentioned in my last post, I will be teaching Algebra 1 next school year. I am beginning the process of putting together my curriculum map, however, I have to say I am pretty overwhelmed at the moment. I am also taking a course through our county's educational service center about writing SLOs (Student Learning Outcomes). Part of what we have to do is decide what standards we should cover with our SLO. I thought at some point, some one had a post about what the most important skills and concepts that students should leave Algebra 1 with but when I tweeted it out this morning, I got crickets.

So, I pose the question to you, dear readers. What do you think the five most important skills and/or concepts that a student master in Algebra 1? If you happen to know where they fall in the Common Core State Standards, that would be helpful, too. Thanks!

## Tuesday, June 04, 2013

### Change, it's a comin'

Yes, things are changing in my world next year. Instead of teaching Algebra 2 and Math 2, I will be teaching Algebra 1, Math 1, and Calculus. I last taught Math 1 in 2011-2012 and Calculus in 2010-2011, but I think it's been since 1999-2000 since I last taught Algebra 1. We were using the UCSMP book then. Needless to say, Common Core wasn't even a thought then. We were using a County-wide curriculum book at that point - the Ohio State Standards were still in development then. By the same token, I have taught Algebra 2 for almost my entire 21 years teaching (except maybe 3 years I think).

I have to say that I was a little sad that I wasn't teaching Algebra 2 next year. However, now that I have had a week or so to think about it and for it to sink in, I am looking forward to the change. I will be teaching some of the same content that I have taught, although I am still trying to figure out how much of it filters to Algebra 1. What has also sunk in is that I will have to do yet another curriculum map and Learning Target list. Now, I have to figure out where to start in terms of the Common Core. After talking to our county math person, I think I am going to begin with what the Dana Center has for Algebra 1 and then adjusting for the PARCC Model Content Frameworks since we are in a PARCC state. I am still debating how much of the original Appendix A I will use since my understanding was that it is a guideline for the courses.

Then, of course, come the questions in my mind of how I am going to structure my course with Standards Based Grading. With having almost all freshmen, I know that I will need to have some sort of structure to incorporate homework into it. Without having that, I am certain that the students won't practice problems outside of class. I am also going to need to incorporate more in class practice as well. Lots of things bouncing around in my head right now.

So, as Summer 2013 begins, I am still working. Starting first to decide on how my Algebra 1 course will be structured, then moving towards finding the resources to help me. Should be an interesting summer...

## Sunday, June 02, 2013

### My Weekly Diigo Links (weekly)

• Wow, Utah is ON IT. They have some really nice stuff. http://t.co/7Swf8NkknA

• The Effect of the Common Core Standards on Teachers and the Teaching Profession http://t.co/FVwHTgXNkB … #EndFedEd #StopCommonCore

• Taboo with math vocabulary

• Kate's lesson on completing the square.

• Folding story derivative problems.

tags: calculus derivatives

• Trig Stations - war, radians (unit circle) , etc.

• How he does scoring of semester exams with SBG.

tags: sbg exams

• Have students guess a number with a candy prize. Clues she used were in the comments.

tags: games number guess

• Kate's lesson structure

tags: lesson plans

• Card sort of segments in triangles.

tags: geometry triangles

• Analyzing errors

tags: error_analysis

• Factoring with the x - no box (uses grouping)

tags: factoring alg1

• Dropbox tools

tags: dropbox

• Risk - review game

tags: review games

• Sloping Letters activity

tags: slope alg1

• Guided notes from Glenn

tags: notes

• Sinbad and Cosette slide show - for trig

tags: trigonometry precalc

• How Amy taught her students to persevere.

• A created systems of equations scavenger hunt as a final assessment.

• Writing a code with the numbers of the alphabet squared.

tags: perfect squares alg1

• Lesson design format.

tags: lesson design

• An Excel flashcards template.

tags: flashcards templates

• Has a logarithms jigsaw in the post.

tags: alg2 logarithms

• Sam's stuff from his Quadratics unit in Algebra 2.

• How Mimi practiced Exponents in her classroom.

tags: alg1 exponents

• Exponent Rules development worksheets

tags: alg1 exponents

• How John Berray recognizes students each week in his class.

tags: recognition

• Mathy McMatherson's Wall of Remediation (in class place with additional practice problems for Algebra help).

tags: remediation

• Quote from Phil Daro about the difference between American and Japanese math teachers.

tags: quote CCSS

• @lmhenry9 just found this alg1 blog http://t.co/YaZRROAG4m

• Hey, we're offering a great course for HS teachers around the CCSS math practices: http://t.co/JUrDUOvjNj Let me know if you have questions!

• @pamjwilson I do a lot of matching cards with questions and answers... this would just give more organization to it http://t.co/peRgookJAm

• Smarter Balanced Practice and Pilot Tests

tags: ccss tests

• tons more strategies http://t.co/3PO4y60u1d

tags: strategies teaching

• Marsha Foshee's PreCalculus Live Binder

tags: precalc

• Kristen Fouss' Live Binder with Precalc resources

tags: precalc

• Answers to test marked earlier (ACT)

tags: exams act

• Question bank for exams - also CCSS.

tags: exams CCSS

• Semester and Final Exam review materials for Algebra 1

tags: alg1 review exams

• CCSS Pathways http://t.co/mRNDNNiEHU via @crstn85 #math blog

tags: CCSS

Posted from Diigo. The rest of my favorite links are here.

## Wednesday, May 29, 2013

### Homework and SBG

As the year draws to a close, I look back to see what went well and what didn't go so well. Since I am doing Standards Based Grading, I have not been grading homework/practice problems. In fact, since I stopped grading homework, I have done a rather poor job of even checking to see if my students have done the homework/practice problems at all. This needs to change for next year. Somehow, I need to not only check to see if my students are doing practice problems, but I think I need to factor it into their grade somehow. At least if it's in their grade, they do make some attempt most of the time (even if they copy it).

However, I am not real thrilled about putting in some sort of homework grade. I feel that if it's practice, they shouldn't be graded on correctness. They are still learning the material and won't necessarily have it all correct. When I used to grade homework, I did it by completion - 5 points all done, 3 points partially done, 0 points not done (or not much). I don't want to go back to that - it would put a huge imbalance towards homework/practice problems based on how I do my grading now.

So, what do you do about homework/practice problems when you are doing Standards Based Grading? I know true SBG doesn't factor in homework at all. For my students, I don't think that is the best answer. How would you incorporate a homework/practice problems grade to help encourage students to do the practice problems? Or what would you do differently to ensure that students do practice? I look forward to your comments.

## Monday, May 20, 2013

### Things I Have Forgotten

We are coming up on the end of the year. This is our last full week. Seniors are taking their finals (not in our classrooms) and we're not too far from the underclassmen doing the same. I am preparing to give my final regular assessment in my Algebra 2 classes tomorrow. We are finishing up rational expressions and I pulled out the folder review (original post from Mrs. Graham is here) I had used last year and tweaked it to fit what they were reviewing for tomorrow's assessment. In all four of my classes, students worked. Not every student, but the vast majority of them. For it being a Monday and 8 days left in school, I felt that was great.

As my last class was working on the review and I was making the rounds, it hit me. When I design activities that "force" them to work, most students do what is needed to be done. When they actually practice, they do well. What I have been doing in the classroom this year has not done that well at all. The best students will practice the homework problems, but for the most part, since I am not grading the homework and I am not sitting there finding a way to make them do the problems, many do not practice as they should.

So, how do I restructure my class to make sure that my students practice their mathematics? How do I provide enough structure that they feel they can attempt the problems on their own without being the "sage on the stage?" I feel that the guided notes I have created to help them take notes has helped, however, there are still too many who don't even bother to fill them in. Without having a textbook right now for students to refer to for help, I still feel that giving some direct instruction with guided notes is important. I also realize that they need in class practice time without it being a social/free-for-all time. How do I blend it all together?

## Sunday, May 19, 2013

### My Weekly Diigo Links (weekly)

• we had our launch party for our online journal, and it went super spectacularly! here it is, finally published: http://t.co/hn8OGmK6oW

• RT @Harvard: New study examines benefits of freshman high school math intervention http://t.co/yP8dLRVcVS

• 5 Mobile Apps To Help Teachers & Students Adapt To The Common Core Standards http://t.co/rEPIvzYTG1 via @zite

• 7 Habits Of Highly-Effective Teachers Who Effectively Use Technology http://t.co/Z2ZtVwCFB0

• Bob Lochel's differentiation strategy for practice problems (point based).

tags: differentiation

• Review problems for trig parts of PreCalc

tags: precalc

Posted from Diigo. The rest of my favorite links are here.

## Sunday, May 12, 2013

### My Weekly Diigo Links (weekly)

• Love and "On Trusting the Algorithm Too Much" http://t.co/B8PYbnys8A #algorithmchat

tags: algorithmchat

• ACT Plans to Move to Computer-Based Exam http://t.co/lKqsdx2rl0

• Have questions about Student Learning Objectives in Ohio? This new FAQ document can help. http://t.co/jpjtR8hunf #ohioed

tags: ohioed

• @maxmathforum Students should be pattern sniffers, tinkerers, guessers, experimenters, describers, visualizers… http://t.co/GoT1JTnLKM

• Have you seen this? Bank of questions/exercises based on #CCSSM http://t.co/GOayiubjdl

tags: CCSSM

• Mathematics teaching reduced to 'Does' & 'Don'ts' http://t.co/CEZADcaTc7 "teachers generally concentrate on the 'how' part" Agree? #matchat

tags: matchat

• How SBG should work.

tags: sbg

Posted from Diigo. The rest of my favorite links are here.

## Sunday, May 05, 2013

### My Weekly Diigo Links (weekly)

• Have you seem this version of a CCSSM content map? http://t.co/xqGgKD8hYc

• A must read for anyone with questions about the Common Core or anyone with reservations. http://t.co/gmRmKcXpzr

Posted from Diigo. The rest of my favorite links are here.