tag:blogger.com,1999:blog-4132065050066702623Tue, 26 Apr 2016 18:57:13 +0000mathNotebookClassroomScienceLessonVideoTechnologyTpTAppsPersonalAdviceClassroom ManagementFREEFirst Day of SchoolIdeasPosts I LoveTeachers RockWebsiteBooksFoldableFractionsGraphingIntegersPicturesPinterestResourcesCollaborationOperationsOrder of OperationsSocial StudiesStudent WorkTips and TricksClassroom ProductsClothesDecorationFeedbackGeometryGraphic OrganizerInequalitiesIpadProfessional DevelopmentRational NumberReflectionSmall GroupVocabularyposterAreaBloggersCoordinate PlaneDIYDecimalsFormative AssessmentGoogle DriveHandoutsHomeworkLife ScienceMental mathMetamorphosisMistakesOrdering NumbersPercentPrime FactorizationProjectProportionsRewardsScheduleSchool SuppliesStatisticsTeacher ResourcesTo-DoTrianglesWriting in Mathinteresting problemsorganizationstationsAbsoluteAnchor ChartsArtCAMTCard SortClassify NumbersClip ArtConferenceDataEarth ScienceEducationEquationsExponentsGamesGoalsGrowth MindsetInstagramMatchingMath CenterNew YearProperties of OperationsSafetyStates and CapitalsTEKSToolsUS HistoryValueVenn DiagramactivitymtbosTeaching in an Organized Messhttp://teachingwithstowe.blogspot.com/noreply@blogger.com (Randi)Blogger140125tag:blogger.com,1999:blog-4132065050066702623.post-3290240777644223523Sat, 02 Apr 2016 23:07:00 +00002016-04-02T18:07:32.739-05:00GraphingStatisticsPercent Bar GraphWe are right in the middle of our statistics unit. Yesterday we started percent bar graphs.<br /><br />Here is what I found is the most important thing about bar graphs--use data the students connect to. For this categorical data, I collected it from the students. The day before I had them fill out a google form and for each class I used their data--and a few from the other classes to make it 25 different people.<br /><br />We started with taking these notes I came up with the morning of. I rarely have a full page of notes like this without any foldables/cloze notes for my students with accommodations--but I didn't have time to print something.<br /><br />HOWEVER, notes like this make me EXTREMELY happy. They are so pretty. Early in my teaching career, I had students just write out notes and every time I would have them admire my/their work.<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-NBTmRBUVo8w/VwBK5pz5CeI/AAAAAAAADao/lgXyg8YPq7M/s640/blogger-image-18364423.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-NBTmRBUVo8w/VwBK5pz5CeI/AAAAAAAADao/lgXyg8YPq7M/s640/blogger-image-18364423.jpg" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">For the class percent bar graph, we graphed for "How many letters are in your first name?"</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">After we did it as a class, I gave groups the print out of the data I had collected. They had to choose one question and make a relative frequency table and a percent bar graph. Here are some examples:</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-l15S9jY9dOA/VwBK3vZ8ReI/AAAAAAAADag/WOLcpAxHFns/s640/blogger-image-1105936377.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-l15S9jY9dOA/VwBK3vZ8ReI/AAAAAAAADag/WOLcpAxHFns/s640/blogger-image-1105936377.jpg" /></a></div><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-sr_zX4lfozo/VwBK4gLkWMI/AAAAAAAADak/csWP2Tx9UOU/s640/blogger-image--812061484.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-sr_zX4lfozo/VwBK4gLkWMI/AAAAAAAADak/csWP2Tx9UOU/s640/blogger-image--812061484.jpg" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">The students to that data and tried to find which line was theirs and got so excited about it. Instead of just giving them random numbers to make a graph with, giving them something they can connect to has made the difference. Nobody complained about doing this--the only complaints I got was that they didn't get to help enough. </div><br />http://teachingwithstowe.blogspot.com/2016/04/percent-bar-graph.htmlnoreply@blogger.com (Randi)0tag:blogger.com,1999:blog-4132065050066702623.post-2829603536341492665Wed, 30 Mar 2016 11:00:00 +00002016-03-30T06:00:02.437-05:00activityAreaGeometryLessonArea of Polygons PracticeAfter the students learned the area of triangles, parallelograms, and trapezoids, they needed to practice.<br /><br />It would be easy to give them a worksheet with the shapes on it and all the measurements given and they just have to plug the numbers into the formula the solve.<br /><br />Worksheets can be useful, but when there is a way to not do a worksheet, do it.<br /><br />I did this activity last year and wish I would have saved all the shapes I made. So I remade them again and laminated them.<br /><br />I drew 10-12 triangles, parallelograms, and trapezoids each. I spread them around the room and asked the students to find the area of the shapes. They measured everything to the nearest centimeters.<br /><br />To make them talk to each other about it, I asked them to verify their answers with their classmates. I put a large poster at the front of the room with a table of the shapes. Once students have verified their answers with 3 other classmates, they could start adding the area of the shapes to the poster. <br /><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-CVv3mg67T1Q/VuxhMl0sf3I/AAAAAAAADY4/duRGAsYXias/s640/blogger-image-116809791.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-CVv3mg67T1Q/VuxhMl0sf3I/AAAAAAAADY4/duRGAsYXias/s640/blogger-image-116809791.jpg" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Once I made and laminated all the shapes, the activity was easy to put together. I didn't even use any copies! Just notebook paper.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">In Texas, 6th graders are to "<span style="background-color: white; font-family: 'Times New Roman', Times, serif; font-size: 16px;">determine solutions for problems involving </span><span class="InsertionChar" style="font-family: 'Times New Roman', Times, serif; font-size: 16px;">the</span><span style="background-color: white; font-family: 'Times New Roman', Times, serif; font-size: 16px;"> area </span><span class="InsertionChar" style="font-family: 'Times New Roman', Times, serif; font-size: 16px;">of</span><span style="background-color: white; font-family: 'Times New Roman', Times, serif; font-size: 16px;"> rectangles, parallelograms, trapezoids, and triangles and volume of right rectangular prisms </span><span class="InsertionChar" style="font-family: 'Times New Roman', Times, serif; font-size: 16px;">where </span><span style="background-color: white; font-family: 'Times New Roman', Times, serif; font-size: 16px;">dimensions </span><span class="InsertionChar" style="font-family: 'Times New Roman', Times, serif; font-size: 16px;">are</span><span style="background-color: white; font-family: 'Times New Roman', Times, serif; font-size: 16px;"> positive rational numbers." This activity helps them do that. </span></div>http://teachingwithstowe.blogspot.com/2016/03/area-of-polygons-practice.htmlnoreply@blogger.com (Randi)0tag:blogger.com,1999:blog-4132065050066702623.post-1919160639273106243Mon, 28 Mar 2016 11:00:00 +00002016-03-28T06:00:16.742-05:00AreaGeometryLessonDecomposing a Trapezoid--Finding the AreaThis has been one of my most favorite and wonderful lessons of my entire teaching career. My students pleasant surprised me with how awesome they are.<br /><br />Students need to be able to explain how shapes can be decomposed into other shapes to find the area--that is how the formulas are derived.<br /><br />There are several different ways trapezoids can be decomposed and rearranged to make other shapes. Before this lesson, the students had a guided lesson to decompose parallelograms to rectangles and triangles to parallelograms. So they had previous experience with cutting and rearranging shapes.<br /><br />I wanted to see if they could take what they had done and apply it to trapezoids.<br /><br />And they did awesome.<br /><br />I gave them a sheet of trapeziods and a ruler. I asked them to pick any trapezoid and find a way to decompose it, rearrange it, and find the area.<br /><br />My advanced class found 8 different ways to find the area. My on-level class found 5 different ways.<br /><br />I don't have the list we made in front of me, but these are some of the ones I remember they were able to find.<br /><br /><ul><li>Cut the trapezoid by the diagonal to make two triangles</li><li>Cut off two triangles at the ends to make one square and one rectangle</li><li>Cut off one triangle and you have a triangle and a rectangle (When one of the sides of the trapezoid is also the height</li><li>Cut the trapezoid by the height, rearrange and make a rectangle</li><li>Double the trapezoid to make a parallelogram</li><li>Cut off one triangle, add to the other side to make a rectangle</li></ul><div><br /></div><div>After the students spent some time exploring, I had students share what they found. We looked at the measurements of the original trapezoids and of the new shapes they created and found some patterns.</div><div><br /></div><div>Sometimes, the new base was in between the two original bases(specifically it was the average of the two bases). When you had a triangle, you used the formula 1/2bh and added to the area of the other piece. If you doubled the trapezoid, you would have to half the area of your new shape. </div><div><br /></div><div>The last step was to write a formula that they could use to find the area of a trapezoid so they wouldn't have to decompose a trapezoid every time they wanted to find the area. I'll need to improve this part of the lesson. Students got the adding something, the multiplying the height and either multiplying by 1/2 or dividing by 2, just not in a way that would work. </div><div><br /></div><div>It was a fun lesson and I was walking around so excited all day long because they were doing such a good job trying and finding ways to decompose the trapezoids!</div><br /><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-NgRVG4WfrVU/VuxhFUovw1I/AAAAAAAADY0/s5fWLkFuU-Y/s640/blogger-image--1644385318.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-NgRVG4WfrVU/VuxhFUovw1I/AAAAAAAADY0/s5fWLkFuU-Y/s640/blogger-image--1644385318.jpg" /></a></div><div class="separator" style="clear: both;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-glkbbNPa4MA/VuxhUNJ7KoI/AAAAAAAADY8/lhnRZXWMHk4/s640/blogger-image-1874174984.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-glkbbNPa4MA/VuxhUNJ7KoI/AAAAAAAADY8/lhnRZXWMHk4/s640/blogger-image-1874174984.jpg" /></a></div><br />http://teachingwithstowe.blogspot.com/2016/03/decomposing-trapezoid-finding-area.htmlnoreply@blogger.com (Randi)0tag:blogger.com,1999:blog-4132065050066702623.post-6612839353651390605Fri, 25 Mar 2016 04:16:00 +00002016-03-24T23:16:40.485-05:00FoldableNotebookStatisticsMeasures of CenterWe started our unit on Statistics after spring break. It is one of my favorite things to do and teach and it is not easy for students to understand. There are so many little things about that you understand once you've studied statistics for awhile. I took some pretty intense statistics classes in college, so I feel like everyone should learn everything about it--I have to remind myself that my 6th graders need to be gradually introduced to it.<br /><br />So this is the foldable we created for Mean, Median, Mode, and Range--I let my students use my markers and they loved it--I'll have to pull out markers more often.<br /><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-rCccHfu_Qeg/VvS0UgQdmBI/AAAAAAAADZ4/VF1Odvqq1SU/s640/blogger-image--1016575851.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-rCccHfu_Qeg/VvS0UgQdmBI/AAAAAAAADZ4/VF1Odvqq1SU/s640/blogger-image--1016575851.jpg" /></a></div><div class="separator" style="clear: both;"></div><div class="separator" style="clear: both; text-align: center;"><img border="0" src="https://lh3.googleusercontent.com/-lhQFyFQqA38/VvS0TfiZRcI/AAAAAAAADZ0/HLOYKjycgqw/s640/blogger-image-1647092539.jpg" /></div><br />I read this book in college and it is so interesting. It's been a few years since I've read it, I might have to pull it out again.<br /><br /><iframe frameborder="0" marginheight="0" marginwidth="0" scrolling="no" src="//ws-na.amazon-adsystem.com/widgets/q?ServiceVersion=20070822&OneJS=1&Operation=GetAdHtml&MarketPlace=US&source=ac&ref=tf_til&ad_type=product_link&tracking_id=teacinanorgam-20&marketplace=amazon&region=US&placement=0520274709&asins=0520274709&linkId=UD3X45JL37PMRKFM&show_border=true&link_opens_in_new_window=true" style="height: 240px; width: 120px;"><br /></iframe>http://teachingwithstowe.blogspot.com/2016/03/measures-of-center.htmlnoreply@blogger.com (Randi)0tag:blogger.com,1999:blog-4132065050066702623.post-6212161680141137394Sun, 20 Mar 2016 06:22:00 +00002016-03-20T01:22:44.957-05:00Properties of Operations PocketsI love little pockets in notebooks. They are also a great way for students to sort things and resort them later to quiz themselves.<br /><br />This properties of operations page is my favorite.<br /><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-hVALPH0-KVQ/Vuxhm-NoIbI/AAAAAAAADZE/PuLbe4COhsw/s640/blogger-image-1536165579.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-hVALPH0-KVQ/Vuxhm-NoIbI/AAAAAAAADZE/PuLbe4COhsw/s640/blogger-image-1536165579.jpg" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both; text-align: center;">All the cards with 10 different properties of operations is available on <a href="https://www.teacherspayteachers.com/Product/Properties-of-Operations-Card-Sort-2109304" target="_blank">Teachers Pay Teachers.</a> </div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Properties-of-Operations-Card-Sort-2109304" target="_blank"><img border="0" height="320" src="https://4.bp.blogspot.com/-QwJbWzVp_EA/Vu5ApQwjFXI/AAAAAAAADZg/LNxlmW65AVoe4-23_423SB-i9jBUDYqPw/s320/Properties%2Bof%2BOperations.PNG" width="318" /></a></div><div class="separator" style="clear: both;"><br /></div>http://teachingwithstowe.blogspot.com/2016/03/properties-of-operations-pockets.htmlnoreply@blogger.com (Randi)0tag:blogger.com,1999:blog-4132065050066702623.post-4508983327665624957Wed, 09 Mar 2016 13:40:00 +00002016-03-09T07:40:05.041-06:00Classify NumbersRational NumberClassifying Numbers--Nesting Containers6th grade is the first time students in Texas have to classify numbers. It has been a difficult concept for my students to understand--especially that numbers can "fit" into several different classifications.<br /><br />I found some "nesting" tupperware to help my students visualize it. I have kept this handy in my classroom so every time we talk about classifying numbers, I pull these out.<br /><br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-9jgGUfJ9rJg/Vt97pUqp8mI/AAAAAAAADYM/G3DJpXHt5WQ/s640/blogger-image--1972663733.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="161" src="https://lh3.googleusercontent.com/-9jgGUfJ9rJg/Vt97pUqp8mI/AAAAAAAADYM/G3DJpXHt5WQ/s400/blogger-image--1972663733.jpg" width="400" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-rm5hi3pul8M/Vt97qcocWGI/AAAAAAAADYQ/RYMkm0FK_YU/s640/blogger-image-1511190480.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://lh3.googleusercontent.com/-rm5hi3pul8M/Vt97qcocWGI/AAAAAAAADYQ/RYMkm0FK_YU/s400/blogger-image-1511190480.jpg" width="361" /></a></div><br /><div class="separator" style="clear: both; text-align: left;">So if we classify a number as a natural number, it is also a whole number, integer, and rational numbers since it "fits" into the bother containers. </div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-HNRzF5Ng2AE/Vt97rgWlnjI/AAAAAAAADYU/HX3t8GT3t1Q/s640/blogger-image--509962908.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://lh3.googleusercontent.com/-HNRzF5Ng2AE/Vt97rgWlnjI/AAAAAAAADYU/HX3t8GT3t1Q/s400/blogger-image--509962908.jpg" width="324" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">I have 7 different classifying rational numbers stations <a href="https://www.teacherspayteachers.com/Product/Classifying-Rational-Numbers-Stations-2374354" target="_blank">available in my store</a>. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Classifying-Rational-Numbers-Stations-2374354" target="_blank"><img border="0" height="320" src="https://3.bp.blogspot.com/-JVdYx11bH10/Vt99_ll-xEI/AAAAAAAADYg/Mp9NfSpTXM0/s320/Slide1.JPG" width="320" /></a></div><div class="separator" style="clear: both; text-align: left;"><br /></div>http://teachingwithstowe.blogspot.com/2016/03/classifying-numbers-nesting-containers.htmlnoreply@blogger.com (Randi)1tag:blogger.com,1999:blog-4132065050066702623.post-6730843642196718419Mon, 07 Mar 2016 13:00:00 +00002016-03-07T07:00:16.259-06:00LessonTrianglesTriangle Inequality Theorem<div class="separator" style="clear: both; text-align: left;">This is the second year I have taught the Triangle Inequality Theorem using spaghetti and I love doing it this way. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">First I had students copy the table into their notebook and gave them a piece of spaghetti. Their instructions were to break it into three uneven pieces, measure the three pieces, and record their measurements under the columns short side, medium side, and long side. (I asked them to do three uneven pieces because last year too many students broke them into the exact same length and it was more difficult to illustrate the concept)</div><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-tYIBDv4P9GE/Vttb5OFpm7I/AAAAAAAADXM/r0uxCk_Qfjg/s640/blogger-image--1137577930.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://lh3.googleusercontent.com/-tYIBDv4P9GE/Vttb5OFpm7I/AAAAAAAADXM/r0uxCk_Qfjg/s320/blogger-image--1137577930.jpg" width="320" /></a></div><div class="separator" style="clear: both; text-align: left;">As the students were measuring, I was walking around the room asking students to write their measurements on the board. I looked for a mixture of those who lengths that would make a triangle and those who did not. I asked a few students to come to the board and share their triangle lengths. </div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-blyEeZe3d-s/Vttb6WWr7QI/AAAAAAAADXQ/nTPmEyZssoQ/s640/blogger-image-1407681680.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="234" src="https://lh3.googleusercontent.com/-blyEeZe3d-s/Vttb6WWr7QI/AAAAAAAADXQ/nTPmEyZssoQ/s320/blogger-image-1407681680.jpg" width="320" /></a></div>BEFORE filling out the short + medium column, I ask students to try to make a triangle with their pieces. I asked the students who wrote their measurements on the board if their length pieces made a triangle and we added a "yes" or a "no" to the last column.<br /><br />I didn't have the column labeled Short+Medium yet. So with 4/5 columns filled in, I asked the students to look for a pattern. Some classes were able to see that when two small side lengths were more than the large one, there was a triangle.<br /><br />For the class that did not come to that conclusion, we added the short+medium, then added up those two sides and I asked them to look again.<br /><br />It is one of my favorite lessons of the year. After we determined what the Triangle Inequality Theorem says, we put <a href="https://www.teacherspayteachers.com/Product/Triangle-Inequality-Theorem-Notes-2387189" target="_blank">this foldable into the student notebooks. </a> My students did really well explaining when a triangle could be formed.<br /><br /><a href="https://www.teacherspayteachers.com/Product/Triangle-Inequality-Theorem-Notes-2387189" target="_blank">This foldable is now available in my store. </a><br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Triangle-Inequality-Theorem-Notes-2387189" target="_blank"><img border="0" height="320" src="https://lh3.googleusercontent.com/-WL_UWTTE3Hs/Vttb3zwnzyI/AAAAAAAADXI/FjG2WT6O2JU/s320/blogger-image--803341548.jpg" width="240" /></a></div><div class="separator" style="clear: both;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Triangle-Inequality-Theorem-Notes-2387189" target="_blank"><img border="0" height="180" src="https://lh3.googleusercontent.com/-ZH2kSHwoEBc/Vttb7cxF7MI/AAAAAAAADXU/Fjfbfv0Yve4/s320/blogger-image-1561634223.jpg" width="320" /></a></div><br />http://teachingwithstowe.blogspot.com/2016/03/triangle-inequality-theorem.htmlnoreply@blogger.com (Randi)0tag:blogger.com,1999:blog-4132065050066702623.post-1975811379383182573Sat, 05 Mar 2016 15:21:00 +00002016-03-05T09:21:19.742-06:00IntegersMath CenterstationsInteger-naryInteger-nary!<br /><div><br /></div><div>I finally did this for my class. I read about it <a href="http://mrpiccmath.weebly.com/blog/integer-nary" target="_blank">here </a>and <a href="http://www.mathcoachscorner.com/2012/04/math-pictionary/" target="_blank">here </a>.</div><div><br /></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-lMxONZHsmXA/VpxrUIPs8qI/AAAAAAAADVM/II1icdxK0nw/s640/blogger-image--1725982700.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://lh3.googleusercontent.com/-lMxONZHsmXA/VpxrUIPs8qI/AAAAAAAADVM/II1icdxK0nw/s640/blogger-image--1725982700.jpg" /></a></div><br />I really liked it and I loved watching them do it. They had some great conversations about what models to use to represent integer operations and it helped me see where they need more help.<br /><br />I made cards with various integer problems on it like -5+3 and 4*-2 and they had to model the expression and their partner had to write the expression that matched it.<br /><br />I think this could also work with algebraic expressions and equations--and that will be my next station to try with my students. </div>http://teachingwithstowe.blogspot.com/2016/03/integer-nary.htmlnoreply@blogger.com (Randi)0tag:blogger.com,1999:blog-4132065050066702623.post-3233457315086301576Fri, 04 Mar 2016 03:42:00 +00002016-03-03T21:42:30.579-06:00Lucky to Be a Teacher Giveaway<div class="separator" style="clear: both; text-align: center;">There is a giveaway going on RIGHT NOW for all types of products. I have a product in the Middle-High School Category. </div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-f5Go05CL53w/VtkB4RSUkDI/AAAAAAAADWw/j6msDuu8Bn8/s1600/ThursGiveaway.png" imageanchor="1"><img border="0" height="251" src="https://1.bp.blogspot.com/-f5Go05CL53w/VtkB4RSUkDI/AAAAAAAADWw/j6msDuu8Bn8/s320/ThursGiveaway.png" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Why Am I Lucky to be a Teacher?</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Right now, I am thinking it is because Spring Break is coming up! Only 6 more school days before all the sleeping in begins!</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">But real talk (that's what the kids say), I am lucky to watch kids grow and change and try to become their best selves. I love watching kids get the math I'm teaching. I love watching kids explain math concepts to their peers and being successful!</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Teachers have a responsibility to nurture and help students grow to be responsible citizens. I get to be a part of that! </div><div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-C-kj9FK7nMg/VtkB5OaVoQI/AAAAAAAADW4/_rf-YNbjMUk/s1600/MiddleHigh.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" height="251" src="https://1.bp.blogspot.com/-C-kj9FK7nMg/VtkB5OaVoQI/AAAAAAAADW4/_rf-YNbjMUk/s320/MiddleHigh.png" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a class="rcptr" data-raflid="25e3b6f323" data-template="" data-theme="classic" href="http://www.rafflecopter.com/rafl/display/25e3b6f323/" id="rcwidget_yyiv9mty" rel="nofollow">a Rafflecopter giveaway</a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">The more stores you follow, the more entries you get! The giveaway ends Sunday Night.</div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;">Thank you to <a href="http://countlesssmartcookies.blogspot.com/2016/03/lucky-to-be-teacher.html" target="_blank">Countless Smart Cookies</a> for hosting this giveaway!</div><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><div style="text-align: center;"><br /></div>http://teachingwithstowe.blogspot.com/2016/03/lucky-to-be-teacher-giveaway.htmlnoreply@blogger.com (Randi)0tag:blogger.com,1999:blog-4132065050066702623.post-7190486401515996826Sun, 31 Jan 2016 05:39:00 +00002016-01-31T22:42:56.941-06:00Learning to Love Data--Planning for Test ReviewEnter the $25 TpT giveaway below!<br /><br />It's almost the time of year teachers enter into panic mode and freak their students out by talking about the dreaded Test.<br /><br />We don't mean to freak our students out, but we want them to show what they know! This test shows if we did our job or not, right?<br /><br />I use another thing teachers dread to plan out how I am going to review: Data. I love it; I don't always love what it says. But, I'm a math teacher, why wouldn't I love data.<br /><br /><a href="http://2.bp.blogspot.com/-qdWSWtBZe2k/Vq2b2qA0EPI/AAAAAAAADWQ/wcv0TJojQ-o/s1600/Learn%2Bto%2BLove%2BData.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="335" src="http://2.bp.blogspot.com/-qdWSWtBZe2k/Vq2b2qA0EPI/AAAAAAAADWQ/wcv0TJojQ-o/s400/Learn%2Bto%2BLove%2BData.jpg" width="400" /></a>Before reviewing for the test begins, I look at data. While we are reviewing for the test, I look at data. It helps me form a plan and make sure that I am using the precious few weeks of review effectively and efficiently.<br /><br /><span id="goog_454916780"></span><span id="goog_454916781"></span><br />Where do I get this data?<br /><br /><b>1. Tests</b><br /><br />First, you have to have tests you can collect data from. What is the point of giving a test if you aren't going to use it to adjust your instruction?<br /><br />In order to collect data from tests, you have to write a test that gives you data. From the first year I taught, I have created tests with my team based on the standards we were teaching. We decide how many questions, which standards to test and then wrote or found questions. We coded each test with the standards we were testing.<br /><br />The last few years of teaching, the districts I taught in had Eduphoria-which is awesome at tracking data. Once you input the test question and the standard it aligns to, all the work is done for you. Before I had Eduphoria, that data was collected by hand. I counted up how many students missed which questions--which are already aligned to the standards--and I had a picture of how my class did as a whole.<br /><br />Once I have the data, I have an idea of which concepts need to be reviewed. I don't pick them all! Instead, I choose topics that I know will be more heavily covered on the test AND those that I feel students will be able to master in the short amount of time we will have left.<br /><br /><b>2. Exit Tickets</b><br /><br />If you want some data that is quick and easy, exit tickets are your answer. They can be short responses or multiple choice. You can quickly look through the exit tickets and sort your students into piles and make groups.<br /><br />If your exit tickets has 3 multiple choice questions, you sort students into groups based on how many they got right and then create your small groups based on that.<br /><br />My lesson plans during review time are flexible. I know which standards I am covering and about how much time I want to spend. With exit tickets, I know if what I am doing is working or if I need to spend an extra day.<br /><br /><b>3. Observations</b><br /><br />Not all data has to be quantitative! Qualitative data and teacher instinct can have its place, but don't base all your review decisions on it.<br /><br />I might have students that second guess themselves while testing, or rely on their group for the answers, or who preform well in class, but bomb the tests. These observations are important to me to help students<br /><br />Want to still love teaching even through test prep season? <a href="http://www.leafandstemlearning.com/2016/01/tips-to-love-teaching-even-during-test.html" target="_blank">Visit Leaf and Stem Learning</a>.<br />Here's a great idea for Groundhog Day from<a href="http://route22edu.blogspot.com/2016/01/learning-to-love-hacks-groundhog-day.html" target="_blank"> Route 22 Education</a>.<br /><br />--Once you have made a plan for reviewing, make sure to keep your lessons engaging and interesting for students. This is not the time to abandon your best teaching skill in favor of test prep!<br /><br />Visit<a href="https://www.teacherspayteachers.com/Store/Teaching-In-An-Organized-Mess?aref=d0kjessy" target="_blank"> my store</a> for engaging activities to use in your classroom!<br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Store/Teaching-In-An-Organized-Mess?aref=d0kjessy" target="_blank"><img border="0" height="200" src="http://2.bp.blogspot.com/-SWJLXlkMg_I/Vq2ZAPt83ZI/AAAAAAAADV4/dwEb1IrhEyU/s200/Slide2.JPG" width="200" /></a> <a href="https://www.teacherspayteachers.com/Store/Teaching-In-An-Organized-Mess?aref=d0kjessy" target="_blank"><img border="0" height="200" src="http://1.bp.blogspot.com/-7PjTa9o74TI/Vq2ZDTtHGQI/AAAAAAAADWA/nmAAXlAtPOw/s200/Slide1.JPG" width="200" /></a></div><br /><br /><br />I am joining with other Texas Middle School Teachers to help you get reading for review season! You'll get up to 20% off resources, blog posts, sample products, and a chance to win $25 on TpT! The promotion runs from January 31 to February 2!<br /><br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Learning-is-Love-Sampler-2356762?aref=2bp4sy7c" style="margin-left: auto; margin-right: auto;" target="_blank"><img border="0" height="320" src="http://4.bp.blogspot.com/-OpPvYpg8zKo/Vq2W6nO4bWI/AAAAAAAADVs/3H3ku0hSHlY/s320/Learning%2Bis%2BLove.PNG" width="242" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Learning-is-Love-Sampler-2356762?aref=2bp4sy7c" target="_blank">Learning is Love Sampler</a></td></tr></tbody></table><br /><br /><a class="rcptr" data-raflid="9095d0692" data-template="" data-theme="classic" href="http://www.rafflecopter.com/rafl/display/9095d0692/" id="rcwidget_ko7ylxlb" rel="nofollow">a Rafflecopter giveaway</a><br /><script src="https://widget-prime.rafflecopter.com/launch.js"></script>http://teachingwithstowe.blogspot.com/2016/01/learning-to-love-data-planning-for-test.htmlnoreply@blogger.com (Randi)0tag:blogger.com,1999:blog-4132065050066702623.post-5979586790865148423Fri, 15 Jan 2016 11:00:00 +00002016-01-15T05:00:08.051-06:00InequalitiesSmall GroupTpTInequality Puzzles<div class="separator" style="clear: both; text-align: left;">As we got back from Christmas break, I needed to review what we learned right before we left: Inequalities.</div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">I did a short small group lesson and added some notes to the math notebook and then I started pulling small groups. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">In these small groups, we put together some puzzles. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-s2u1CfYQHgo/VonrxdTVBHI/AAAAAAAADR8/HZ3wrsvUxCA/s640/blogger-image--171826175.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://lh3.googleusercontent.com/-s2u1CfYQHgo/VonrxdTVBHI/AAAAAAAADR8/HZ3wrsvUxCA/s640/blogger-image--171826175.jpg" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">Each puzzle had a word problem, number line, an inequality, and an inequality solution. I made this because I wanted to do something more than, "Here is a word problem, now solve it." It was more interactive and the students responded well to working to find matches. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">If you want this product, you can purchase it by clicking the picture below or <a href="https://www.teacherspayteachers.com/Product/Solving-One-Step-Inequalities-Word-Problems-Puzzle-2281417" target="_blank">HERE</a>. </div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Solving-One-Step-Inequalities-Word-Problems-Puzzle-2281417" target="_blank"><img border="0" height="302" src="http://2.bp.blogspot.com/-uFieW0c0QUY/VonwKgnTUqI/AAAAAAAADSg/lyi7SMHIkwU/s400/1Capture.PNG" width="400" /></a></div><div class="separator" style="clear: both; text-align: left;"><br /></div>http://teachingwithstowe.blogspot.com/2016/01/inequality-puzzles.htmlnoreply@blogger.com (Randi)0tag:blogger.com,1999:blog-4132065050066702623.post-7539349572872683079Fri, 15 Jan 2016 01:50:00 +00002016-01-17T09:30:33.721-06:00mtbosScheduleA Day in the LifeOne of the blogging challenges this week is "A Day in the Life."<br /><br />I LOVE reading about the days other teacher's have. I like seeing how different other schedules are and but how everything is basically the same. I tried to be as detailed as possible. Enjoy!<br /><br /><div style="text-align: center;"><a href="http://2.bp.blogspot.com/-x9mx8J4xp4o/VphQIHLrpnI/AAAAAAAADVA/2s1K4YglvL8/s1600/adayinthelife.png" imageanchor="1"><img border="0" height="174" src="http://2.bp.blogspot.com/-x9mx8J4xp4o/VphQIHLrpnI/AAAAAAAADVA/2s1K4YglvL8/s320/adayinthelife.png" width="320" /></a></div><br />Wednesday January 13<br /><br />6:00--Alarm goes off. For the first time. I am one of those, hit the snooze button.<br />6:09--Alarm goes off. Hit Snooze<br />6:18--Alarm goes off. Turn it off. I lay in bed a check email and convince myself it is time to move.<br />6:23--I actually get out of bed. My husband is out of town, so I have the bathroom all to myself.<br />6:45--Wake up my daughter. She is cranky in the mornings and doesn't like waking up so early. Who does?<br />7:00--Take out the trash and leave the house.<br />7:03--Drop off daughter at day care<br />7:35--Arrive at work. I am not a fan of the commute, but it does allow me to listen to books or podcasts. This morning, I am listening to "Dad is Fat" by Jim Gaffigan.<br />7:37--Enter classroom, set stuff down. Finish a letter to my Destination Imagination students and parents about future practice dates.<br />7:50--Head to break room to put away lunch, make oatmeal for breakfast, fill up water cup.<br />8:00--Students are dismissed to classes at 8am for early start. It is my week for duty for my team. Students work on homework or work on iLearn during this time.<br />8:30--Most of the buses have arrived and my team mates come pick up their homeroom students.<br />8:40--Announcements<br />8:45--School officially starts.<br />8:45-10:20--Advanced 6th grade math. We do Daily Math Review, we have a lesson where I introduce ratios, and we do some guided math/stations.<br /><div><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-ImJRtZbDWXg/VphOvx1-w8I/AAAAAAAADUc/7w7MSK03T_0/s640/blogger-image--1235935886.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://lh3.googleusercontent.com/-ImJRtZbDWXg/VphOvx1-w8I/AAAAAAAADUc/7w7MSK03T_0/s640/blogger-image--1235935886.jpg" /></a></div><br />10:20-11:00--Next class. 6th grade math. This class is broken up by lunch. We do basically the same outline as the previous class.<br />11:00--Lunch. I do not work during lunch. I eat in the break room. My group of lunch teachers is not a negative bunch, so no need to avoid the break room!<br />11:30--Pick up class and continue math class.<br />11:30-12:45 Finish 2nd lunch period<br />12:45-1:55--Third class. 6th grade math. Similar schedule. With this class, I save Daily Math Review (the warm up) for the very end of the day. It calms them down after coming back from PE.<br />2:00-3:10 Fine Arts/PE for students Conference for me.<br /><br />Conference--No official meetings today. I copy the Destination Imagination letter for my teams. Copy some stations for guided math. I respond to emails, I attempt to clean off my desk a little bit--it doesn't stay clean for long. I meet with my math team to plan a tentative schedule for everything we need to cover during our ratio and proportion unit. I check my box.<br /><div class="separator" style="clear: both;"></div><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-sRUv-SCR_QE/VphOw_K3OeI/AAAAAAAADUk/9SL0wyjZYlQ/s640/blogger-image--379599272.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://lh3.googleusercontent.com/-sRUv-SCR_QE/VphOw_K3OeI/AAAAAAAADUk/9SL0wyjZYlQ/s640/blogger-image--379599272.jpg" /></a></div><br /></div><div>3:10--Pick up my students from Fine Arts PE.<br />3:15-3:45--Second part of third period. This is the hardest part of the day. Students are hyper from FAPE and think the day is over.<br />3:45--dismissal starts. We dismiss students from our rooms. Car riders and walkers leave first. Then buses are dismissed one at time as they arrive. Usually all the buses are gone by 4:30. Since I have early duty this week, I send my students to my team mates team at 4. A normal day, I would go home. But...<br />4:00--Destination Imagination practice starts. It is a competition for all grade levels where students solve a challenge and present it on competition day.<br />5:00--Practice Over. Kids leave. I leave<br />5:10--Stop at grocery store.<br />5:45--Pick up daughter.<br />5:50--Arrive at Home.<br />6:00-8:30--Eat dinner. Watch Frozen (daughter's current favorite movie). Play with daughter. Ignore the cleaning I should do. Shower.<br />8:30--Put daughter to bed. She only lets me put her to bed when my husband is not home. If he is, I am not allowed to put her to bed, only Daddy can.<br />8:40--Sit in the dark and read on my ipad until I am sure my daughter is asleep and I can turn on the TV.<br />8:50-10:30--Watch Netflix/Hulu. Tonight I watch Superstore on Hulu and Bones on Netflix. As I watch TV, I am working on lesson plans. I make some ratio notes for my students. Research activities for equivalent ratios. I am moving really slow tonight, so it takes me forever to make the notes.<br /><div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-c6KXqrEzPik/VphOCikHRjI/AAAAAAAADUQ/eEh_UUsBblc/s1600/ratio%2Bnotes.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="http://4.bp.blogspot.com/-c6KXqrEzPik/VphOCikHRjI/AAAAAAAADUQ/eEh_UUsBblc/s320/ratio%2Bnotes.PNG" width="240" /></a><a href="http://3.bp.blogspot.com/-soYdh-80mo8/VphQGdZnXwI/AAAAAAAADU0/aOe3q8c4byI/s1600/adayinthelife.png" imageanchor="1"><img border="0" height="174" src="http://3.bp.blogspot.com/-soYdh-80mo8/VphQGdZnXwI/AAAAAAAADU0/aOe3q8c4byI/s320/adayinthelife.png" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">Around 10:30, my husband comes home. I check on my daughter, read a bit in bed and go to sleep around 11. </div><br /></div>http://teachingwithstowe.blogspot.com/2016/01/a-day-in-life.htmlnoreply@blogger.com (Randi)4tag:blogger.com,1999:blog-4132065050066702623.post-8083630151391448234Mon, 11 Jan 2016 00:12:00 +00002016-01-10T18:12:03.245-06:00MTBoS 2016 Blogging Intiative<div dir="ltr" style="line-height: 1.656; margin-bottom: 0pt; margin-left: 36pt; margin-top: 0pt;"><span style="background-color: white; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div><div dir="ltr" style="line-height: 1.656; margin-bottom: 0pt; margin-left: 36pt; margin-top: 0pt; text-align: center;"><span style="background-color: white; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><a href="http://1.bp.blogspot.com/-0pAMBMfveYU/VpLzKJBwOeI/AAAAAAAADTw/907Prb6F5TM/s1600/mtbos-blogging-initiative.png" imageanchor="1"><img border="0" height="320" src="http://1.bp.blogspot.com/-0pAMBMfveYU/VpLzKJBwOeI/AAAAAAAADTw/907Prb6F5TM/s320/mtbos-blogging-initiative.png" width="317" /></a></span></div><div dir="ltr" style="line-height: 1.656; margin-bottom: 0pt; margin-left: 36pt; margin-top: 0pt;"><span style="background-color: white; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div><div dir="ltr" style="line-height: 1.656; margin-bottom: 0pt; margin-left: 36pt; margin-top: 0pt;"><span style="background-color: white; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I, Randi, resolve to blog in 2016 in order to open my classroom up and share my thoughts with other teachers. I hope to accomplish this goal by participating in the </span><a href="https://exploremtbos.wordpress.com/2016/01/03/kicking-off-the-2016-blogging-initiative/" style="text-decoration: none;"><span style="background-color: white; color: #1155cc; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">January Blogging Initiation</span></a><span style="background-color: white; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> hosted by</span><a href="https://exploremtbos.wordpress.com/" style="text-decoration: none;"><span style="background-color: white; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="background-color: white; color: #1155cc; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Explore MTBoS</span></a><span style="background-color: white; color: black; font-family: Arial; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">.</span></div><span id="docs-internal-guid-413e4dd1-2e04-afb3-b454-9d7119be2a44"><br /><span style="background-color: white; font-family: Arial; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">You, too, could join in on this exciting adventure. All you have to do is dust off your blog and get ready for the first prompt to arrive January 10th!</span></span>http://teachingwithstowe.blogspot.com/2016/01/mtbos-2016-blogging-intiative.htmlnoreply@blogger.com (Randi)0tag:blogger.com,1999:blog-4132065050066702623.post-3021578026596617262Wed, 06 Jan 2016 12:00:00 +00002016-01-06T06:00:32.411-06:00FractionsFREEGamesIntegersMatchingOperationsPercentTpTValentine Activities--Ways to use Matching in Math<div class="separator" style="clear: both;"></div><div class="separator" style="clear: both;">I haven't ever done holiday themed activities in my classroom before this year. For Thanksgiving I did a turkey color by number, for Christmas I did a few others. The activities were not time wasters, or busy work--they reviewed previous skills that needed reviewing. The students liked it. It was different than normal--so I made some things for Valentine's Day. </div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Coming back from Christmas break means students forget what they know. </div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Integer Operations is something that they know but need reviewing. </div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Valentines-Day-Integer-Operations-Matching-2284778" target="_blank"><img border="0" height="400" src="http://lh3.googleusercontent.com/-HbpIbJfVaPk/VonsBnlxxNI/AAAAAAAADSM/oX7LwFESMKM/s400/blogger-image--1608249574.jpg" width="345" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">On our benchmark math test in December--making equivalent forms of benchmark fractions, decimals and percents was one of the lowest performing TEKS for my students. So they need some practice with this too. </div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Valentines-Day-Math-Benchmark-Fraction-Decimals-Percents-2282991" target="_blank"><img border="0" height="400" src="http://lh3.googleusercontent.com/-2Jb1jMTo9NA/VonsCtrhyRI/AAAAAAAADSU/m0u4bNTBAvs/s400/blogger-image-773962330.jpg" width="315" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;"><a href="https://www.teacherspayteachers.com/Product/Valentines-Day-Math-Benchmark-Fraction-Decimals-Percents-2282991" target="_blank">Go here for the Fraction, Decimal, Percent Matching--It is FREE right now. </a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;"><a href="https://www.teacherspayteachers.com/Product/Valentines-Day-Integer-Operations-Matching-2284778" target="_blank">Go here for the Integer Operations Matching</a></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Valentines-Day-Math-Benchmark-Fraction-Decimals-Percents-2282991" target="_blank"><img border="0" height="320" src="http://1.bp.blogspot.com/-R79GkRt_A5w/VonyDWGLftI/AAAAAAAADSw/m6Qugiqar9w/s320/2Capture.PNG" width="237" /></a><a href="https://www.teacherspayteachers.com/Product/Valentines-Day-Integer-Operations-Matching-2284778" target="_blank"><img border="0" height="320" src="http://2.bp.blogspot.com/-Z-ALvCkXnmk/VonyDYRrStI/AAAAAAAADSs/L_0297KzbZs/s320/3Capture.PNG" width="235" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">I am going to use these matching activities in 3 ways. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">1. The students just match them. Turn all the heart pieces face up and find matches. </div><div class="separator" style="clear: both; text-align: left;">2. Play a memory game. Turn all the heart pieces face down and find matches by turning 2 cards over at a time--I will reduce the number of cards I give the students so they aren't spending forever finding a match</div><div class="separator" style="clear: both; text-align: left;">3. Play go fish. Each student will get a 7 cards and then ask their group mates for matches. If they get -25+26=, then they will ask their group mates "Who has 1?</div>http://teachingwithstowe.blogspot.com/2016/01/valentine-activities-ways-to-use.htmlnoreply@blogger.com (Randi)0tag:blogger.com,1999:blog-4132065050066702623.post-1389440362617356127Tue, 05 Jan 2016 11:30:00 +00002016-01-05T05:30:17.545-06:00AppsFREETechnologyMath Rings<div class="separator" style="clear: both; text-align: left;">Another FREE APP:<a href="https://itunes.apple.com/us/app/math-rings/id491846200?mt=8" target="_blank"> Math Rings</a>. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">In this app, students move the rings so that when you read the equation across, the equation is true. There are dozens of levels so anyone probably won't run out stuff to do. </div><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-rdvMuN2uSqU/VlXbiWUPGqI/AAAAAAAADMs/JUOxnolJu8U/s640/blogger-image-1827220691.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="http://lh3.googleusercontent.com/-rdvMuN2uSqU/VlXbiWUPGqI/AAAAAAAADMs/JUOxnolJu8U/s400/blogger-image-1827220691.jpg" width="225" /></a></div><div class="separator" style="clear: both;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-YMqbH6YVMKw/VlXbjMguc7I/AAAAAAAADM0/CxLUtbGCsJY/s640/blogger-image--624882118.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="http://lh3.googleusercontent.com/-YMqbH6YVMKw/VlXbjMguc7I/AAAAAAAADM0/CxLUtbGCsJY/s400/blogger-image--624882118.jpg" width="225" /></a></div><div class="separator" style="clear: both;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-W0AcOqpvNpU/VlXbhka2xiI/AAAAAAAADMk/RqGV0QwWAM8/s640/blogger-image-158090814.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="http://lh3.googleusercontent.com/-W0AcOqpvNpU/VlXbhka2xiI/AAAAAAAADMk/RqGV0QwWAM8/s400/blogger-image-158090814.jpg" width="225" /></a></div><br /><br />http://teachingwithstowe.blogspot.com/2016/01/math-rings.htmlnoreply@blogger.com (Randi)0tag:blogger.com,1999:blog-4132065050066702623.post-8102989899597826594Mon, 04 Jan 2016 12:48:00 +00002016-01-04T06:48:04.644-06:00Growth MindsetIntegersOrdering NumbersPosts I LoveBlog Posts I Love--Part 6Doing these blog posts help me remember the great ideas that I have read and helps me plan for how I will use them in my classroom.<br /><br />1. I have wanted to set up a large number line in my classroom for a while and<a href="http://mrelementarymath.blogspot.com/2015/09/using-interactive-number-lines-to.html" target="_blank"> this blog post</a> gave me the push. <a href="http://mrelementarymath.blogspot.com/2015/09/using-interactive-number-lines-to.html" target="_blank">Mr Elementary Math</a> posted about a number line that is geared towards younger elementary. To make it appropriate for my 6th graders, I will mix fractions, decimals, percents for students to place on the number line. I want to have this as a station that students can rotate into.<br /><br />2. Another post from <a href="http://www.mathcoachscorner.com/2012/04/math-pictionary/" target="_blank">Elementary Math Coach--Math Pictionary</a>. This is the second time I have posted about this and I am actually going to make something for a math station. Students will get an integer operation problem and will draw the algebra tiles that model that problem which their team mates will have to name.<br /><br />3. The growth mindset is something I am going to talk to my students about the day we get back from winter break. This is one <a href="http://www.edudemic.com/growth-mindset-way-learn-2/?utm_content=buffera4cf2" target="_blank">blog posts at Edudemic</a> on the importance of having a growth mindset. I have a bulletin board that focuses on growing in math and I want to make sure I am talking to my students about it.<br /><br />4. When my students take tests, I do not let them turn it in early. I give them a time and tell them they need to be working on the test until then. My students don't try to turn in the test early, but they will close their test and just sit there until it is time. I ask them to go back and check their work and some students will say "I already did" and others will go through and check that they did all the problems.<br /><br />I experimented with one class one day and briefly looked through their tests when they said they were done and said "It's not a 100." All of the students went through and some found at least one mistake and changed their answer.<br /><br />At <a href="http://whoswhoandnew.blogspot.com/2014/04/how-to-teach-your-students-how-to-check.html" target="_blank">Who's Who and Who's New, </a> this post explains the levels of checking your work. Something I want to share with my students. There are three levels from make sure you check that you have an answer, checking that your answer is reasonable, and solving the problem again.<br /><br /><br />http://teachingwithstowe.blogspot.com/2016/01/blog-posts-i-love-part-6.htmlnoreply@blogger.com (Randi)0tag:blogger.com,1999:blog-4132065050066702623.post-4821452028274085Fri, 01 Jan 2016 12:00:00 +00002016-01-01T06:00:26.249-06:00GoalsNew YearPersonal2016 Resolutions<div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-_iNR3OF9qbs/VoYJyqZ8vQI/AAAAAAAADRs/4zJCGU82u8c/s1600/2016%2BResolutions.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-_iNR3OF9qbs/VoYJyqZ8vQI/AAAAAAAADRs/4zJCGU82u8c/s1600/2016%2BResolutions.jpg" /></a></div><br /><br />I LOVE making resolutions/goals. I do it every year and spend too much time thinking about them. I thought about not doing it this year, or just making a few, but I probably over did it.<br /><br /><u>Teaching Goals</u><br /><br /><ul><li>Ask a few students every day about their life outside of school</li><li>Be better at classroom management</li><li>Call parents several times a week for positive reasons</li></ul><div><u>Personal Goals</u></div><div><ul><li>Read 25 books</li><li>Stick to a budget--My husband and I will be doing the envelope method.--This has a whole bunch of mini goals inside of it. But the overall goal is to not overspend. </li><li>Go. To. Europe. Finally.</li><li>Run a 1/2 marathon--Maybe, I am still trying to decide if I actually want to do this</li><li>Study scriptures daily--better than I have been</li><li>Compliment more people. I always think them but never say them out loud. </li></ul></div><br /><br />http://teachingwithstowe.blogspot.com/2016/01/2016-resolutions.htmlnoreply@blogger.com (Randi)0tag:blogger.com,1999:blog-4132065050066702623.post-3522975492759338830Wed, 16 Dec 2015 12:00:00 +00002015-12-31T23:23:38.998-06:00EquationsExponentsGraphic OrganizerInequalitiesNotebookPicturesPrime FactorizationNotebook Pages<div class="separator" style="clear: both;">I am really happy with how the Math ISNs are going this year. The students are taking ownership of them. I have had two students lose theirs and one student spilled water on his, but all three have wanted to redo their notebook so it has everything in it. </div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Most of the pages I come up with are me thinking quickly what the students will benefit the most from. I try not to make too many copies for the notebook. I asked the students one day if they just want to write stuff down in it, or do they like the construction paper and color. They like the construction paper and color. I think it is a more fun way to take notes, it is visually appealing, AND it makes the notes easier to read. </div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Here are some pages from the last few weeks. </div><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-8xBtMSK5wrw/VjQrx9fT3jI/AAAAAAAADHE/dXROPqRRaOY/s640/blogger-image--761087039.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://lh3.googleusercontent.com/-8xBtMSK5wrw/VjQrx9fT3jI/AAAAAAAADHE/dXROPqRRaOY/s640/blogger-image--761087039.jpg" /></a></div><div class="separator" style="clear: both;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-SxJhuIvO9EA/VjQryvpNbQI/AAAAAAAADHM/5TLunE5z0YY/s640/blogger-image--1468619300.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://lh3.googleusercontent.com/-SxJhuIvO9EA/VjQryvpNbQI/AAAAAAAADHM/5TLunE5z0YY/s640/blogger-image--1468619300.jpg" /></a></div><div class="separator" style="clear: both;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/--Gv0McVP0po/VjQrzYUSm2I/AAAAAAAADHU/fu5t1ZXUYcQ/s640/blogger-image-2071275564.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://lh3.googleusercontent.com/--Gv0McVP0po/VjQrzYUSm2I/AAAAAAAADHU/fu5t1ZXUYcQ/s640/blogger-image-2071275564.jpg" /></a></div><div class="separator" style="clear: both;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-PkxfvsH9_7c/VjQrxOF4sxI/AAAAAAAADG8/z8nurYlt1E0/s640/blogger-image--665846031.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="335" src="http://lh3.googleusercontent.com/-PkxfvsH9_7c/VjQrxOF4sxI/AAAAAAAADG8/z8nurYlt1E0/s400/blogger-image--665846031.jpg" width="400" /></a></div><br /><div class="separator" style="clear: both;"></div><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-qIGhsPowdhE/VmwqD2vhrJI/AAAAAAAADQI/JIiOtnQw14I/s640/blogger-image--1039546638.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="http://lh3.googleusercontent.com/-qIGhsPowdhE/VmwqD2vhrJI/AAAAAAAADQI/JIiOtnQw14I/s400/blogger-image--1039546638.jpg" width="400" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-eQxBCNx6h9s/VmwqBxkYOzI/AAAAAAAADP4/ZTHiHvm4eNs/s640/blogger-image--1020468855.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="299" src="http://lh3.googleusercontent.com/-eQxBCNx6h9s/VmwqBxkYOzI/AAAAAAAADP4/ZTHiHvm4eNs/s400/blogger-image--1020468855.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-qvyeMc2rnj4/VmwqC0IIXpI/AAAAAAAADQA/z70Q-0mGwE4/s640/blogger-image--1352013818.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://lh3.googleusercontent.com/-qvyeMc2rnj4/VmwqC0IIXpI/AAAAAAAADQA/z70Q-0mGwE4/s640/blogger-image--1352013818.jpg" /></a></div><div class="separator" style="clear: both; text-align: center;"><a href="https://lh3.googleusercontent.com/-WeCZmO9HvVs/VmwqE4m5AxI/AAAAAAAADQQ/6_WUh7QU3jU/s640/blogger-image--21338920.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="http://lh3.googleusercontent.com/-WeCZmO9HvVs/VmwqE4m5AxI/AAAAAAAADQQ/6_WUh7QU3jU/s400/blogger-image--21338920.jpg" width="400" /></a></div><br />http://teachingwithstowe.blogspot.com/2015/12/notebook-pages.htmlnoreply@blogger.com (Randi)0tag:blogger.com,1999:blog-4132065050066702623.post-6692529072030413110Tue, 15 Dec 2015 12:00:00 +00002015-12-15T06:00:03.418-06:00AppsDecimalsFractionsFREEIpadPercentFreddy Fractions<div class="separator" style="clear: both;"></div><div class="separator" style="clear: both;"><a href="https://itunes.apple.com/us/app/freddy-fraction/id320728417?mt=8" target="_blank">Freddy Fraction</a> is a FREE app that uses equivalent fractions and decimals and percents. </div><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-TzREndNjbI4/VlVOVEOMCNI/AAAAAAAADLw/KQkvOII6ELw/s640/blogger-image-1426593254.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="225" src="http://lh3.googleusercontent.com/-TzREndNjbI4/VlVOVEOMCNI/AAAAAAAADLw/KQkvOII6ELw/s400/blogger-image-1426593254.jpg" width="400" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Students have to get the bee to the honey pot by dragging the bee to the fraction next to them that is equivalent to the decimal in the top right corner. In this case, the decimal is .88 and the equivalent fraction is 7/8. One downfall of this game is it rounds decimals to the hundreths. So while my students know that 7/8 is equivalent to 0.875, this game rounds that decimal. </div><br /><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-bDmEu9yj9tY/VlVOWNTTWVI/AAAAAAAADL4/zm1hK8fKtSk/s640/blogger-image--1198389881.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="225" src="http://lh3.googleusercontent.com/-bDmEu9yj9tY/VlVOWNTTWVI/AAAAAAAADL4/zm1hK8fKtSk/s400/blogger-image--1198389881.jpg" width="400" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">I like that the app doesn't just use the simplified fraction and uses equivalent fractions as well. </div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"></div><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-EeuG0d7-HKI/VlVOUe9dolI/AAAAAAAADLo/9P4BhfYdnjQ/s640/blogger-image--1680046907.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="225" src="http://lh3.googleusercontent.com/-EeuG0d7-HKI/VlVOUe9dolI/AAAAAAAADLo/9P4BhfYdnjQ/s400/blogger-image--1680046907.jpg" width="400" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">As the game progresses, percents are added and the path to the honey pot gets longer. </div><br /><div><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-s8exD3WaUmY/Vmw2X1aoSYI/AAAAAAAADRA/Jns_yiomlXs/s640/blogger-image--2065610032.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="225" src="http://lh3.googleusercontent.com/-s8exD3WaUmY/Vmw2X1aoSYI/AAAAAAAADRA/Jns_yiomlXs/s400/blogger-image--2065610032.jpg" width="400" /></a></div><br /></div>http://teachingwithstowe.blogspot.com/2015/12/freddy-fractions.htmlnoreply@blogger.com (Randi)0tag:blogger.com,1999:blog-4132065050066702623.post-2713093202675879096Mon, 14 Dec 2015 11:00:00 +00002015-12-15T20:08:59.339-06:00Card SortGraphic OrganizerGraphingInequalitiesNotebookTpTWriting and Graphing Inequalities<div class="separator" style="clear: both;">I had a good week last week, <a href="http://teachingwithstowe.blogspot.com/2015/12/reflecting-on-week-thoughts-on-solving.html" target="_blank">compared to last week</a>. Things were clicking, the students were understanding and I was able to pull small groups on solving equations. </div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">We started with these cards. I wanted the students to connect the inequality signs with real world situations, so I made this inequality matching set. </div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Day 1:</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><u><b>First Sort</b></u>: I first gave students the cards without the signs. I asked them to come up with a way to sort the cards. They needed to have at least 2 groups and could have as many as they wanted. Some of the ways they sorted them.</div><div class="separator" style="clear: both;"></div><ul><li>Numbers more than 50 and less than 50 (or some other number). --These groups didn't pay attention to the situations.</li><li>Situations with more than one answer and only one answer. --I didn't expect this one and I was excited to hear it. </li><li>Situations the were positive or negative--really those that were less than or greater than. </li><li>Situations which were less than or greater than</li></ul><div>I heard so many great conversations among my students as they sorted. </div><div><br /></div><div>After their initial sort, we talked about the word inequality and what it means. One girl said that an inequality has more than one answer--a wonderful response. </div><br /><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-iBwqPJ9WC70/VmwqM34CybI/AAAAAAAADQg/bvp8LJ83Kvo/s640/blogger-image--974114861.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="http://lh3.googleusercontent.com/-iBwqPJ9WC70/VmwqM34CybI/AAAAAAAADQg/bvp8LJ83Kvo/s400/blogger-image--974114861.jpg" width="400" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><b style="text-decoration: underline;">Second Sort:</b> After introducing them to each of the signs and learning the new less than/greater than or equal to --I asked them to resort the cards in 5 groups now. This was a little more difficult for them to distinguish when it was equal to and when it wasn't. But as I walked around I got to talk to the students about how to tell the difference by questioning them. </div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Day 2:</div><div class="separator" style="clear: both;">I used this foldable to sort phrases into which sign they go with. I gave the students the cards back and asked them to look through them to find a phrase like "no more than" and identify which sign it goes with. </div><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-VEIGiqE0mfc/VmwqN0715iI/AAAAAAAADQo/J2oXZKc0NDc/s640/blogger-image-1161900514.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="299" src="http://lh3.googleusercontent.com/-VEIGiqE0mfc/VmwqN0715iI/AAAAAAAADQo/J2oXZKc0NDc/s400/blogger-image-1161900514.jpg" width="400" /></a></div><div class="separator" style="clear: both;"></div><div class="separator" style="clear: both;">Day 3:</div><div class="separator" style="clear: both;">We started writing the inequalities. We did some class practice and I called students to the board and the we added this page to their notebook and they practiced with their groups. </div><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-dm4AbE8LIYw/VmwqLyVs0YI/AAAAAAAADQY/j9L7AypE5j8/s640/blogger-image--503276445.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://lh3.googleusercontent.com/-dm4AbE8LIYw/VmwqLyVs0YI/AAAAAAAADQY/j9L7AypE5j8/s640/blogger-image--503276445.jpg" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Day 4: </div><div class="separator" style="clear: both;">We started graphing inequalities. I had some examples on the board that students came up and practiced and then they finished the above page from their notebook.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">I ended the week hearing students say this was so easy. Their exit tickets showed that they are understanding this. I know that when we start solving inequalities, it might be a different story though. </div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">The Inequality Sort Cards are <a href="https://www.teacherspayteachers.com/Product/Inequality-Sort-Real-World-Situations-2247983" target="_blank">available in my store now. </a></div><div class="separator" style="clear: both; text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Inequality-Sort-Real-World-Situations-2247983" target="_blank"><img border="0" height="320" src="http://4.bp.blogspot.com/-wtiqQZzfNZs/Vm4GrGhOOZI/AAAAAAAADRQ/M6-2D1VUrbE/s320/Inequality%2BSort.jpg" width="320" /></a></div><div class="separator" style="clear: both;"><br /></div><br />http://teachingwithstowe.blogspot.com/2015/12/writing-and-graphing-inequalities.htmlnoreply@blogger.com (Randi)0tag:blogger.com,1999:blog-4132065050066702623.post-3101386940987689175Sat, 12 Dec 2015 14:20:00 +00002015-12-12T08:20:35.568-06:00ClassroomMental mathMistakesReflectionMath Mistakes<div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-3q3OVyjnNLI/VmwqQ5oFw7I/AAAAAAAADQw/QfGRCGxBRaA/s640/blogger-image-744892213.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://lh3.googleusercontent.com/-3q3OVyjnNLI/VmwqQ5oFw7I/AAAAAAAADQw/QfGRCGxBRaA/s640/blogger-image-744892213.jpg" /></a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">I want my students to know that a mistake in math class is not the end of the world and that you can recover from them. Not only can you recover from them, you can learn from them!</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">To show them I mean what I say, I keep track of the math mistakes I make in class. When I add instead of multiply or I completely botch a problem--we make it a learning opportunity.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Sometimes the students notice before I do and say "Mrs. Stowe made a math mistake" other times I notice and ask them to find what I did wrong. </div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">It hasn't helped everyone, but I do have students willing to say what they are thinking even if it might be wrong. And students are willing to come up to the board, even if they might be wrong. We can all learn from each other when we make mistakes--even the teacher. </div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Some days are better than others. I made it several weeks without putting many tally marks on the board. But the closer it gets to Christmas, the more I have to add to the board! </div>http://teachingwithstowe.blogspot.com/2015/12/math-mistakes.htmlnoreply@blogger.com (Randi)0tag:blogger.com,1999:blog-4132065050066702623.post-2398552855053566300Fri, 11 Dec 2015 02:29:00 +00002015-12-10T20:29:50.440-06:00ClassroomClassroom ManagementRewardsClass Incentive<div class="separator" style="clear: both;">Oh my! Only 6 more school days until Christmas break and we are all ready. I am so excited to see my family and can't wait for my daughter to open her presents. She has seen all of them--but she is only 2 and will still be excited Christmas morning when she opens them. </div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">So... how do you keep classes of 6th grades excited about following classroom expectations? I am not big on giving rewards in the classroom--I wish I could eliminate them all together--but I am not ready yet. They are a crutch I occasionally use. </div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">If you use rewards, here is one way for the class to work together. I was introduced to this at a training last year. Each one of my classes has their own 100s chart. Every time I feel like the class has worked well, or entered the classroom quietly, or we've had a good discussion, etc I cross off a number. I use a random number generator app I have on my phone to pick a number. </div><div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-vnL4fVaHGjA/Vmj7rltdAHI/AAAAAAAADPo/CebZJTHF78g/s640/blogger-image--132089621.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://lh3.googleusercontent.com/-vnL4fVaHGjA/Vmj7rltdAHI/AAAAAAAADPo/CebZJTHF78g/s640/blogger-image--132089621.jpg" /></a></div><div class="separator" style="clear: both;">Once the class gets 10 in a row in any direction, they will all get a prize. Probably candy. The first day I did this was the day before Thanksgiving break--one class got 8 numbers crossed off in one day because they were so amazing. </div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Any ideas for keeping kids excited between the holiday breaks?</div><div class="separator" style="clear: both;"><br /></div>http://teachingwithstowe.blogspot.com/2015/12/class-incentive.htmlnoreply@blogger.com (Randi)0tag:blogger.com,1999:blog-4132065050066702623.post-7409541102207619304Mon, 07 Dec 2015 11:00:00 +00002015-12-07T05:00:04.397-06:00ReflectionVideoDan Meyer-Math Class Needs A MakeoverI hope every math teacher has seen this video.<br /><br />He starts by saying we sell a product that students don't want but are forced to buy. I love math--always have even if I wasn't always good at it. I wish my students could see how awesome it was. But am I doing a good enough job actually want them to buy into the product.<br /><br /><iframe allowfullscreen="" frameborder="0" height="315" mozallowfullscreen="" scrolling="no" src="https://embed-ssl.ted.com/talks/dan_meyer_math_curriculum_makeover.html" webkitallowfullscreen="" width="560"></iframe><br /><br /><br /><br />http://teachingwithstowe.blogspot.com/2015/12/dan-meyer-math-class-needs-makeover.htmlnoreply@blogger.com (Randi)0tag:blogger.com,1999:blog-4132065050066702623.post-2672768232441442192Sun, 06 Dec 2015 22:46:00 +00002015-12-06T16:46:46.121-06:00ReflectionReflecting on the Week--Thoughts on Solving EquationsI hope I am not alone in saying that we all have weeks where we don't feel we are effective teachers. This past week was one of those for me.<br /><br />I started the week with a good idea that didn't quite work that way I wanted it to. Then I felt like I had to cram 3 days of instruction into 5 days--because another day this week we had a benchmark testing day. I had also promised my students we would be doing guided math/center time everyday. So I felt rushed to stay on schedule.<br /><br />We were learning how to solve one-step equations. We had modeled how to solve one-step equations before Thanksgiving break using algebra tiles. The plan was to learn the steps for isolating the variable and solving for it by performing the inverse operation.<br /><br />When I was in school--this was when I started not getting As in math. I was able to following steps and do exactly what I was told to do. But when problems were slightly different from what I was shown in class--I was not able to solve it. I didn't understand the reason behind what I was doing, so I couldn't figure out how to solve more difficult problems. It wasn't until I had College Algebra teacher explain things and when I was studying for the GRE that I read the reason behind the "tricks" I had learned.<br /><br />I don't want my students to be in the same position I was in. Telling students to solve a one step equation just by performing the inverse operations does not work in every situation. When my students saw -4+x=12 they immediately said they needed to subtract 4 from each side. Well, that doesn't work here.<br /><br />While using inverse operations will work in most situations with solving equations--it doesn't solve for 100% of problems.<br /><br />Instead, my students need to have a good understanding of integer operations and commutative property to solve the above problem. If my students understood that -4+x was the same as x+-4 and then could change that last expression to x-4, then they could use the inverse operation and just add 4 to each side.<br /><br />So this is where I am. If my students truly understood everything I taught them this year, they could apply that information to new situations. So I am on the hunt for ways to help my students apply the information they are learning.http://teachingwithstowe.blogspot.com/2015/12/reflecting-on-week-thoughts-on-solving.htmlnoreply@blogger.com (Randi)0tag:blogger.com,1999:blog-4132065050066702623.post-8306196574372971119Wed, 02 Dec 2015 12:00:00 +00002015-12-02T06:00:00.626-06:00Classroom ManagementIntegersMental mathPosts I LoveBlog Posts I Love--Part 5<div class="separator" style="clear: both;"><a href="https://lh3.googleusercontent.com/-aSIyKrzd358/VlY9XUlDxNI/AAAAAAAADPM/bLoo8-0IOOQ/s640/blogger-image--1810281019.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"></a></div><div class="separator" style="clear: both;">Another post of blog posts I love. I found some great ideas this week and want to share them with you. </div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">1. From Embrace the Drawing Board--The game <a href="http://mrpiccmath.weebly.com/blog/integer-nary" target="_blank">integer-nary</a>. It is like pictionary, but with integer equations. For example, a student might draw the equation -3+7=-4. Then on a white board, they model it and then their team has to guess what equation it is. I am doing this in my math centers as soon as we get back from Thanksgiving. The students can also move to modeling expressions like 4x+5 and algebraic equations like x+3=10. </div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">2. The week before Thanksgiving the students had a science benchmark. Our schedule was different for the day and I wanted to have an interesting activity for my homeroom to do afterwards. </div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Enter--Hexaflexagons. At <a href="http://mathequalslove.blogspot.com/2015/11/hexaflexagon-day-2015.html" target="_blank">Math=Love</a> she shares how she introduces the whole lesson. My students LOVED making these. I had instruction, but lost the copies. But most of the students were able to figure it out on their own by watching the videos linked in the blog post. I did have the template for them to cut out. </div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">This is one of my student's hexaflexagon. </div><div class="separator" style="clear: both;"> <a href="https://lh3.googleusercontent.com/-zymHfULgdQ4/VlY9YUidJMI/AAAAAAAADPU/ER5ioVNmZJ8/s640/blogger-image-409787955.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="http://lh3.googleusercontent.com/-zymHfULgdQ4/VlY9YUidJMI/AAAAAAAADPU/ER5ioVNmZJ8/s400/blogger-image-409787955.jpg" width="300" /></a></div><div class="separator" style="clear: both; text-align: center;"></div><div style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" height="400" src="http://lh3.googleusercontent.com/-aSIyKrzd358/VlY9XUlDxNI/AAAAAAAADPM/bLoo8-0IOOQ/s400/blogger-image--1810281019.jpg" width="300" /></div><br /><div style="text-align: center;"></div><div style="text-align: center;"><br /></div><div style="text-align: left;"><br />3. <a href="https://iamamathnerd.wordpress.com/2014/01/04/countingcircles/" target="_blank">Counting Circles</a> from Who is a Math Nerd?<br /><br />This is a whole group activity that has students count by a certain number. Say you start counting by 10s but you start at 63. Or you count by 1 1/4, but you start at 1 1/2. It is a mental math routine and I can already imagine it being helpful to my students. We have transition time and sometimes we wait for other classes to be ready to switch. This could be a helpful activity during that time. But I would also like to make time for it in class because I would like to give the students time to have a discussion about their counting.<br /><br />4. <a href="http://www.smartclassroommanagement.com/" target="_blank">Smart Classroom Management</a><br /><br />I just found this blog and I love it. It is a classroom management blog--which is one thing I am always trying to be better at. Good learning cannot happen if there isn't good classroom management. I feel like most good classroom management is just common sense and begins by treating students as people with needs and wants.<a href="http://www.smartclassroommanagement.com/2015/11/07/is-it-ever-okay-for-students-to-leave-their-seat-without-permission/" target="_blank"> This post</a> is about letting students get out of their seats and establishing routines. I plan to go through this blog thoroughly.<br /><br /><br /><br /><br /></div>http://teachingwithstowe.blogspot.com/2015/12/blog-posts-i-love-part-5.htmlnoreply@blogger.com (Randi)0