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Math
  
Location: IAKSS | Here are 2 math discussion questions that are pre-reading questions for our district book study.
Whether you are participating in the book study or not - what do you think?
Take a moment to share your thoughts on our Question:
Please click, "reply" and share!
Question - "What is good math instruction?"
and as an added connection: "What does rich math instruction look like?" |
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Counts on fingers & toes
Posts: 1
| Good math instruction is when students are being challenged at their best, enjoying as they learn, and appreciate as they explore. They can relate with and apply in real world situations. |
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Counts on fingers & toes
Posts: 1
| Good math instruction encourages students to think deeper and problem solve. Rich math instruction uses a variety of tools and strategies to meet the needs of all learners. |
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Counts on fingers & toes
Posts: 1
| Good math instruction is when the students are engaged with the learning and take ownership . |
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Counts on fingers & toes
Posts: 3
| Quality math instruction provokes deep thinking and discussion amongst students. It keeps them engaged and focuses less on the actual topic and more on the process and thought behind it. |
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Counts on fingers & toes
Posts: 1
| Good math instruction should help students to develop both procedural and conceptual understanding. It should help students learn to persevere through difficult problems and hopefully have them build the confidence to communicate their ideas with their peers and their teacher.
Rich math tasks (or instruction) opens up possibilities for math - to be connected to other subjects or applied in the lives of the students. Rich instruction builds on broadening their skills and helps them to extend those skills into problem solving. |
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Math
Posts: 31
Location: Henry Clay | I love all the responses, but how about connections? If we don't make connections so that our students find value - what good is it? Math is art, math is history, math is music, math is writing, math is certainly science and gaming - finding connections for each student so that they can learn according to their needs, likes, and knowledge base!! |
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Math
Location: IAKSS |
Upcoming Dates?
Topic: Teaching Math at a Distance Book Study
5:00 pm on
• Wednesday, February 17
• Wednesday, March 3
• Wednesday, March 17 (wear GREEN)
• Join Zoom Meeting
https://fcps-net.zoom.us/j/96115857575
Suggested reading schedule:
• By February 17: finish reading Chapters 5-7 (Pgs. 91-150)
Reread the Introduction
Review Part I (Chapters 1-4 from Book Study Session 1)
• By March 3: finish reading Part II (Chapters 8 and 9)
• By March 17: finish reading Chapters 10 and 11. You have finished reading the book and are ready to join our End-of-Book Discussion!
Happy Reading!
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Math
Location: Retired FCPS, Current UK and Transy |
Here is the Which One Doesn't Belong Slide Deck from session 1.
https://docs.google.com/presentation/d/1x8SDx9DnzALJ0iyGOfvaRyo1IbCW_ezoSRBmJxOxaio/copy
Want to make your own WODB slide set? Here is a template from the author's website:
https://docs.google.com/presentation/d/1gwRSb3xtkcOTFe3ZZc0IX8iajolbC0oe_1yzDa3smJo/copy
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Math
Location: IAKSS |
One topic discussed was the use of Chat Waterfall to increase participation in online class.
Chat Waterfall: Use the chat during class to share a response to a question, all at once.
Ask students to write their answer/insight, then have the participants all hit 'send' at once: this is called a chat "waterfall."
Then, bring voice to some of the comments.
The teacher or a student can then read a few chat comments out loud.
Chat Waterfall Option 2:
Split the group in half. For example, the first letter of their last name: A-M is Group 1, N-Z is Group 2.
Prompt Group 1 to type into the chat box without yet hitting "enter" in response to the prompt. (e.g., what's one idea you have as a potential solution to this problem?).
Once you've given them time to type, have them hit enter all at the same time ("on the count of 3."). This creates the waterfall effect in chat, where everyone's responses come in at the same time.
Everyone then has time to read everything that Group 1 wrote before the teacher instructs them to write and then has them hit "enter" at the same time. Everyone then has time to read everything Group 2 wrote.
Switch roles.
On the next math problem or question, prompt Group 2 to type into the chat box without yet hitting "enter" in response to the prompt. (e.g., what's one idea you have as a potential solution to this problem?).
Once you've given them time to type, have them hit enter all at the same time ("on the count of 3."). This creates the waterfall effect in chat, where everyone's responses come in at the same time.
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Math
Location: IAKSS |
One topic discussed was Jamboard as a Community Builder/ Attendance Taker / Classroom Engagement Tool to share student thinking.
Thank you to Jena Bochicchio, Jennifer Williams, and Jason Reed for sharing the strategies shared.
Here is the link with templates Jena uses frequently: https://docs.google.com/presentation/d/1NcVNNvFRE_VGe6MxzO-GkptnX7SuP9xYfMeSlGHzjY8/edit?usp=sharing
Here is a Jamboard guide full of short (30 second) videos for all of the features (including the custom background trick that we talked about)
https://bit.ly/ReedJamboard
Here is a link with Jennifer’s Jamboard Tips and Tricks
https://docs.google.com/document/d/1P9L31tXENyjrrx67yMJ3nXh0kIZpykoSkff3XwNUBkI/edit#
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Math
Location: IAKSS |
Teachers all over the country are being asked to teach “concurrent classrooms” in which some students attend class in person and others attend virtually.
The teacher in a concurrent classroom attempts to meet the needs of the students in class and online simultaneously.
The Concurrent Classroom: Using Blended Learning Models to Teach Students In-person and Online Simultaneously – Dr. Catlin Tucker - is an article shared in our Book Study. Check it out!
https://catlintucker.com/2020/09/concurrent-classroom-blended-learning-models/ |
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Math
Location: Retired FCPS, Current UK and Transy |
Here is the number line slide deck from session 2. You will need to make a copy.
https://docs.google.com/presentation/d/1VJnGohksxn7o7C7e5jvP2zUuc4eoHeKG7RbclZf0Nrw/copy
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Math
Location: IAKSS |
Session 3 From Jennifer Williams! Thank you!
Here are some resources to use, whether you are teaching remotely or in-person, with 3 Act Math Title: Darius Washington | Free Throws For The Win| John Scammell 3 Act Math.
Pear Deck version: https://docs.google.com/presentation/d/16Q2MawwnG1AUEMCi8bX_5B4ZKxSDfyYf97wuGUoMYGo/edit?usp=sharing
This version includes Pear Deck and is READY to USE! To activate the Pear Deck:
1. Open the presentation and click on "Add Ons".
2. Click on "Pear Deck for Google Slides Add on">Open Pear Deck Add on.
3. Click "Start Lesson" at the top right side.
You will then be given a code for your students to enter at joinpd.com, or you can copy the student link and share with students.
It is helpful to have 2 devices so that you can be in teacher mode to look at students' responses and give them feedback if you choose.
Breakout Room Version:
Teacher slides: Use this link to present during the lesson https://docs.google.com/presentation/d/17jFRPpA7WVzXKYPtkeFXoU1su9cxZSRTje32hGiN1a8/edit?usp=sharing
Student slides: This link contains the breakout rooms for students. https://docs.google.com/presentation/d/1OV4JbQKyAXoLFbYA-fWZCsiIdP2hveHwM00cGjqX77I/edit?usp=sharing
Assign students to breakout rooms, then have them select their appropriate room to complete each slide with their group.
After each act, students will return to the main session for group discussion and view the next act. I did not include breakout room slides for the final act so that a whole group discussion could be had to wrap up the task.
Note: Have the student slides presentation open in another tab to monitor students' work as they discuss in the breakout rooms |
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Math
Location: IAKSS |
From Ronni Tallent - Using FALs digitally - A Formative Assessment Lesson (FAL) in a Google Slide Deck!
This is a Google slide deck for using a quadratic FAL digitally with students. Perfect for use on Chromebooks in a remote, blended or in-person learning environment.
https://docs.google.com/presentation/d/1lESymhpOd4TUjwPOpOoTqKo5VTwbtMRDF4gWkWsVV9k/copy
Here is a screencastify link for the digital FALS Ronni shared to MILC. She created to explain and thank you for watching and using with your students!
https://drive.google.com/file/d/1G-7KNSpqB3KGzgIcrJ9iKXQpmzMYIeFg/view
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Math
Location: IAKSS |
One topic discussed was Desmos Activity Builder.
Thank you to Susan McGrath for sharing the Google Slide presentation on how to create a Desmos Activity.
https://docs.google.com/presentation/d/1VMYFm2tJois3rKJcdVbklbmDeJStz_DZRhiDyPsI6B8/edit?usp=sharin
Email Susan McGrath (new technology district resource teacher) and she will help you create, and even co-teach to get started if you want! |
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Math
Location: Retired FCPS, Current UK and Transy | Choice board materials
This first link is an intro to choice boards:
https://docs.google.com/presentation/d/1_Y9i7M1GQCUwJsTtvosN68dIwHQfGfWZa16vcAn6Dcc/edit?usp=sharing
This second link has the four choice board examples shared in Book Study day 4:
https://docs.google.com/presentation/d/15bR2yJbNKBJ8H6ZlvbdPfOnjKIguzhHkr4dzsAwQ8oU/edit?usp=sharing
Edited by rtallent 3/18/2021 9:04 AM
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Math
Posts: 27
Location: PL Dunbar | Just in case you missed the link...
"Flipgrid for Math" from our 3/17 book study meeting: https://bit.ly/ReedFlipMath
(New & improved: updated with Chromebook-specific video instructions)
Jason Reed
jason.reed@fayette.kyschools.us
@ReedEdTech
reedtechblog.wordpress.com |
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Math
Location: IAKSS | Here is the link for anyone who would like to make a copy and use/change the Algebra 2 Probability Warm Up PearDeck. This includes deciding if events are Mutually Exclusive, a ME probability, a consecutive event probability and a fundamental counting principle.
https://docs.google.com/presentation/d/1XjSzaCmtpSA7uQVNC5Xl5bL0q9A_W--euYIroLfTT7g/edit?usp=sharing
Enjoy!
Jason Arnold
Lafayette HS Math Dept. |
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Math
Location: IAKSS | One topic discussed was Digital Scavenger Hunts.
Thank you to Keeley Ridner, Bryan Station Senior High, for sharing the presentation with digital Scavenger Hunts that are self-graded in Canvas New Quizzes.
This YouTube video is Keeley sharing helpful tips: https://youtu.be/gRu5V1dtzeo
Scroll OVER to the ~22:31 mark to review Keeley’s presentation in the recording: Secondary Math Book Study Session 4 video
Other ideas:
• Add a question that is a File Upload to make students show work if you want to see it.
• You could have students work in breakout rooms together on them if you wanted them to. (Keeley’s students love to pick their partner and work together.)
• Keeley likes this method for formative practice because she can set a time limit (like she would in person, and submit at the end of the time to see if they got right what they had completed so far, even if they did not finish the whole assignment.
• Keeley has also told students that if they understand what is going on after a few problems, they can submit and make sure they got that right and move on to their Practice Target (exit slip, etc.) to show that they get it.
http://bit.ly/canvasscavengerhunt links to a how-to document along with a YouTube video to watch. It’s more of “use the physical ones you have” to create Scavenger Hunts via Canvas.
Teachers can also share assignments in Canvas. Take a look at Keeley's!
In Canvas: https://lor.instructure.com/resources/5c65de52ff6d424ba0321bbf186f2347?shared
It is titled “Alg 2: 4-3 Scavenger Hunt (Around the World) and Keeley's Canvas user name is Andrea Ridner (not Keeley). ANDREA Keeley Ridner (her proper name)
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Teaching Math at a Distance (Teaching with Technology) Book Study Resources and Discussion Questions
