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Math Teachers Chatboard

Maths lesson plans

by Greg

Mar 17

Hello, I was just wondering what everyone's opinion was on when you need to refresh lesson plans and learning materials. For instance, is it okay to use the same lesson plans year after year or is it a good idea to refresh them every year?

Any help will be greatly appreciated

Thanks

Greg

view previous comments

Rich I agree with Betty. A little addition or tweak builds on the existing great lesson you already have. It took awhile but each year by adding a little extra the lessons I use are jam packed with more aw's and oww's that caught the students attention engaging ways. An example of a daily lesson that morphed included a starting infinite welcoming kiosk,...See MoreI agree with Betty. A little addition or tweak builds on the existing great lesson you already have. It took awhile but each year by adding a little extra the lessons I use are jam packed with more aw's and oww's that caught the students attention engaging ways. An example of a daily lesson that morphed included a starting infinite welcoming kiosk,with a daily quote, attention grabbing pictures, daily calendar of events, starter instructions followed by: a bell ringer, week at glance, lesson objective with standard, probing questions, flash cards(accessing prior knowledge) anticipatory set, direct/guided instruction, infused cognitive overload breaks, active learning strategies, check for understandings, a second set of flash cards, differentiated learning opportunities, independent practice set and finishing with a ticket out. This lesson morphed each year to the above existing product of my daily lesson components. These were the standard lessons in addition to the various hands on days as needed each week.

On 3/17/17, Betty Ann wrote: > I would refresh frequently. First of all, I would get bored > with doing the same thing. > > But also, some lessons work well--and some don't. I try to > make notes about what works (keep that) and what > doesn't(needs updating). I get new ideas from workshops, > professional development, this chatboard, pinterest, > colleagues, etc. > > Another reason for updating is that frequently a school or > district has a new emphasis. Do students need to do more > writing in math class? More hands-on? More real life > applications? > > What does standardized testing reveal as common weaknesses? > How can you tweak your lesson plans to give more practice > on those skills or concepts? > > How about changes in technology that enable you and your > students to do something better or quicker? A new smart > board? > > > On 3/17/17, Greg wrote: >> Hello, >> I was just wondering what everyone's opinion was on when >> you need to refresh lesson plans and learning materials. >> For instance, is it okay to use the same lesson plans > year >> after year or is it a good idea to refresh them every > year? >> >> Any help will be greatly appreciated >> >> Thanks >> >> Greg

Mar 22

Firoza Ahmed Yes it would be a great idea to refresh your lessons because all the children learn at different pace so you need to adjust your lessons and resources according to their needs and prior knowledge that they have.

Jul 14

Big ideas math help

by Patrick

Jul 2

Will be teaching Algebra 2 and Geometry for the first time and we are buying the big ideas high school common core editions. Would anyone be willing to share resources (notes, activities, pacing guides, and etc. they have created)? Any help would be greatly appreciated

First Day of School Lesson Plans

Jun 27

Hello,

When you create your lesson plans for the first day of school, do you have to put in the state standards? I will be teaching middle school math and want to know how i can add standards based on the plans. Any advice will be appreciated.

Thanks!

Feedback request for app: Tiny Math

Jun 25

Hi Math Teachers Chatboard members!

We made an app/webapp called Tiny Math, and we were wondering if you could give us feedback on it. It's meant to be a simple way for math learners to quiz themselves.

We want to know what's wrong with it or what works, and if you think this something you'd use in your classes. If not, let us kno...See More

by Mer

Apr 15

I teach 7th graders at an urban district. The problem is that my students come to me with a wide range of needs. I usually have students that range from 3rd grade level to 7th grade level. I am thinking of trying to separate my class into 2 groups and teach them separately. I am having trouble figuring out how to do this with the behavior problems ...See More

Mamaseca Hi! I just joined this group and saw your post, thought I might be able to offer some advice...

If you're thinking about splitting your class, you might want to look into Guided Math and self-paced learning. I use it in my class. It has taken me a few years to work out kinks and get it really tailored to my teaching & my student's need...See MoreHi! I just joined this group and saw your post, thought I might be able to offer some advice...

If you're thinking about splitting your class, you might want to look into Guided Math and self-paced learning. I use it in my class. It has taken me a few years to work out kinks and get it really tailored to my teaching & my student's needs but it has really solved A LOT of my management problems.

For starters, you have to be very clear, from day 1, about procedures. If they don't follow procedures or instructions, they'll be hopelessly lost! But, what is amazing is that, once you knock out those procedures, your students really appreciate the "freedom" that comes with the Guided Math principle. My student loved that they could work at their own pace! My advanced kids didn't feel like they were being held back because the rest of the class was struggling and my struggling kids didn't feel overwhelmed and pressured to keep up with the "smarter" kids!

I started seeing a LOT LESS zeroes/missing assignments in my gradebook, too! Partly because the self-paced model all but eliminates late work because, well, it all but eliminates due dates. Students turn in the work when they are finished with it. You would think this would backfire and, in some ways, it does put a lot more on you, as the teacher, to make sure they are actually working. But, it also frees up a lot of your time. With the Guided Math model, you spend most of your time either wandering the classroom and working one-on-one with your students or with a small group doing some small-group instruction/interventions (or wandering to keep your proximity for optimal classroom management!). Meanwhile, the rest of your students are working at their stations on whatever assignment they're on.

I do set a few "deadlines" with my students. Most of them are "soft" deadlines, meaning they are flexible. These are the dates by which they SHOULD be finished with an assignment. But, if they're not, it is not late. There are, however, a few "hard" deadlines, which are non-negotiable. I usually have one "hard" deadline a month but it really depends on the pacing guide, for me. The "hard" deadlines are set based on when I would consider a student falling behind. So, lets say that the pacing guide says we should be finishing up Unit 1 on Friday. I would set a hard deadline for the following Friday (of course this would have been set weeks ago, so students knew ahead of time). This gives the struggling students an extra week to make sure they've finished Unit 1.

Now, there's a lot more to the principle than what I've described here and, like I mentioned before, I've tweaked my own system over the last few years to get it where it is today. If this is something you think might work for you, or you are at least interested in learning more, I might recommend searching for a few blogs/webinars that could help you get started.

Here are a few I've used (most of them are elementary but I've still applied them to my 8th grade math classroom):

http://simplyskilledinsecond.com/2016/05/get-your-groove-on-with-guided-math/ http://brownbagteacher.com/guided-math-in-1st-grade/ https://www.facebook.com/search/top/?q=simply%20skilled%20in%20second http://beyondtheworksheet.com/?s=stations http://www.tinasteachingtreasures.com/guided-math/guided-math-set-and-organization/ https://www.teacherspayteachers.com/Product/How-To-Launch-Guided-Math-2534676

Jun 25

Feedback request for app: Tiny Math

Jun 15

Hi, teachers!

I know that you love math, and we made an app/webapp called Tiny Math, so we thought it would be perfect if you all could give us feedback on it. Any suggestions, improvements or praise are much welcomed!

http://tinymath.com

It's meant to be a simple way for math learners to quiz themselves. We hope you like...See More

working out radius from perimeter of a semi circle

by HelpMyHomework

May 18

Ive thought as much as I could and couldn;t come up with the right answer. The perimeter of a shape is 25.71, calculate the value of radius x, take pi to be 3.142. Perimeter expression = pi x radius + 2 x radius

SandArt to Iwakuni Math Use the equation: 3.142r+2r= 25.71

Combine like terms for: 5.142r = 25.71

You will find that the radius is 5. The diameter is 10.

If you are using 3.142 to represent pi, you can check using the formula for perimeter of pi times diameter/2 for a semi circle. Don't forget to add the line segment for the rest of perimeter....See More

May 18

harpazo 25.71 = 3.142x + 2x

25.71 = 5.142x

25.71/5.142 = x

5 = x

If x = radius, then your radius is 5.

Jun 13

5th grade math curriculum

May 21

Looking for recommendations for 5th grade math curriculum. Have used Singapore Math Standards Edition for 6 years. Need a change.

Math Practice Questions

Feb 9

How many here would like for me to post math practice questions to help you prepare for your math state test requirement?

Charlotte Yes, please!!!

On 2/09/17, harpazo wrote: > How many here would like for me to post > math practice questions to help you > prepare for your math state test > requirement?

May 6

Probability of Compound Events

by Max

Apr 4

I am having trouble doing this problem:

Picking a number from 1 to 5 and choosing the color red, white, or blue.

Betty Ann Max,

I imagine that by now you have figured out this problem. If not, try making a tree diagram.

On 4/04/17, Max wrote: > I am having trouble doing this problem: > > Picking a number from 1 to 5 and choosing the color red, > white, or blue.

Apr 6

SandArt to Iwakuni Math On 4/06/17, Betty Ann wrote:

In case you have not figured it out.... There are 15 outcomes (1,2,3,4,5) times (red, white, blue). You multiply 5 x 3 for the number of outcomes.

For probability, the number of outcomes will be in the denominator.

For the numerator, it depends on what you are looking for.

For examp...See More

Apr 6

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