TCSD Mathematics

Can There Be an Ethical iPhone? iPad?

2012-02-01T04:10:00.000-08:00

Join the petition.

After reading recent articles in the New York Times, it is difficult seeing iPads in the hands of our students without also imagining the deplorable conditions under which they were produced. With Apple sitting solidly as the world's number one company, isn't there something they can do about this?

Of course there is.

They just have to want to do something about it.

According to an anonymous Apple executive quoted in the New York Times, all Apple has to do is demand it, and it’ll happen – “Suppliers would change everything tomorrow if Apple told them they didn’t have another choice.”

Hey Apple - Think different.

Now This Is What I'd Call Using Technology for Education!

2012-01-29T08:26:00.000-08:00

Too bad it didn't happen in school!

Toronto teens Mathew Ho and Asad Muhammad worked during four months' worth of free Saturdays to put together their balloon-borne experimental package, including four cameras, a cell phone with a GPS, a home-made parachute and a Lego figure holding a Canadian flag.

Lego Man returned from his 80,000 feet (how many miles is that), 65-minute flight, with a cache of video and still images. Rather than simply consuming the creations of others via an iPad, for example, these teens put together a remarkable display of creativity, ingenuity, and wise use of a limited cash supply. The whole flight was put together for under $500.

Put those iPads away and get your imaginations back out. ;-)

Every Day. Every Class. Every Assignment.

2011-12-14T04:42:00.000-08:00

Nice. Show that we are more than that - every day, every class, every assignment. Pride, bravery, perseverance. Every day. Every class. Every assignment. We are Todd County.

Investigations Unit Training: December 8 and 9

2011-11-28T06:33:00.001-08:00

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SpringCreek Leaders Spill the Beans on Trapezoids

2011-11-17T04:59:00.001-08:00

SpringCreek students have combined excellent camera work with very clear articulation to produce two fine examples of trapezoid geometry. Pay attention, now! Your teachers, Rain and Taleah, are about to take the stage...

I visited SpringCreek earlier in the week, and observed these students measuring other geometric shapes, like cylinders and spheres. I wonder if we'll see a report on the size of a basketball vs. the size of the hoop we try to toss it through? Hmmm??? Hint hint! ;-)

Why Can We "Add Zeros" When Multiplying by a Power of Ten?

2011-11-16T18:23:00.001-08:00

Somewhere along their mathematical journey, every student is taught the "trick" of "adding a zero" to any number they multiply by 10. First of all, let me be clear - we know we aren't actually adding zero, right? Because if we add zero to any number, we end up with that same number thanks to the zero property of addition.

So if we aren't actually adding zero, or zeros as the case may be, what the heck is going on when we multiply by a power of ten?

Recently, I challenged the 5th grade teachers at South to have students answer this question. Mrs. Seger's mathematicians have risen to the challenge!

TCMS Adds One... No, Two... Hold On.. That's SIX New Videos!

2011-11-16T17:53:00.001-08:00

Need to find the area of a trapezoid, and need it NOW??? The TCMS has you covered with SIX, yes SIX videos to give you plenty of practice. Enjoy!

Klein Answers the Call!

2011-11-09T07:57:00.000-08:00

Nice work, Jesse! I liked the way you showed us how we could construct a parallelogram and use that to find the area of a trapezoid.

Trapezoid Challenge: Littleburg in the House!

2011-11-09T04:49:00.000-08:00

Excellent! Wonderful presentation... We look forward to more from you!

The Super Ultimate Graphing Challenge!

2011-10-10T04:44:00.000-07:00

Graphing Challenge

Great flash game for developing understanding of how graphs work. Can you stay within the blue field???

District Math Email Groups

2011-09-01T06:49:00.000-07:00

Your cohort of mathematics teachers is just an email away!

To communicate with everyone at your (or any) grade level, open a new email message and click "To." Then in the search window, type "math." Now choose a group you'd like to share your thoughts or questions with!

Can the Middle Class Be Saved? - The Atlantic

2011-08-29T04:11:00.000-07:00

Can the Middle Class Be Saved? - The Atlantic

It’s hard to miss just how unevenly the Great Recession has affected different classes of people in different places. From 2009 to 2010, wages were essentially flat nationwide—but they grew by 11.9 percent in Manhattan and 8.7 percent in Silicon Valley. In the Washington, D.C., and San Jose (Silicon Valley) metro areas—both primary habitats for America’s meritocratic winners—job postings in February of this year were almost as numerous as job candidates. In Miami and Detroit, by contrast, for every job posting, six people were unemployed. In March, the national unemployment rate was 12 percent for people with only a high-school diploma, 4.5 percent for college grads, and 2 percent for those with a professional degree.

Fastt Math: Status Unknown

2011-08-26T18:38:00.001-07:00

I'm sure this will be on many a mind out there...

Despite my efforts to contact the tech folks, I have yet to hear anything regarding the status of the Fastt Math server. Stay tuned.

Clarifying Timeframes

2011-08-25T18:16:00.001-07:00

Well, Chris has given me my first opportunity to blog! I've never done this before. But as Chris says, I need to practice my mathematical proficiency skill of communication. I AM a lifelong learner! I AM a lifelong learner!

We have been getting lots of questions about suggested timeframes on the curriculum guides.  Thanks for the feedback! We have changed the wording from weeks, to number of school days. School days are days in school when students are in math class (and that's every day! Right math lovers???). And please remember- these are suggested timeframes. Your mileage may vary.

We also added a bit of padding to the days in the first unit at every grade level. We know how important it is to set up your learning community and classroom routines. We wanted to give you plenty of time to determine what your students know, what your students need, as well as establish the managerial aspects of your classroom. This will free up your kid's attention from "What do I do when I have to go to the bathroom?" to "How many blocks do I have and how do I know?"

Matt Damon's Inspiring Back to School Speech!

2011-08-25T18:07:00.001-07:00

Last weekend, concerned citizens held a "Save Our Schools" march and call to action in Washington, DC. Among their goals is a demand for a well-rounded education that develops every student’s intellectual, creative, and physical potential. Matt Damon and Jon Stewart were among the marchers - both having teachers for parents.

We're an embattled group, teachers. With a new school year about to begin, I wanted to repost Matt Damon's speech here. I hope you will find comfort within his public-school educated words.

"I flew overnight from Vancouver to be with you today. I landed in New York a few hours ago and caught a flight down here because I needed to tell you all in person that I think you’re awesome.

"I was raised by a teacher. My mother is a professor of early childhood education. And from the time I went to Kindergarten through my senior year in high school I went to Public Schools. I wouldn’t trade that education and experience for anything.

"I had incredible teachers. As I look at my life today, the things I value most about myself— my imagination, my love of acting, my passion for writing, my love of learning, my curiosity— all come from how I was parented and taught. "And none of these qualities that I’ve just mentioned— none of these qualities that I prize so deeply, that have brought me so much joy, that have brought me so much professional success— none of these qualities that make me who I am… can be tested.

"I said before that I had incredible teachers. And that’s true. But it’s more than that. My teachers were EMPOWERED to teach me. Their time wasn’t taken up with a bunch of test prep— this silly drill and kill nonsense that any serious person knows doesn’t promote real learning. No, my teachers were free to approach me and every other kid in that classroom like an individual puzzle. They took so much care in figuring out who we were and how to best make the lessons resonate with each of us. They were empowered to unlock our potential. They were allowed to be teachers.

"Now, don’t get me wrong, I did have a brush with standardized tests at one point. I remember because my mom went to the principal’s office and said, “My kid ain’t taking that. It’s stupid, it won’t tell you anything and it’ll just make him nervous.”

"I shudder to think that these tests are being used today to control where funding goes. "I don’t know where I would be today if my teachers’ job security was based on how I performed on some standardized test. If their very survival as teachers was based not on whether I actually fell in love with the process of learning but rather if I could fill in the “right” bubble on a test. If they had to spend most of their time desperately drilling us and less time encouraging creativity and original ideas; less time knowing who we were, seeing our strengths and helping us realize our talents.

"I honestly don’t know where I’d be today if that was the type of education I had. I sure as hell wouldn’t be here, I do know that.

"This has been a horrible decade for teachers. I can’t imagine how demoralized you must feel. But I came here today to deliver an important message to you: as I get older, I appreciate more and more the teachers that I had growing up. And I’m not alone. There are millions of people just like me.

"So the next time you’re feeling down, or exhausted, or unappreciated, or at the end of your rope; the next time you turn on the TV and see yourself called “over-paid”; the next time you encounter some simple-minded, punitive policy that’s been driven into your life by some corporate reformer who has literally never taught anyone anything…

"Please know that there are millions of us behind you. You have an army of regular people standing right behind you and our appreciation for what you do is so deeply felt. We love you, we thank you, and we will always have your back."

THE Fastt Math Champion!!!

2011-05-19T08:09:00.000-07:00

This post is a month late... my apologies! Back on April 12 Mr. Hammer informed me that a Rosebud student had mastered addition, subtraction, multiplication, and division on FASTT Math. He wondered if she was the first in the district.

And... SHE WAS!!!

Huge props to Teana for this incredible accomplishment! Thanks also to her teacher, Mrs. Hammer, for giving Teana the opportunity to achieve this goal.

This just in! On May 19, Nathan down at Littleburg also met the ultimate goal: all 4 operations MASTERED in Fastt Math! Way to go Nathan! And thanks Miss Todd for helping him to get there!

Sentence Frames and Discourse

2011-04-07T10:56:00.000-07:00

(Please continue to video after the break... ie. click on "Read More")

In many of my conversations with teachers both individually and in CWGs, the language issue is emerging over and over again. From 1st grade through 8th grade - the need for structure and explicit instruction in student discourse is overwhelmingly clear.

Years ago, many of us had the pleasure of attending a workshop at the Middle School by Jill Eggleton. For me, it was a transcendental experience and my instruction was forever changed. She convinced me of the importance of oral language in developing WRITERS, and she inspired me to use it daily - in every content area.

From "Linking the Language Strands"

Purposeful Listening and Speaking

Oral language is an integral part of the learning program across the curriculum. Students need to have purposeful interaction in the oral language function. It is important to allocate times that provide students with experiences in the different types of oral language.

It can be: transactional language that incorporates specific functional discussions, such as describing how to play a game, give directions or poetic language, such as describing a favorite character...

Or.... it can be describing your solution to a math problem!

After the break here, you can see first graders engaged in purposeful discussion. Also notice the sentence frames behind them. Yay sentence frames!!!

Eyrie Cam!

2011-04-04T18:04:00.000-07:00

The Raptor Resource Project brings you the Decorah Eagles from atop their tree at the fish hatchery in Decorah, Iowa.

Awesome video stream of an eagle nest and some new hatchlings. Can you hear her babies tweet-tweeting?

Excitement is Building for Investigations in the Classroom Training!

2011-04-01T08:02:00.000-07:00

When I cracked open my oh-so-official "Host-Site Coordinators' Manual" for our Investigations in the Classroom Workshop, I became giddy! Check this out:

You will receive shipments, via FedEx, that include, depending on the size of the workshop, three to eight trunks and 15 to 40 boxes. Each trunk weighs approximately 150 lbs. and contains the materials that the leaders will use in their sessions.

150 lbs.??? Let me do some math... ok..... 8 x (100 + 50)... so thats 800 plus half of 800... thats 1,200 lbs!!! 1200 lbs. of potential "stuff!" Of course, since TERC is located in Massachusetts and all - I'm hoping that at least one of those 8 trunks will be filled with lobster.

We already have 60 folks signed up, so it should be a FANTASTIC week! Woo!

Here's the Workshop Flyer. We still have plenty of room for more educators interested in delivering top-notch mathematics instruction!

An Illuminating Experience for He Dog 4th Graders!

2011-03-17T04:30:00.000-07:00

Students at He Dog see the light as they work with arrays, factors, and multiples.

Ms. Rozier has a fantastic - REALLY - blog set up for her 4th grade students at He Dog.

Skedaddle on over there and say hello!

So, What's a Nuclear Fuel Rod, Anyway?

2011-03-17T03:56:00.000-07:00

This video should be required viewing for anyone interested in what Japan is currently dealing with (at least the nuclear aspect... Japan is dealing with a LOT right now)

"I think it is, frankly, less upsetting to actually understand what is going on than it is to not understand." Rachel Maddow.

By the numbers: A single fuel rod weighs over 700 pounds! A single uranium fuel pellet the size of a fingertip contains as much energy as 17,000 cubic feet of natural gas, 1,780 pounds of coal or 149 gallons of oil.

Visit msnbc.com for breaking news, world news, and news about the economy

Overwhelming

2011-03-17T03:40:00.000-07:00

How do humans cope with this level of catastrophe?

Text "RedCross" to 90999. Please. Japan has always been a good friend in our times of need (re: Katrina). It is time we return the favor.

Other ways to help.

How to Draw 3d Cube Designs

2011-03-14T18:38:00.000-07:00

Isometric grid paper is AWESOME stuff!!! If you want your work to stand head-and-shoulders above the rest at the math competition, learn how to use this stuff!!!

Here is where you can download the paper. It is much easier (in my opinion) to use the paper if you lay it down landscape style. If you are interested in printing your own variety of grid paper, use this fabulous website: Incompetech.

Watch this yourself and teach your kids, or give them some paper, and let them have at it as they watch the video themselves. Have fun!

How to Use Isometric Grid Paper from (Chris) on Vimeo.

March 15 DtM Participant Link

2011-03-14T13:03:00.000-07:00

Here is the LINK!

4th - 5th Grade Challenge Example

2011-03-12T15:47:00.000-08:00

Hope this helps, kids! Go math!

4-5th Grade Notebook Entry from (Chris) on Vimeo.

Related Literacy skills:

4.W.2 - Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly and group related information in paragraphs and sections, including formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.

6-7-8th Grade Challenge Example

2011-03-12T11:11:00.000-08:00

Have at it, teams! We're expecting accuracy, creativity, thoroughness, and FUN!!!

8th Grade Notebook Entry from (Chris) on Vimeo.

Related Literacy Objectives:

6.W.L.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization and analysis of relevant content.

7.W.L.1: Write arguments to suppose claims with clear reasons and relevant evidence

8.W L.1: Write arguments to suppose claims with clear reasons and relevant evidence

Lakeview Students CRUSH Dividing with Fractions!

2011-03-11T12:41:00.000-08:00

So there we were in Ms. Roshone's class - working with Trystan (who sends a shout-out to his former teacher Ms. Reevas!) and Travis (24! winner from the inaugural Pi Day Competition!) on some way-complicated problems involving division by fractions. I mean, this stuff is so complicated that only a rocket scientist can figure it out. Amirite????

Well.... a rocket scientist or a SIXTH GRADER!!!

These guys - along with Devan, Jessie, Kyle, Marky and Donetta absolutely crushed division with fractions.

Here was the situation - Ananda was working on an order for bows, and was like TOTALLY freaking out... She knew she'd need 2/3 yard of ribbon to make a bow. But she had NO CLUE how many bows she could make with 4/5 of a yard of ribbon!!! I mean, this situation was CRITICAL, yo!

Anyway, Trystan and Travis got down to it. They knew they were taking 4/5 of a yard of ribbon and dividing it into groups of 2/3. They made diagrams to clear everything up. They knew Ananda had 4/5 of a yard of ribbon, so they divided their diagram into 5 equal parts. Because the last fifth wasn't really available, Travis X'd it out.

Trystan knew she needed 2/3 of a yard to make a bow, so they also divided this whole into thirds!

This suddenly made total sense! "15 is a common denominator of 1/5s and 1/3s," said Trystan.

"Yeah, and 2/3 of 15 is 10," said Travis as he colored in 10 parts. "So she can make ONE whole bow. And she'll have these 2 parts left." Oh noes!!! What do we do with those two parts?!?!?! Are they 2 parts out of 15??? 2 parts out of 10??? Snap out of it, pal.

"Those are two parts for her next bow." Who said that??? It was Devan, throwing down some input. Travis had it now - "So she'll be able to make 1 and 2/10 bows, right?"

CRUSHED!!!

But the best part was yet to come...

"Ya know if you multiply that 4 by the 3 you get those 12 pieces. And if you multiply that 5 by the 2 you get the 10 he colored in... That's 12/10." Devan - you rock!!!

At that point.... there was nothing left but the high-fiving. Gratz, Ms. Roshone! Who says kids can't figure things out on their own???

3rd Grade Challenge Example

2011-03-09T16:33:00.000-08:00

Many students are wondering what will be expected of their competition entries on March 25. We will be expecting quality work! Also, the students will be working independently - a coach may be on hand, but can only offer advice in the form of a question. A question like, "Where have you seen a problem like this before? What helped you then?"

I put together an example of a possible solution to one of the challenge problems. Of course, we will expect the writing to be on par with 3rd grade expectations. Nevertheless, all 4 parts of the solution are required.

3rd Grade Notebook Entry from (Chris) on Vimeo.

Finally, I have attached a sentence frame you may want to encourage students to use in math class.

Sentence Frame Excel format (you can edit this one)
Sentence Frame PDF format (you just have to print this one)

3rd grade writing standard:

"3.W.2 - Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension

b. Develop the topic with facts, definitions, and details.

c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

d. Provide a concluding statement or section.

3.W.4 - With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-2 above.)"

Creating Polygons with Logopaths Can Be Tricky

2011-03-07T08:56:00.003-08:00

When creating polygons with specific angle measures in Logopaths, students often become confused. Confusion isn't a bad thing - of course - but when using software, there is a tendency to think, "Oh, this program doesn't work correctly" rather than realize that you have a deeper issue on your hands.

So when a student wants to create an equilateral triangle, for example, they may know they need a 60 degree angle, so they program, "rt 60" and are very surprised when they don't end up with what they thought they were going to end up with!

In this video, I try to clear up some of the confusion

Timmy Turns Polygons from (Chris) on Vimeo.

Pi Day: Circle Hunt!

2011-03-05T16:05:00.000-08:00

Just in time for your Pi Day celebration! I put the beginning of this activity together with a younger audience in mind (Grades 1-3) but also included some spreadsheet love for 4th and 5th graders.

When I last did this activity (in a joint operation with Lacosta way back when) it was Anthony Bizardie who made "the discovery" about the magical 3.14.

Who will your Master Conjecturer be???

Pi Day: Circle Hunt! from (Chris) on Vimeo.

Logopaths: Feed the Turtle

2011-03-05T10:13:00.000-08:00

Years ago, my students absolutely LOVED Geo-Logo. I'll never forget the amazing and complex creations of a kid named Derek Red Feather. (Derek - where are you???)

Unfortunately, Geo-Logo was gimped in the Investigations 2nd Edition. Doug Clements (the creator of Geo-Logo AND Building Blocks) and myself had quite a session lamenting this fact at the last NCTM Conference.

Nevertheless, the Logopaths software will still provide plenty of learning opportunities for your students. Hopefully, they've already experienced this in Unit 3. If not... there's no time like the present to add this to your workshop! You can find the software on your Investigations disk, assumed to still be in your binder.

Logopaths: Feeding the Turtle from (Chris) on Vimeo.

Why Pi?

2011-03-01T10:25:00.000-08:00

I recently attended an excellent Webinar, Slices of Pi, with Key Curriculum Press. In one of the activities, we investigated Pi in a rather unusual way: by looking at the ratio 22/7.

In honor of the upcoming Pi Day celebrations, I thought I'd share this with you and your students. Very interesting!

Pi Flower from (Chris) on Vimeo.

Walking With Henri and Emile!

2011-03-01T07:37:00.000-08:00

Walking With Henri and Emile Sketchpad tutorial.

One of the learning goals for Unit 5 (Moving Straight Ahead) is "I can construct tables, graphs, and symbolic equations that express linear relationships."

I've put together a Sketchpad tutorial to show you (or your students) how the investigation with Henri and Emile can be represented using dynamic software. You may want to use this tutorial to teach yourself how to construct the representation and then lead your students through it, or set it up as an independent activity.

Have fun!

Got Legs?

2011-02-25T17:00:00.000-08:00

Then you've got no excuses! Get out there and do something challenging.

Today!

Aaron 'Wheelz' Fotheringham - Wheelchair Action Sports from Unit Clothing on Vimeo.

Representing Stories Graphically

2011-02-24T08:36:00.000-08:00

The Geometer's Sketchpad can do so much more than build polygons! Use this sketch to help your 7th graders build their connections between graphic representations and real-world situations.

This sketch, while excellent for demonstration purposes, is ideally put into the hands of students so they can manipulate the variables and see how their actions impact the graph and the action.

Download the sketch!

"You better lose yourself in the digits of pi, it’s a high"

2011-02-16T18:01:00.000-08:00

What the heck.... it's fun. /grin Are you ready for Pi Day??? Maybe this will help get your class in the mood!

Mathmaticious is still the king, imho. 2,398,000 views! Superstar!

57 Degrees and Climbing

2011-02-13T10:07:00.000-08:00

It's my blog and I'll ride if I want to!

Absolutely spectacular day here in the Sandhills. After only 35 kicks or so (and no hyper-extended knee this time, whew!) I was able to take the Pi Project around the block. This meant, of course, slipping in and out of the ice floes and ponds still found on most streets and every intersection.

But hey - it was a ride!

After rebuilding the engine last Fall, I'm still anxious to get it out on the highway and open it up.

Looking at the Skills of Speaking and Listening In First Grade

2011-02-11T11:32:00.000-08:00

Some years ago, Ms. Ogonoski's first graders were struggling with the skills of listening to and speaking with one another. Ms. Ogonoski devised a rather clever lesson in which she and her class negotiated a rubric, practiced it, and then used it to assess their listening and speaking skills throughout the day.

Despite this being an experience set in a first grade classroom, I can think of no reason that this wouldn't be an important process at any grade level.

We made this video to document their experience with a very real and practical performance assessment. I hope you enjoy this one from the vault!

Listening and Speaking: Grade One from (Chris) on Vimeo.

Even Old Geezers Can Learn a New Trick

2011-02-11T11:08:00.000-08:00

What have each of us learned lately? Was it easy? Should we expect learning to be easy for our students?

Using Language to Explain Our Thinking: Grade One

2011-02-11T10:10:00.000-08:00

The North 1st Grade CWG has set the following Smart Goal: By May, 2011 80% of the North Elementary First grade students will offer a proficient explanation of their work as measured by the Rubric for Assessing Language.
Here is the rubric we are currently using to assess students' explanations.
I've also created a couple of "models" that the teachers can use to explain the rubric to students and talk about what they will be looking for. Here is a second example. And a third.

Untitled from (Chris) on Vimeo.

Just Plug It in

2011-02-11T07:42:00.000-08:00

Just Plug It In from (Chris) on Vimeo.

TKE and The Ladies get plugged in (and give Mrs. Linster the bidness)

/grins and giggles - thanks for being such a good sport Mrs. Linster!!!

Kathy Richardson Piloted in North Carolina

2011-02-10T19:15:00.000-08:00

These teachers seem pretty pumped to be using Kathy Richardson's assessments! (Hope they synchronize those Palms! /shudder)

Bobbie, Meredith and I attended a workshop with Kathy last Spring. We spent part of the week (mainly the parts related to eating large Texas hamburgers) with 2 representatives from The North Carolina Department of Education. It is good to see that their planned implementation is receiving a lot of buy-in from teachers, administrators, and local TV stations.

Comparing Fractions, with Reason

2011-02-09T17:54:00.000-08:00

Students in Mrs. Knox's classroom have been comparing fractions, decimals, and percents by reasoning about the relative size of their pieces. In this video - a follow-up to the previous day's lesson - students explain their conjectures about why 7/8 is larger than 5/6.

Grappling with Fractions from (Chris) on Vimeo.

In fact, they said their conjecture would work for any fraction that was 1/nth less than the whole! Students tested these conjectures by creating additional fractions to compare. In the process, students also began noticing equivalent fractions. It was exciting to hear students talk about their understandings! One of their next steps will be to master the mathematical language and clearly articulate their understandings and discoveries.

Are other 5th grade classrooms making similar conjectures? We'd love to hear about them here at TCSD Math!

Angle Sums Round Two

2011-02-05T15:02:00.000-08:00

Angle Sums Round Two from (Chris) on Vimeo.

Okay, Springcreek - ready for round two? Download the Angles and Sums sketch right here.

Angle Sums of Any Polygon

2011-02-04T05:34:00.000-08:00

I've created a couple of very short tutorials to assist students in using Sketchpad to investigate lesson 3.2 from Stretching and Shrinking. Here is the sketch to go along with them: Download Sketch

Angle Sums - Tia's Method from (Chris) on Vimeo.

Angle Sums - Cody's Method from (Chris) on Vimeo.

Trapped!

2011-02-02T07:16:00.000-08:00

Finland's Education Success

2011-02-02T04:17:00.000-08:00

Parents + Teamwork + Trust

It is interesting that in the developed world, Finnish children spend the least number of hours in school per day, yet produce the best results.

Looking at Letters

2011-02-01T13:31:00.000-08:00

Most of us know that reading aloud to our children is critical in laying a strong foundation for success and enjoyment in reading. Do we provide the same experiences in mathematics?

Practice being a keen observer with children whenever possible. Notice patterns on clothing, details in pictures, plants, and in the street you live on. Talk with your children and really listen to what they are saying. Don't think you have to know an answer to every problem or question! That is one of the best examples we can set for our kids: teach them that asking questions can be more important than answering them!

I've been enjoying many of the activities in Family Math for Young Children by Coates and Stenmark. One of our favorite activities is called, Looking at Letters. It is a simple, yet powerful activity about observation. I think this is a worthwhile activity for Pre K and Kindergarten classrooms where children are beginning to master their letters, and are ready for a more challenging way of looking at them. We use an old coffee bag to keep our letters in.

On a recent snow day, we had some fun with letters.

Looking at Letters from (Chris) on Vimeo.

Symmetry

2011-02-01T13:23:00.000-08:00

Symmetry is beautiful. And sometimes, just a little frightening.

Pi Day is Just aROUND the Corner!

2011-02-01T09:32:00.000-08:00

Catch the web presentation, Slices of Pi, by Andres Marti. Slices of Pi provides you an opportunity to engage in Sketchpad activities that explore circles and use dynamic approaches to reveal the value of pi. In this webinar, you will:

plot geometric measurements to derive the circumference-to-diameter ratio, then slice up a circle to derive the area formula

explore simple animations that unexpectedly reveal pi

investigate inscribed polygons, equations of circles, and the relationship between circles and ellipses.

Choose one of two offerings:

Tuesday, February 15, 2011 4:00 PM - 5:00 PM EST
Wednesday, February 16, 2011 7:00 PM - 8:00 PM EST

Zingo! A Duncan-Approved Learning Game

2011-01-30T13:36:00.000-08:00

I'm a hardcore gamer. Board games... card games... video games, you name it and I'll play it! Heck, I can't even walk across a playground without asking the double-dutchers if I can get in on a round!

Games help to develop all kinds of skills - especially the ones I care about the most: creativity, flexibility, and good 'ole strategic thinking. Naturally, I've wanted to get my own kids established in one of my favorite pastimes. We started things off with Cariboo, a fabulously fun game in which kids learn while matching letters, numbers, shapes and colors AND practice sharing and turn-taking.

Cariboo! from (Chris) on Vimeo.

Cariboo! was great fun for our 2 year old, but not so much for the little guy. When Finley turned 4 we gave her Zingo! and Wow - it was a hit from day one for both Finley and her 2 year old brother.

Zingo is a fast-paced, energetic variation of Bingo. Kids get a kick out of pulling the Zinger forward to reveal two mystery tiles and attempting to be the first to call out the tiles that match the images on their cards. The first player to fill his or her card wins!

Beyond just plain fun, kids have the opportunity to learn to read short words, to think quickly, and to keep images and associations stored in their memory. Oh, and an opportunity to beat dad is always a huge draw!

If I were teaching Pre-K or Kindergarten, I would definitely want a copy of Zingo! (I bet even first graders would love the game, although there might not be as much to learn) Kids quickly learn to manage the game for themselves, and play over and over again. There is even a new version, Zingo! 1-2-3, that requires children to match numerals with quantities. Heck yeah! Duncan's birthday is coming up!

Zingo! from (Chris) on Vimeo.

Valentine's Day Quilt

2011-01-29T09:13:00.000-08:00

Put a little heart into your lessons this Valentine's Day! There is a fun quilting activity over at the Mathwire.

The Locket

2011-01-28T05:05:00.000-08:00

Miss Haswell noticed a lovely locket 'round the neck of a 2nd grader, Leiloni.

"Oh! I just love that heart necklace!" said Miss Haswell.

"It's a heart and key," corrected Leiloni. "The key is for my locked notebook - where I keep all my equations."

How precious!

A Math Notebook is a Terrible Thing to Waste! ;-)

Algebra Tiles Redux

2011-01-26T15:44:00.001-08:00

Had some teachers asking about the algebra tiles video... so here it is!

Introduction to Algebra Tiles from (Chris) on Vimeo.

Is It Really Either/Or?

2011-01-23T11:55:00.000-08:00

Of course, not all valuable learning is constructivist. Other types of learning, such as rote memorization, have an important role, too - as, for example, in learning foreign language vocabulary words. The instructional challenge for a teacher is in knowing when to use which approach. - Charlotte Danielson

In her excellent Enhancing Professional Practice, Charlotte Danielson identified one of the most problematic decision points for today's teacher. Essentially, it boils down to this: When do I tell and when do I ask? Recent Core Reading sessions have reminded me that, because of curricular expectations, Todd County teachers struggle with this question more so than teachers from other districts.

Hopefully, we will come to realize that you can do both! Distinguished teachers avoid throwing constructivist strategies up against the left wall, explicit instruction up against the right, and then stubbornly adhering to one or the other. Distinguished teachers make judicious use of both practices.

Now, having identified a need for both approaches, I don't want to imply that there is some sort of perfect PC balance between the two - at least not in mathematics.

Questioning is a far more difficult form of pedagogy for teachers than are coaching and telling, because it is the least predictable. - Ted Sizer, Horace's Compromise

The new Common Core Standards identify 8 "Standards for Mathematical Practice" describing the variety of expertise that mathematics educators at all levels should seek to develop in their students. The strands of mathematical proficiency specified in the National Research Council’s report Adding It Up:

adaptive reasoning,
strategic competence,
conceptual understanding (comprehension of mathematical concepts, operations and relations),
procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and
productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy)

Given this list of proficiencies, a math teacher would be most likely to use more explicit forms of teaching in helping students reach procedural fluency. Again, this isn't to say that the other proficiencies lend themselves exclusively to constructivism. But constructivist learning theories will certainly inform the majority of an accomplished math teacher's repertoire. Assuming, of course, that reasoning and sense-making are high on their list of objectives.

Infinity Elephants

2011-01-21T10:11:00.001-08:00

Lookee Here!

2010-11-13T12:09:00.001-08:00

"I Have Who Has Cards" spotted at Plains Trading Company!

Input / Output Machines

2010-11-11T08:12:00.000-08:00

Input / Output machines always have a way of sneaking into the high stakes tests like the DSTEP. But, as we all know, that is the least of the reasons we should use them. They provide practice in flexible thinking - and are an effective primer for more difficult challenges like the game of 24.

Our Pre-K through second grade students already have access to a very nice input/output machine in their Building Blocks software. But there isn't much for our older students - the same ones who will likely see some of these questions on their standardized tests.

Fortunately, you can find a whole set of more advanced Input/Output Machine activities over at the Mathwire. This activity makes another fine addition to a workshop or menu.

I'd like to challenge you to send me your own set of cards! Let's see what you can come up with! Here's one I made with third grade in mind: Guess My Rule Grade 3

2010-11-10T13:49:00.000-08:00

No offense, language arts teachers - but a great math teacher can bring it!

Having trouble incorporating Marzano's strategies into your math lessons? How about direct vocabulary instruction around math concepts? With some poking from Peggy Diekhoff, and great advice from the "Supporting Student Literacy" strategies of College Preparatory Mathematics, I've put together a guide for embedding solid reasoning and sense-making skills into your mathematics classroom.

While many of the examples are geared toward a high school curriculum, I think teachers of all grade levels can find something valuable here.

Why My Math Teacher is the Most Effective Language Arts Teacher I've Ever Had!

A Menu Structure with Mrs. Hausmann

2010-11-08T03:56:00.000-08:00

1st grade menu from (Chris) on Vimeo.

Mrs. Hausmann's students are working in a menu structure. Menu is a way of organizing your workshop around a select number of learning goals. In this video, I also take the opportunity to formatively assess students on their ability to count small groups.

If you are interested in establishing a menu in your classroom, I've put together this overview to get you started.

It's About More Than Numbers

2010-11-06T11:56:00.000-07:00

Who says you can't get the warm fuzzies after a good math workshop?

Don't Worry from (Chris) on Vimeo.

Third Grader From North Masters First 100 Facts!

2010-11-03T13:17:00.000-07:00

Congratulations to Arvish and her teachers Deb Waln and Pat Eddie!

On Tuesday, October 26th, Arvish became the first 3rd grade student to master all 100 of the addition facts from 0 + 0 to 9 + 9. This means that Arvish was able to solve each of the 100 combinations within 8 tenths of a second! Her achievement required a lot of hard work and perseverance - we LIKE that around here at TCSD Mathematics.

We like that a LOT.

Nice jacket, Arvish. Who's next?

End of Unit Assessment Trackers Now Available!

2010-10-26T15:14:00.000-07:00

Please use these trackers to collect your assessment data. Once a unit is complete, just email me your file! For future reference, these trackers will be available on the pacing guide home page.

We are asking you to collect this data for three important reasons. First of all, the district has a vested interest in the achievement of our students as it relates to our day-to-day curriculum. Rather than rely on periodic data from the DACS or the DSTEP, for example, we can track student progress throughout the year on the very learning objectives we strive to teach each day.

Secondly, with data available on each question, we can pinpoint an area of difficulty and then determine whether there is an issue with the question itself, or with our instruction. This will help us refine the assessments from year to year.

Finally, our students are mobile. When a student transfers into a new classroom, a teacher can request previous assessment data and we can supply it.

Grade One Assessment Tracker

Grade Two Assessment Tracker

Grade Three Assessment Tracker

Grade Four Assessment Tracker

Grade Five Assessment Tracker

Grade Six Assessment Tracker

Grade Seven Assessment Tracker

Grade Eight Assessment Tracker

Work Ethic Rubric

2010-10-23T06:47:00.000-07:00

Are you using a menu or workshop format in your math block? Working levels are designed to help raise students' awareness of their own behavior, to make expectations more explicit, and to give focus to discussions about what it means to work hard.

Students of all ages must be given opportunities to discuss questions like,

"What does it look like to work hard?"

"What does it look like to be responsible? What will we see? What will we hear?"

"How will we know when we're working hard?"

A working levels rubric gives students more information about what is expected and the information they need to improve.

Work Ethic Rubric

(from Working Levels by Kathy McGrath)

Level 4

Productive
Respectful
Collaborates with Others
Craftsmanship

Level 3

Productive
Respectful

Level 2

Works when Reminded

Level 1

Not Working

Level 0

Interfering with Other's Work

Level 4 Characteristics

All work from Level 3, works productively and challenges self and others; works collaboratively when opportunity arises; demonstrates craftsmanship in work when appropriate.

Level 3 Characteristics

Works persistently and productively on assigned and self-initiated tasks; respects the rights and work of others; engages in productive conversation; takes care of materials and the environment

Level 2 Characteristics

Work accomplished with reminders or questioning done by adult present; sometimes working and other times not working; conversations may be unproductive

Level 1 Characteristics

No, or very little, work evidenced there may be unfocused wandering

Level 0 Characteristics

Loud talking; often silly or goofy; minimal and/or careless work accomplished; actions interfere with another's ability to concentrate or accomplish the task assigned; behavior may require frequent teacher intervention; materials and the environment may be misused.

For teachers working specifically in the primary grades, these working levels are appropriate:

Working Levels

Level 4

Responsible
Respectful
Help Others

Level 3

Responsible
Respectful

Level 2

Works when Reminded

Level 1

Not Working

Level 0

Bothers Others

The Cost of "Achievement?"

2010-10-20T06:00:00.000-07:00

Making Sense of Division

2010-10-08T08:40:00.000-07:00

When solving division problems, students are often able to produce a quotient without realizing what that quotient represents. For example:

The bag has 695 pieces of candy corn, and Alyssa wants to put them into bags of 50. How many bags will she need?

Students may be able to mechanically produce the quotient 13. But do they fully understand the referential meaning of "13"? And let's not even get started about what the remainder represents!

Explicitly teaching students, with a model, that there are two ways to think about division can help them develop powerful mental structures for analyzing their results. I'm going to suggest Cuisenaire Rods as an excellent model for representing division.

Sharing (partitive) division is the situation your students are most comfortable with because it can be solved by dealing out. In sharing division, we know the total and we know the number of groups. The unknown is the number of items in each group. We can solve this by dealing out, or sharing, all of our items one at a time until there are no more to be distributed.

Sarah has 10 puppies and 2 doghouses. How many puppies can be grouped evenly in each doghouse?

The Cuisenaire Rods offer a nonlinguistic representation of the situation. We have a given total divided into 2 groups. We must find the number in each group.

There will be 5 puppies in each doghouse.

In the second division situation, the action to solve the problem is making groups. This is called measurement division, and lends itself well to the idea of repeated subtraction - repeatedly removing groups of a particular quantity until there are no more to be removed.
With a measurement division situation, we know the total, and we know the number in each group. The unknown is the number of groups.

Amiel has 10 puppies. He wants to place them 3 to a doghouse. How many doghouses will Amiel need?

We are presented with a given total, and the number per group. We must find the number of groups.

We see that there will be 3 groups of 3 with one puppy left over. So Amiel will need to either give one puppy away are build a 4th doghouse!

Students should be challenged to solve both types of division problems, and to imprint the models into their mental toolbox. Eventually, students will develop strategies they will apply in both situations, and use their mental models to help them make sense of the results.

Climb the Ladder!

2010-10-03T17:14:00.000-07:00

Danylle, the 4th grade teacher at Hedog, is concerned about her students' fluency with base-10 concepts. We dug out her Kathy Richardson "Understanding Numbers: Place Value" kit and put together an effective (We hope!) set of activities for Menu.

It was funny, though, because our planning session began with me giving her an impromptu idea that seemed great at first, (Don't they all? Ha!) but looked more and more shabby the deeper we went into Kathy's materials.

Danylle proved her worth as a teacher, though, with unflagging encouragement! "I like your idea, Chris," she said. "I'm going to still use it."

Uh huh.

I left Hedog that afternoon determined to craft this idea into an activity that would produce results, and wouldn't look pitiful next to the other Menu items. I happened across some "Climb the Ladder" activities while browsing Mathwire.

Climb the Ladder was just the touch I needed! So I'm happy to share with you an activity that requires only a deck of digit cards and ~~a work~~ some activity sheets. This should be good for latter year second graders, third graders, and 4th graders who need further support or practice.

Note: The directions ask students to represent their number using squares, lines, and dots. This vocabulary was chosen for simplicity. These representations should be connected with the flats, rods, and cubes of the base-10 blocks, or to the sheets, strips, and singles of the Sticker Station.

Have fun!

Download: Climb the Ladder Base-10 and Place Value Concepts

I Have/Who Has Du Jour!

2010-10-03T16:17:00.000-07:00

Do your students need practice with concepts or skills they are working to master? The I Have/Who Has activity is an engaging and motivating way for kids to gain fluency in small groups, with partners, or as a whole class. While they practice, you can check for understanding.

I have x + 1! Who has...

I have 1 ten and 4 ones. Who has...

Follow the break to download card decks and find out more about this activity.

I have formatted the following decks to be printed to the Avery 5263 2" X 4" labels. These can be ordered directly from Supply. Then you can affix them to index cards and the kids can be rolling in minutes!

IHWH Algebra Expressions

IHWH Base-10

IHWH Doubles

Using the Decks

Give one card to each student. If you have cards left over, give these to students who need more practice!
Once the cards have been distributed, encourage students to look at the answer they "have" and to think about the question this might be answering. Any student may begin play. The round is finished when the first person to ask "Who Has?" stands to reveal what they "Have."
Keep track of the time it takes to complete each round. Challenge students to become faster and faster! But, obviously, avoid a situation that may lead to anyone picking on someone who struggles to answer.
For small groups, or a menu/center activity, students deal cards out in front of them and manage several of them at once (just like multiple card bingo!)
Shuffle and repeat!

Send me more ideas for decks, or submit some of your own!

Reporting with Kathy Richardson

2010-09-22T12:12:00.000-07:00

Using the AMC software to chronicle your children's thinking is only the first step toward understanding their thinking so that you can provide activities to push them toward a deeper connection with number and quantity.

The next sensible step is to examine the data. Log into amcanywhere.com and look for the "Reports" icon.

From here, you'll be treated to a bevy of options!

The student detail report is extremely handy in getting to the nitty gritty details of an individual student's thinking. This is also a dynamite report for conferring with parents and colleagues about a particular student performance.

Any notes and comments you provide during their assessment will also appear on this report.

A second useful report for communicating individual student performance is the Student Progress Report.

The progress report lists all assessments within a specific time period, and tracks a student's progress on each task of the assessment.

Moving from specific student performance to your class as a whole, we find the Class Instruction Report. Very useful in showing at a glance which students fall into the Instruction, Practice, and Apply categories for targeted instruction.

In this example, we see all students who have achieved "Apply" status in particular categories. We could adjust the filter to show students needing Instruction and Practice in these same categories.

Finally, the Class Summary Report shows the current level of performance for each student in your class.

Now that you have identified the needs of your children, you will be well equipped to provide the experiences they need. Please refer to the "Linking Assessment and Instruction" sections of you AMC assessment manuals.

Happy Teaching!

How Many?

2010-09-22T08:56:00.000-07:00

For every young child, learning to count while simultaneously developing a sense of quantity is challenging work! Our data hints at the complexity hidden within the seemingly simple task of counting cubes.

1st Grade Students Who Can Accurately and Consistently Count a Group of 21 Objects

67% of incoming first graders can accurately and consistently count a group of 21 cubes.

1st Grade Students Who Can Accurately and Consistently Make a Pile of 18 Objects

However, when asked to create a pile of 18 cubes, only 46% of students can successfully complete the task.

Why the discrepancy?

Counting is more than saying a rote sequence and recognizing a numeral. According to Kathy Richardson, "Counting is finding out how many."
When children first learn to count, they simply name the next number in the sequence without attending to the actual quantity. Kathy calls this the "land and count" stage. For children in this stage, the challenge is to count each object once and only one as they count and to keep track of how many they've counted. The answer to "How many?" is whatever number they happen to say last.

During the "land and count" stage, children may have learned the importance of one-to-one correspondence, but they are still working to develop accuracy and a true idea of quantity. They will, for example, get different answers when recounting a group of objects without being bothered in the least. When a child is bothered by discrepancies in counting, we know that they are beginning to develop their sense of quantity.

But what is with the struggle to make a pile of 18 objects?

Difficulty in making a pile of 18 is a result of numbers lacking meaning for a child. Children who make these kinds of errors are still devoting their attention to the mechanics of counting - to keeping track, to saying the right number names, to putting their finger on the right object. As their comfort with counting grows, as they think more and more about "how many," they will also gain facility with holding a number in their mind as they count. They will be able to do this with or without distractions around them. In other words, when children perform poorly on this part of the assessment, the culprit isn't classroom distraction - it is lack of enough experience in really thinking about the question, "How many?"

I Have... Who Has? Coin Cards!

2010-09-19T10:38:00.000-07:00

The Mathwire has an excellent adaptation of the "I Have Who Has" activity using coin cards. Not only will this activity provide plenty of practice in using coin equivalence and coin recognition, but it will also give students some authentic practice in adding small quantities.

Download your own set of coin cards, and read all about the activity here at the Mathwire.

Non Linguistically Speaking

2010-09-17T08:09:00.000-07:00

When students struggle to interpret story problems into a mathematical statement they can tackle and solve, a nonlinguistic representation may lead to success. Explicitly engaging students in the creation of lonlinquistic representations increases activity in the brain (Gerlic & Jausovec, 1999)

Language challenged 3rd graders might find this problem difficult to navigate:

Riverside School had 517 students last year. This year, 60 students moved away before school started. How many students does the school have now?

A nonlinguistic representation to help students create a mental picture of, and organize, the essential information.

TOTAL
Part	Part

Substituting the information from the problem, our representation becomes:

517 students (Total)
60 students (Part)	Part

Using this representation, it is perhaps clearer to students that they are looking for the difference between 60 and 517. They could then solve the problem in one of two ways: by counting on from 60, or by subtracting 60 from 517.

Looking at a second problem, we find:

Ocean View School had 641 students last year. This year, there are 168 more students. How many students does the school have now?

Students now (Total)
641 students (Part)	168 more students (Part)

Students should see that when the total is unknown, as in this case, they will need to combine the parts.

Perhaps this underused strategy - creating powerful mental images - will give your students a powerful new tool for interpreting word problems!

Calculation Nation!

2010-09-17T07:18:00.000-07:00

Calculation Nation^® uses the power of the Web to let students challenge opponents from anywhere in the world. At the same time, students are able to challenge themselves by investigating significant mathematical content and practicing fundamental skills. The element of competition adds an extra layer of excitement.

“The games on Calculation Nation^® provide an entertaining environment where students can explore rich mathematics,” said Jim Rubillo, Executive Director of the National Council of Teachers of Mathematics (NCTM). “Through these games, students are exposed to the same mathematical topics that they see in class as well as those that are recommended in Curriculum Focal Points.”

The Motorcycle Boy Rules!

2010-09-09T17:34:00.000-07:00

Velodrome: A velodrome is an arena for track cycling. Modern velodromes feature steeply banked oval tracks, consisting of two 180-degree circular bends connected by two straights. The straights transition to the circular turn through a moderate easement curve.

I hope that's enough math to justify another motorcycle post. Actually... who cares. The motorcycle boy rules!

What Do Third Graders Know About Addition?

2010-09-09T10:30:00.000-07:00

Mr. Birch's third graders have been putting together a list of statements they believe to be true about addition. Here is what they have so far:

What do we know about addition?

1. Numbers usually get larger.

2. You are putting things together.

3. Adding sign is +

4. Find the total.

5. How many all together?

6. What is the sum?

7. Addends can be added up in any order to the sum.

8.           7   ----addend ------     5
            +5   --- addend ------- + 7
           12 ---- sum     ------- 12

What do other third graders think about this list? If you'd care to add something, or have any questions for us, please leave a comment!

I have a question about the first item on their list. Mr. Birch's students suggest that numbers usually get larger with addition. Can you give an example of when the sum gets smaller???

Spring Creek Mathematicians Tell Addition Stories!

2010-09-09T10:20:00.000-07:00

8 Sleeping Billy Goats + 2 Billy Goats Playing from (Chris) on Vimeo.

Mathematics is about far more than numbers - and certainly must include more than lists of rules. In her book What's Math Got to Do With It?, Jo Boaler describes math as

a human activity, a social phenomenon, a set of methods used to help illuminate the world

Second graders at Spring Creek are exploring how mathematics can be used to illustrate simple stories. More specifically, they are crafting stories involving combinations of 10. Perhaps you can tell what time of day these were recorded by all the references to sleep. /grin

6 Humans + 4 More Humans from (Chris) on Vimeo.

3 Bigfoots Sleeping + 7 More Bigfoots from (Chris) on Vimeo.

7 Lizards Sleeping + 3 Lizards Playing from (Chris) on Vimeo.

5 Kids Watching TV + 5 Sisters Helping Their Mom from (Chris) on Vimeo.

1 Kiersten + 9 Cousins In the House from (Chris) on Vimeo.

Motorcycles, Math, and Mistakes

2010-09-06T16:48:00.000-07:00

First Start from (Chris) on Vimeo.

Some might think that the only math in the minds of bikers heading to Sturgis revolves around miles per hour and motel rates. When things go wrong, though mathematics is often the culprit. And just as reliably - part of the solution.

Two weeks ago, my engine stuck a valve. When I lifted the rocker covers, I found enough evidence to warrant a complete top-end overhaul. There was plenty of good math involved!

In adjusting the pushrods (those thingies that get lifted by the cam and open and close your engine valves), Jason and I had to figure how many rotations of a 32 threads per inch screw would be required to preload a lifter piston by one-tenth of an inch. A correct solution keeps the valve train running quietly and efficiently. An incorrect adjustment could lead to a piston slamming a valve and me doing this job all over again! How many turns would you make?

Another crucial area involving math is proper torque on the nuts and bolts as we reinstalled the cylinders and heads. You will need to know if you are using inch pounds or foot pounds, and you'll have to be able to convert from one to the other! If your wrench gauge only shows inch pounds, yet the specs call for 12 foot pounds, where do you set the gauge?

Keep in mind that part of rebuilding motors - and anything else you do - involves making mistakes. A mistake is what led me to rebuilding this in the first place, and I'll likely end up rebuilding it again to counter another error. But without those mistakes, and without the gumption to tear a motor apart and "take a wack at fixing it," I'm left with nothing but a mysterious lump of aluminum and a mechanic bill. (Sure, there's math in that, too. But subtraction from the checking account doesn't feel very rewarding)

Don't be afraid of a mistake. Get out there and try something new! Your future may depend upon it.

Characteristics of an Effective/Ineffective Classroom

2010-08-31T07:18:00.000-07:00

During last week's Core Reading class, my table was asked to offer the characteristics of an ineffective classroom. We did ... a serviceable job... But as I drove home and reflected upon the day, I realized that we had missed a golden opportunity. It is one thing to put together a "horrorshow" list of characteristics. Elements like: "No engagement;" "lack of management," "the teacher doesn't care," and "teacher lacks content knowledge" quickly come to mind. The problem, though, with a list like this is that very few teachers are going to say, "Yep - that's me. I know nothing about the subject I'm teaching." Or "My classroom would be effective if only I could bring myself to care." Typically, we might see that list and think, "Hmmm, they sure aren't talking about me!"

Our list did not go far enough to create any disequilibrium, and thus lead to deeper thought or consideration. So, in hindsight (in which I am 20/20), I would like to offer the following characteristics. I have every confidence that research will confirm the presence of some or all of these elements within ineffective classrooms:

In ineffective classrooms, students work hard;
In ineffective classrooms students do homework;
In ineffective classrooms, teachers care about their students;
In ineffective classrooms, teachers put in long hours of preparation;
In ineffective classrooms, students can be found in different configurations: alone, in pairs, and in small groups;
In ineffective classrooms, students spend a great deal of time reading and solving math problems;
In ineffective classrooms, technology is found in abundance;
In ineffective classrooms, teacher assess regularly.

Ok, I'm sure you get the drift and perhaps think I've lost my marbles. Here's the deal - throughout my career, my classroom exhibited many of those characteristics, yet throughout much of my career, I was also an ineffective classroom teacher.

Why?

The answer is simple, really. There is one characteristic that truly separates the ineffective from the effective classroom. There is one characteristic that will never appear in the list describing an effective classroom. It. Simply. Can't.

In ineffective classrooms, teachers don't know what their students are thinking.

That's it. If I don't know what they are thinking, I don't know what they are knowing. And if I don't know what they are knowing... I can't know what or how to teach them. We have all heard the adage, "Students don't care what you know until they know that you care." I'd like to offer my own version. A teacher hasn't convinced me that they care, until they've proven that they care enough to know.

Math Site Crashes and Burns!

2010-08-31T06:29:00.000-07:00

Emergency workers unable to save math site. Literacy coach suspected of driving

while texting.

For the 4th time, my website has crashed and burned - all data lost. Being one to persevere and ignore the messages the computer gods are sending me, here goes my 5th attempt! I will do my best to get the most vital information posted over the next couple of weeks.

In the meantime, have a great opening to your new school year! Let's get our AYP on!