tag:blogger.com,1999:blog-48551706775825054442024-03-04T15:23:41.085-05:00The Spectacular World Of Secondary MathSecondaryMathShophttp://www.blogger.com/profile/04377667552813434333noreply@blogger.comBlogger62125tag:blogger.com,1999:blog-4855170677582505444.post-55020173597207442032019-07-01T11:00:00.000-04:002019-07-01T11:01:30.858-04:00New School Year - Connections are the Crucial Element in a Successful Classroom!<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Connections...being connected...being a part of the community of classroom...its a bold statement to say that this is the most crucial element but I truly believe it is. If a student is not connected, not a part of the community of the classroom, then they simply become a seat filler, another paper to grade, another voice. Think about how often you have walked into a room, a wedding, a party where most of the people know each other, have a shared connection and you are the "odd man out". How do you feel? While there are a few people who could jump right in and walk up to people, most people wait for someone to approach them, to bring them into a circle. As teachers, that is our job - to bring our students into a circle, a community, a safe place where they can learn, grow, explore. So how do we do it? How do we make that connection, build the community that our students need?</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKm48GpAt7VK4WCWMG7lrxzUNEANHpiLr2WShLaUnOrnl_dLYrFoE_EuK7IZ67ozrAAK6Zl3UPk3WyStfLHxtnGjcFcLUtHeIC3n30s5s7GQre9qf-ZIhdoKomNynebVss4dhVrAh4JHE/s1600/tuned.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"></span></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKm48GpAt7VK4WCWMG7lrxzUNEANHpiLr2WShLaUnOrnl_dLYrFoE_EuK7IZ67ozrAAK6Zl3UPk3WyStfLHxtnGjcFcLUtHeIC3n30s5s7GQre9qf-ZIhdoKomNynebVss4dhVrAh4JHE/s1600/tuned.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="188" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKm48GpAt7VK4WCWMG7lrxzUNEANHpiLr2WShLaUnOrnl_dLYrFoE_EuK7IZ67ozrAAK6Zl3UPk3WyStfLHxtnGjcFcLUtHeIC3n30s5s7GQre9qf-ZIhdoKomNynebVss4dhVrAh4JHE/s200/tuned.png" width="200" /></a><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><b><i><span style="color: red;"><u>1. Be tuned in.</u></span></i></b> When you are in your classroom, be there mentally as well as physically. So often we are in our classes physically, but our minds are consumed with the forms we need to complete, meetings we need to have, our families at home, what are we doing for the weekend and 1,000 other things. As hard as it is, we need to shut those things off or at least try to and focus on being present mentally when we are in the classroom. How this occurs is different for everyone. It may be featuring artwork from your kids or pictures of your family so they are "with you" but not your primary focus. It could also be making a "To-Do" list of everything you need to accomplish so that you don't forget but can focus your mind on other things. Whatever it is that works for you and allows you to be tuned in, do it! Your students will thank you!</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKFpPmYXCxXbE6DLTumxTuoY3RFsilYpaIh_RWnnGsBk4Yno8t5SIi0pLMnR2NVo2avhLpZkyYDmeAQaxpZqW_koENMoV3q5ZmW2LOrFempY9SFTPDru1sGES7ORQ953eaSJyhEIjdkgE/s1600/safe+space.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="181" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKFpPmYXCxXbE6DLTumxTuoY3RFsilYpaIh_RWnnGsBk4Yno8t5SIi0pLMnR2NVo2avhLpZkyYDmeAQaxpZqW_koENMoV3q5ZmW2LOrFempY9SFTPDru1sGES7ORQ953eaSJyhEIjdkgE/s200/safe+space.png" width="200" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKFpPmYXCxXbE6DLTumxTuoY3RFsilYpaIh_RWnnGsBk4Yno8t5SIi0pLMnR2NVo2avhLpZkyYDmeAQaxpZqW_koENMoV3q5ZmW2LOrFempY9SFTPDru1sGES7ORQ953eaSJyhEIjdkgE/s1600/safe+space.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"></span></a><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><b><i><u><span style="color: red;">2. Create an environment that is safe.</span></u></i></b> Students, whether they are in Kindergarten, their senior year or anywhere in-between are still kids. (If you don't believe me, just break out the crayons and see what happens! :) They still need to feel safe and secure in order to be truly successful. They need to know that there will be supportive words to encourage them, a safety net if they fail and accolades when they succeed. They need to know that they won't be ridiculed by their peers if they have questions and that it is a safe place to express their thoughts. In order to create this safe environment I suggest starting by with clear expectations (I go into more depth about this <a href="http://secondarymathshop.blogspot.com/2015/07/classroom-management-tips-secondary.html" target="_blank">here</a>) about what is and is not acceptable in they classroom, establish clear norms about how discussion will occur and more importantly be tuned in to what is happening in the classroom. Do not let behavior slide for some students but come down hard others for the same behavior. Be fair and consistent.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHcrRYR9mTRO5XXduhFmPt7MlkesJa5kvZMQsIuYgFFiVlQJtmQ-aOFHpsOWAPS_3FeJ7SiWmj8jwPhrQRmDGMa3FLyTttQ-3BvJnL9o-xMbGbJloCTAW-wM7UmiVoQp-PP3kRr-8Kpvc/s1600/connection.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="184" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHcrRYR9mTRO5XXduhFmPt7MlkesJa5kvZMQsIuYgFFiVlQJtmQ-aOFHpsOWAPS_3FeJ7SiWmj8jwPhrQRmDGMa3FLyTttQ-3BvJnL9o-xMbGbJloCTAW-wM7UmiVoQp-PP3kRr-8Kpvc/s200/connection.png" width="200" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHcrRYR9mTRO5XXduhFmPt7MlkesJa5kvZMQsIuYgFFiVlQJtmQ-aOFHpsOWAPS_3FeJ7SiWmj8jwPhrQRmDGMa3FLyTttQ-3BvJnL9o-xMbGbJloCTAW-wM7UmiVoQp-PP3kRr-8Kpvc/s1600/connection.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"></span></a><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><b><i><u><span style="color: red;">3. Partner with parents.</span></u></i></b> As both a parent and a teacher I know first hand how important it is to be in a partnership with parents and not a competition. Communicate with parents about the spectacular things that their students do, not just the negative. I had an experience with past year where I would get notes home from my son's teacher about how his day went. They were a checklist of six areas of behavior and rated with a smiley face, straight face or sad face. He got quite a few sad faces, so many at one point that I started dreading getting the note at the end of the day. I would start to have that anxious feeling in the pit of my stomach when I would see his backpack. This teacher never sent home a note when he had a great day, just when he had a bad day. BTW - my son is 5. After a few weeks of this, my husband and I requested a meeting with the teacher where we expressed our concerns. We found a way to partner with the teacher. The communication got better, our son got happier and the behavior improved. You can partner with parents with written communication (notes, e-mails, etc.), verbal communication (phone calls or meetings) or through practice (become the teacher that impacts their student(s) in a positive way to make a positive impact).</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWO27pr8R_uOF1hdtxbR2Zb_zo5GreJlLrIhwvjBe4pjoHGFRgjhz9baqinu447Sth46gUYcXMdrRrKHZCROYsXYXlUs2KBwenPOx_7tdpblcRlYp3r4RbjPcMpBXAU56tzhhGr4tKX-c/s1600/connection2.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><img border="0" height="185" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWO27pr8R_uOF1hdtxbR2Zb_zo5GreJlLrIhwvjBe4pjoHGFRgjhz9baqinu447Sth46gUYcXMdrRrKHZCROYsXYXlUs2KBwenPOx_7tdpblcRlYp3r4RbjPcMpBXAU56tzhhGr4tKX-c/s200/connection2.png" width="200" /></span></a><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><b><i><u><span style="color: red;">4. Make a personal connection.</span></u></i></b> Humans are social. We love to talk, to interact, to communicate and to share of ourselves. Being a teacher allows a million ways to make a personal connection. Notice the things that change about your students - a new haircut, cool new shoes, etc. and comment on them in a positive way. Remember the things that a student tells you - an upcoming vacation, a new puppy, a job interview and follow up to see how it went/is going. Attend after school activities when possible - a club, band concert, sporting event and then mention it the next day. Share of yourself and common interests and experiences. The more human you are, the more you can connect with your students.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0cgjnbg1nugDrzZqeWb5KfGqFKCwHnOw9HWALLf8-mALMQSzYwSwnUDx6KkgXu5gh4QHF-ZSjKs5UllFk2g-jYR043MgZ2L0T84ko-joruPiUq_XuFSJsdjTxpS_rjaUwp6DI8LVajIo/s1600/Lifeskills.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0cgjnbg1nugDrzZqeWb5KfGqFKCwHnOw9HWALLf8-mALMQSzYwSwnUDx6KkgXu5gh4QHF-ZSjKs5UllFk2g-jYR043MgZ2L0T84ko-joruPiUq_XuFSJsdjTxpS_rjaUwp6DI8LVajIo/s200/Lifeskills.png" width="200" /></span></a><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><b><i><u><span style="color: red;">5. Nurture skills that will help them to be part of a bigger community.</span></u></i></b> We have our students for a short fraction of their lives - a semester, a year, maybe two and it is our job to help them to move on to the next part, chapter or adventure that their lives will offer. At the high school level this means teaching them job skills, social skills and other skills that will help them to be successful in getting their first job. We get the opportunity to help them figure if the job market, college or the military is where their strengths lie after high school. We have the responsibility to help mold them into the (young) adults who will lead future generations. We can give them these skills through conversation, prodding and modeling them ourselves.</span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Whatever you do, make connections with your students. They really will translate to greater success for your students and for yourself as a teacher. How do you make connections?</span></div>
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SecondaryMathShophttp://www.blogger.com/profile/04377667552813434333noreply@blogger.com0tag:blogger.com,1999:blog-4855170677582505444.post-58973954744666433012019-06-24T12:21:00.000-04:002019-06-24T12:21:21.101-04:00Task Cards - A Fantastic Resource at the Secondary Level<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: Verdana, sans-serif;">The first time I heard the term "Task Cards" I thought they were index cards that gave students directions for a task. I wondered why teachers couldn't just tell students the directions verbally... As time went on, I heard the term more and more but still never saw a concrete example of what they were. So, I did what all curious people do - I Googled it! While that gave me some clue, it was still not a definitive reason as to why I should pursue their use in my high school classroom. I mean, let me be honest here - high school is overrun (like all grade levels are) with standardized testing, CCSS, and forty-seven things you must accomplish every day. I had no time to add something new. </span><br />
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<span style="font-family: Verdana, sans-serif;">Then I looked at my students and saw that something just wasn't working in my day-to-day structure. So, I started looking for ways to better address student needs and learning levels WITHOUT adding extra work to myself. While there were multiple options, I kept coming back to Task Cards as a viable solution. After I tried them a couple of times, I saw some amazing results. Students were picking up on concepts that they had struggled with, discussion in class had students participating that I had rarely heard from and most importantly, grades were rising.</span><br />
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<span style="font-family: Verdana, sans-serif;">So, let's talk about Task Cards!</span><br />
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<span style="font-family: Trebuchet MS, sans-serif;"><span style="font-size: large;">1) <u><strong>What is a Task Card?</strong></u> </span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;">A</span><span style="font-family: Verdana, sans-serif;"> task card is a card, piece of paper, piece of card stock (basically whatever works best for you) that features one problem, question or work task. (I prefer printed on cardstock and then laminated to save on costs).</span><br />
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<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Naming-Figures-Beginning-Concepts-Task-Cards-1404296" target="_blank">Beginning Concepts Task Cards</a></td></tr>
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<span style="font-family: Verdana, sans-serif;">Why only one problem/question? I questioned this at first too, but found that it helps the students focus on just one problem, idea or skill at a time without getting overwhelmed. It is easier for students to see on problem at a time instead of facing "I have 15 problems to complete and I can't even get number one done". </span><span style="font-family: Verdana, sans-serif;"><br /></span><br />
<span style="font-family: Verdana, sans-serif;">(Most task cards can be created to be four to a page that you then cut apart into individual problems like the ones at the left).</span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">2<span style="font-size: large;">) <strong><u>How do you use a task card?</u></strong> </span></span><br />
<span style="font-family: Verdana, sans-serif;">There are so many ways to use a task card. A few are:</span><br />
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<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Triangles-Congruent-Triangles-Methods-and-Proofs-Task-Cards-2238467" target="_blank">Congruent Triangles</a></td></tr>
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<span style="font-family: Verdana, sans-serif;"> a) <span style="color: black; font-size: 11.5pt;">Pair </span><span style="color: black; font-size: 11.5pt;">students with a partner and </span><span style="color: black; font-size: 11.5pt;">have them pass the cards from pair to pair every 2 minutes.</span></span><br />
<span style="font-family: Verdana, sans-serif;"><span style="color: black; font-size: 11.5pt;"> b) </span><span style="color: black; font-size: 11.5pt;">Separate the cards by concepts/difficulty and have students work in small groups depending on</span></span><br />
<span style="color: black; font-family: Verdana, sans-serif; font-size: 11.5pt;"> their abilities.</span><br />
<span style="font-family: Verdana, sans-serif;"><span style="color: black; font-size: 11.5pt;"> c) </span><span style="color: black; font-size: 11.5pt;">Use the cards as part of a larger station activity.</span></span><br />
<span style="color: black; font-family: Verdana, sans-serif; font-size: 11.5pt;"> d) Have students complete one (or two) as an exit card to test for understanding</span><br />
<span style="color: black; font-family: Verdana, sans-serif; font-size: 11.5pt;"> e) As a warm - up or bellwork assignment</span><br />
<span style="font-size: 15.3333px;"><span style="font-family: Verdana, sans-serif;"> f) Laminate a set and post them around the room for students to rotate around. This is great for students who need/want to be up and moving around.</span></span><br />
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<span style="color: black; font-family: Trebuchet MS, sans-serif; font-size: large; language: en-US; mso-ascii-font-family: Calibri; mso-bidi-font-family: +mn-cs; mso-color-index: 1; mso-fareast-font-family: +mn-ea; mso-font-kerning: 12.0pt;">3) <strong><u>How do task cards allow you to differentiate?</u></strong> </span><span style="color: black; font-family: Trebuchet MS, sans-serif; font-size: 11.5pt;"> </span><br />
<span style="color: black; font-family: Verdana, sans-serif; font-size: 11.5pt;">Since task cards feature only one problem you can write the problems to be at individual levels. For example, when I teach Segment Addition I can use a variety of cards. I can use some that are just simple adding and subtracting, some that feature algebra in a one or two step equation or some that are a challenge where the problems are multi-step with variables on both sides of the equation. </span><br />
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<span style="font-family: Verdana, sans-serif;"><span style="font-size: 11.5pt;"><span style="color: black; font-size: 11.5pt;"></span></span><span style="color: black; font-size: 11.5pt;">This is an example of four different levels of task cards that I use when doing the Segment Addition Postulate. It allows me to differentiate by giving students cards that are at their individual level and still assess all student understanding of the same concept! It has been a real lifesaver!</span></span><br />
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<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Distance-and-Midpoint-on-the-Coordinate-Plane-Task-Cards-1287928" target="_blank">Coordinate Distance and Midpoint</a></td></tr>
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<span style="color: black; font-family: Trebuchet MS, sans-serif; font-size: large;">4) <strong><u>How do I create a Task Card?</u></strong> </span><br />
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<span style="color: black; font-family: Verdana, sans-serif; font-size: 11.5pt;">The first step is to decide how many cards you want per page. I find that four works well since it gives room to create the problem and is neither too big as to waste paper nor too small as to make it hard to read the problem/question. You want to have a clear idea of the different levels of the concept as well as to how you want to phrase the questions being asked. I find that laying it out first makes it easier to create them. Once you have decided on a layout and the different levels of questions, you can start creating. I will admit, creating task cards is a time-consuming process but once they are created, they are done! (I find using PowerPoint the best program if your task cards require layering like mine do!)</span></div>
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<span style="color: black; font-family: Trebuchet MS, sans-serif; font-size: large;">5) <strong><u>How I best utilize my resources and save myself time?</u></strong> </span><span style="color: black; font-family: Trebuchet MS, sans-serif; font-size: 11.5pt;"> </span><br />
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<span style="color: black; font-family: Verdana, sans-serif; font-size: 11.5pt;">I recommend printing your task cards on card stock, laminating and then cutting them out. Unless you really find it necessary for students to be able to write on the cards, there is no reason to recreate the wheel every hour and print them on paper. Additionally, if you print them on card stock and laminate them, then students can write on the cards using dry erase markers and then "erase" when they are done without damaging the card ! </span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbVL_LzNtF3Z5R98mgUG_7Rtv5SnrI4FgNLeD0SdWGMwKutP4zGI9xc1XL_D5mSJHwXQYvy6Z7SOgOlf3HG3RBB29nDe4WjxLusl1N1iF80yVtkibIMtLkLpdHzzxjVxx87C-5y8hzZBk/s1600/TC+sim+Tri.png" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="368" data-original-width="688" height="171" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbVL_LzNtF3Z5R98mgUG_7Rtv5SnrI4FgNLeD0SdWGMwKutP4zGI9xc1XL_D5mSJHwXQYvy6Z7SOgOlf3HG3RBB29nDe4WjxLusl1N1iF80yVtkibIMtLkLpdHzzxjVxx87C-5y8hzZBk/s320/TC+sim+Tri.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Similarity-Similar-Triangles-Methods-and-Solving-Task-Cards-2513566" target="_blank">Similar Triangles</a></td></tr>
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<span style="color: black; font-family: Verdana, sans-serif; font-size: 11.5pt;">I always make sure to include an answer sheet with mine for students to hand-in when they are done. This allows me to hold them accountable and again saves on the need to continually reprint the task cards. </span></div>
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<span style="font-family: Verdana, sans-serif; font-size: 11.5pt;">All in all, I have yet to find any drawback to using task cards! I highly recommend trying them out. If you are a Geometry teacher, like myself, and want to try them before dedicating large pockets of time to creating them, I recommend shopping on <a href="http://www.teacherspayteachers.com/" style="color: black;" target="_blank"><strong>TeachersPayTeachers.</strong></a> I have the multiple sets illustrated above individually and in a <a href="https://www.teacherspayteachers.com/Product/Task-Cards-Growing-Bundle-Save-Money-2088346" target="_blank"><b style="background-color: white;"><span style="color: purple;">money saving bundle</span></b></a> in <a href="http://www.teacherspayteachers.com/Store/Secondary-Math-Shop" style="color: black;" target="_blank"><strong>my store</strong></a> (with many more on the way!) but a search will turn up task cards on many, many topics! </span><br />
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SecondaryMathShophttp://www.blogger.com/profile/04377667552813434333noreply@blogger.com1tag:blogger.com,1999:blog-4855170677582505444.post-18990975686616951742017-04-13T19:00:00.000-04:002017-04-28T17:25:39.438-04:00Mini-Quizzes: Why I Will Rarely Ever Give A "Full Size" Quiz Again!<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3QLBlnY1PEXUV-sfb3nTdEUtxTCoOpQYAUjL_4NVARXgjqucxMu_B278u0FxNm_ClgkS7xLm_f7xH7R5Mr7NCwi240d6gQtamRkyDDU7y2pAET5yg0RabQdsV3MNccSgBjN0fM4Y69RQ/s1600/Slide1.PNG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="266" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3QLBlnY1PEXUV-sfb3nTdEUtxTCoOpQYAUjL_4NVARXgjqucxMu_B278u0FxNm_ClgkS7xLm_f7xH7R5Mr7NCwi240d6gQtamRkyDDU7y2pAET5yg0RabQdsV3MNccSgBjN0fM4Y69RQ/s400/Slide1.PNG" width="400" /></a><span style="font-family: "lucida console";">Most
teachers, myself included, give quizzes about 2 times a unit. Sometimes, I would give three if a unit was particularly
long. And I HATED it! They always felt like mini-tests because they
would cover three sections, took the majority of a class period and were
historically not that good Quizzes are
supposed to be indicators of mastery of knowledge and performance of the future
end of unit test. When a quiz, however,
spanned multiple topics, I was not getting that feedback. Different students would struggle on
different areas and I could not see consistent areas that needed re-teaching. <o:p></o:p></span></div>
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<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Triangles-and-Congruency-Unit-Mini-Quizzes-3117033" target="_blank">Triangles and Congruency Quizzes</a></td></tr>
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<span style="font-family: "lucida console";"> I knew that something needed to change but I
wasn't really sure how to go about it.
Until I happened to look at one of the exit tickets I was giving at the
end of an hour. I was using those as an
indicator of mastery of what I had taught that hour and realized that it was
the perfect length and structure for a quiz!
And so, mini-quizzes were born! <o:p></o:p></span><br />
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<span style="font-family: "lucida console";">In
designing them I gave myself a few rules that have really served myself and my
students well. These rules are also my
rationale as to why they are so successful!
<o:p></o:p></span></div>
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<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Logic-Statements-Proof-and-Logic-Unit-Mini-Quizzes-3085145" target="_blank">Proof and Logic Quizzes</a></td></tr>
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<b><u><span style="font-family: "lucida console";">1) A mini-quiz cannot be on more than one topic.</span></u></b><span style="font-family: "lucida console";"> Since one of my problems with full-sized
quizzes was that I struggled to understand whether they got the topic or not, I
wanted to make sure that my mini-quizzes only covered one topic. This has been so beneficial in that I get
immediate feedback on mastery of a topic before I move on to the next topic or
whether I need to re-teach something. Which leads to rule number two.<o:p></o:p></span></div>
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<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Quadrilaterals-The-Family-of-Quadrilaterals-Mini-Quizzes-3085111?aref=i4h3lnfk" target="_blank">Quadrilaterals Quizzes</a></td></tr>
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<b><u><span style="font-family: "lucida console";">2) A mini-quiz should be given within a couple
of days of a topic being taught. </span></u></b><span style="font-family: "lucida console";"> Given
that my purpose of the mini-quizzes is determine mastery or the need to
re-teach I wanted to make sure that they were given in a timely fashion. Most of the sections that I teach last two
days. The first day is notes and
homework, with the second day being small group practice or an activity. Usually at the end of the second day, I will
take the last 15 minutes to give my mini-quiz.
This serves the dual purpose of giving it while the information is fresh
and giving me time to check it and determine whether we need another day with
enough time to copy whatever I will need.
It was this need for expediency<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
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<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Circles-Unit-Mini-Quizzes-3120227" target="_blank">Circles Quizzes</a></td></tr>
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and to save paper, that my third rule came about. <o:p></o:p></span></div>
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<b><u><span style="font-family: "lucida console";">3) A mini-quiz cannot be more than half of a
page.</span></u></b><span style="font-family: "lucida console";"> I only want to assess one topic at a time and
two to three questions will usually give me all of the assessment that I
need. For example, when I did my
quadrilateral unit, each mini-quiz featured three topics - angles, sides and
diagonals - with one question apiece.
This was more than enough for me to see if understood the properties
without overloading the students. Also,
since my goal was to have these done in less than 15 minutes, I didn't want to
make them so long that they could not be finished in that amount of time. Additionally, with each quiz being half of a
page, I could get to quizzes per sheet of paper and cut my copies in half! This
length restraint lead naturally to my last rule!<o:p></o:p></span></div>
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<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Right-Triangles-Mini-Quizzes-3085131?aref=i4h3lnfk" target="_blank">Right Triangle Quizzes</a></td></tr>
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<b><u><span style="font-family: "lucida console";">4) A mini-quiz cannot be more than ten points.</span></u></b><span style="font-family: "lucida console";">
The majority of the mini-quizzes I give at six to eight points, with a
random few being nine or ten. I never go
over ten points. On most mini-quizzes
that happens naturally with one point
for each correct answer and one to two points for the work depending on how
in-depth they had to go. I did not want
these mini-quizzes to destroy a student's grade but I also did not want them to
be throwaway grades either. My students
definitely appreciate this and have a better attitude about them!<o:p></o:p></span></div>
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<span style="font-family: "lucida console";">Now
the big question was, would this work?
Would switching to four to six mini-quizzes per unit instead of one to
two full size quizzes have an impact on grades?
The short answer - YES!!! My
class average on tests has improved by multiple percentage points!<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
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<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Geometry-Beginning-Concepts-Unit-Mini-Quizzes-3131331" target="_blank">Beginning Concepts Quizzes</a></td></tr>
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Student retention of topics from one unit to
the next has improved. Additionally, I
get far less moaning when I say clear your desks because they know why I am
doing it and that even if they have a bad day, it would hurt that much! Unless someone forces me to, I will never go
back to doing full length quizzes!</span></div>
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SecondaryMathShophttp://www.blogger.com/profile/04377667552813434333noreply@blogger.com1tag:blogger.com,1999:blog-4855170677582505444.post-64508273052185151942016-07-23T23:56:00.000-04:002016-07-24T09:06:31.827-04:00Back-To-School Money Saving Tips for Teachers and Parents!<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFahyP4q1_LSJKEwZKMS5gTdPhb27BLrBSLpqqW9Cn1yETiUNrTKdcI1MVYv4KkHWj1QRCsSl-UThrIgOWH6I9M_d3HSGPCZhvLAr8YMPVA4i7Y7fA6VmVaxtVR4p9Qg_uLN1x9FJy0_I/s1600/Slide1.PNG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="247" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFahyP4q1_LSJKEwZKMS5gTdPhb27BLrBSLpqqW9Cn1yETiUNrTKdcI1MVYv4KkHWj1QRCsSl-UThrIgOWH6I9M_d3HSGPCZhvLAr8YMPVA4i7Y7fA6VmVaxtVR4p9Qg_uLN1x9FJy0_I/s320/Slide1.PNG" width="320" /></a></div>
I've watched the shows about people who use coupons to the extreme and am in awe of their dedication and consistency. I wish I could be that kind of money saver, but unfortunately, it just is never going to happen. However, when it comes to back to school supplies I tap into my inner extreme couponer and start pulling out ads, finding coupons and trying to combine the coupons with the sales. Teachers and parents spend so much on back to school supplies! Seriously, I have a list of 22 items for my upcoming first grader and 24 items for my upcoming 3rd grader! With that in mind I wanted to share a few of my and some of my friends favorite Back-To-School money saving tips!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6DDtjcEF-7gwV1Zq2SSTIGP6ehuIjmfKz7F8GTKb6jH_mz1EgXow8UMvLHevT2bfPH7b4yihlwenG3h5C-ws7kTj3HYP5n5dVPoHNQjPvWwqAmWi3mFzRpsK8B8M1emUHv45UIbPTpNw/s1600/IMG_4453.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg6DDtjcEF-7gwV1Zq2SSTIGP6ehuIjmfKz7F8GTKb6jH_mz1EgXow8UMvLHevT2bfPH7b4yihlwenG3h5C-ws7kTj3HYP5n5dVPoHNQjPvWwqAmWi3mFzRpsK8B8M1emUHv45UIbPTpNw/s200/IMG_4453.jpg" width="200" /></a><b><i><span style="font-size: large;">1) <u><span style="color: blue;">Big box office supply stores start with their back to school savings in July!</span></u></span></i></b> I discovered this by accident a couple of years ago when I was looking up on one of their websites and happened to glance at the weekly ad and saw things for a penny, a nickle and a quarter. I was like a penny? No, that can't be right...but it was! This week alone I was able to get:<br />
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* packs of 3 glue sticks for a penny each<br />
* 70 page notebooks for a penny each<br />
* packs of 3 pink erasers for a penny each<br />
* handheld 2 hole sharpeners for you guessed it, a penny each.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFncZVSvTpLqqWdRSk5foCBbMsRmR5QraHbeem85OY5tmZq3R2Hb0pygfpcG3dgFlWWM-VOHlcRatwbr1K55UIzs_tT9r1M7Yxs4i9LSUbKrARetzLkaSq7Dg1bJdsHJSj9Im5C22LW90/s1600/IMG_4452+%25281%2529.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFncZVSvTpLqqWdRSk5foCBbMsRmR5QraHbeem85OY5tmZq3R2Hb0pygfpcG3dgFlWWM-VOHlcRatwbr1K55UIzs_tT9r1M7Yxs4i9LSUbKrARetzLkaSq7Dg1bJdsHJSj9Im5C22LW90/s200/IMG_4452+%25281%2529.jpg" width="200" /></a>Now of course these stores have limits - usually three each but you can go back multiple times, take a friend and some even extend the limits for teachers - just ask. Some also have a minimum purchase (usually $5) but that can easily be met by the things that are on sale for a dollar apiece that you would be buying anyway (for me this often colored paper or dry erase markers). I already have next week outlined because they have 2-pocket folders and packs of 100 index cards for $0.01 apiece and colored pencils for $0.50 starting tomorrow! :) <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjwyblynzTXJD-LTY_efYJnXdKvwETJ1q4qBZSSPdyU9lLJZ6KtOVwlJqsk9ogmq8ciPuq7SFXphjBKddQF26HhvzZmgbUWbFiwYi_AuAIPNnVz1Uq1twXHZQjBFhdop70GGqDD3StJB2w/s1600/thrift.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="183" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjwyblynzTXJD-LTY_efYJnXdKvwETJ1q4qBZSSPdyU9lLJZ6KtOVwlJqsk9ogmq8ciPuq7SFXphjBKddQF26HhvzZmgbUWbFiwYi_AuAIPNnVz1Uq1twXHZQjBFhdop70GGqDD3StJB2w/s200/thrift.png" width="200" /></a><br />
<b><i><span style="font-size: large;">2) <a href="http://lessonswithcoffee.com/" target="_blank"><u><span style="color: purple;">Jameson from </span></u><span style="color: purple; text-decoration: underline;">Lessons with Coffee</span></a><u><span style="color: blue;"> suggests going to thrift
stores!</span> </u></span></i></b>"There is so much stuff there from rugs, binders, storage
options and even fabric for bulletin boards at fractions of the dollar
of what you would pay at the bigger stores." I agree completely! I have no blinds or any other window covering in my classroom so the sun is always beating in and heating up the room. I went to a local thrift store and picked up fabric that I fashion curtains out of! Not only does it cool <br />
the room, but it looks amazing too! In addition to thrift stores, you can also check out garage/yard sales especially for storage bins and other containers for holding books and supplies.<br />
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<span style="font-size: large;"><b><i>3) <span style="color: blue; text-decoration: underline;">Use teacher discounts and rewards programs.</span></i></b></span> Multiple stores not only have special discounts for teachers but they also have rewards programs. Barnes and Noble Bookstores has a teacher discount program as do official teacher stores like Lakeshore Learning. The major office supply stores like Office Max, Office Depot and Staples have a special teacher rewards program where you earn money back, coupons and other deals on purchases. Often these discounts can also be combined with coupons so double savings!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjC8ZnBzW9_3muZdhXWkTJaXnLo0w1643ZmYIzbzA0RZlJwD8S_H3j3eE7nCLdRtoCYbTeC62TXYbjOCOywj5SSH7ZwaELA3QNdgv5FwAPubklrXjIbeUIGociJUbKiOv5UdxDkFR98xAI/s1600/example.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="281" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjC8ZnBzW9_3muZdhXWkTJaXnLo0w1643ZmYIzbzA0RZlJwD8S_H3j3eE7nCLdRtoCYbTeC62TXYbjOCOywj5SSH7ZwaELA3QNdgv5FwAPubklrXjIbeUIGociJUbKiOv5UdxDkFR98xAI/s320/example.png" width="320" /></a><span style="font-size: large;"><i><b>4) <span style="color: blue; text-decoration: underline;">Prioritize your shopping list and buy in bulk when possible.</span></b></i></span><span style="color: blue;"> </span> The reality is that as much as we want everything we don't need everything. When sitting down to figure out what you are going to buy for your classroom, your upcoming school year or for your child(ren)'s up coming school year that sometimes you have to realize that everything is just not possible. Money is limited and some supplies are more necessary than others. Figure out what is the most important, most crucial and what is going to have the greatest impact and purchase those things first. Once you have figured out the most necessary things see if you can buy them in bulk. While the bigger package is going to be more expensive it will more often than not work out to be cheaper per individual piece than if bought smaller amounts. Also, don't be afraid to use the store/off-brand for supplies that are "consumable". A glue stick is a glue stick regardless of what label is on it. Construction paper is the same paper if it is a store brand or a name brand!<br />
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<b><i><span style="font-size: large;">5) <u style="color: purple;">Jamie from </u><a href="http://www.missmathdork.com/" style="color: purple; text-decoration: underline;" target="_blank">Miss Math Dork</a></span></i></b> takes it a step further and encourages you to "<b><i><u><span style="color: blue; font-size: large;">Make
a budget! </span></u></i></b> Or else it's too easy to keep buying "one more thing". Shop
in stores that have a sale going on, and check out thrift shops and
yard sales for nice storage options. I try to buy a little bit at a time
all year, and keep it stored until BTS time." Knowing what you have to spend and setting a limit will not only make you a frugal shopper but will also help you to stick to your list (and you should always make a list)! <br />
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<b><i><span style="font-size: large;">6) <u><span style="color: blue;">Figure out what you already have.</span></u></span></i></b> I cannot count the number of times that I have shopped for my classroom, bought something and then when I set-up my room in the fall I find out that not only did I already have it, but in some cases I have it it in abundance. For example, I found a great deal on index cards, then realized that I had 20 packs stuck in a cupboard in my closet - whoops! I recommend taking the time to make a list of what you already have. Making a list of what you already have not only keeps you from spending money that you don't need to but it also encourages you to examine what is really essential. What you do you use a lot of (glue sticks, paper, etc.) and running out of and are there things that you thought would be so great but you never used ... or forgot about? <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWm-CMIbrW1ExtKiVJropT0jvfzSL36LhN0f_OpppnfwHVGLcGu-FK9HVlK2ZrmEqIxwm58Zsp0Y-pD0BoATknMyRJp12-hHeGYeElXE9bU7Sl2NMiCqW-U-A0WgsDVwYkLdNm6zCuOYc/s1600/photo+2.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWm-CMIbrW1ExtKiVJropT0jvfzSL36LhN0f_OpppnfwHVGLcGu-FK9HVlK2ZrmEqIxwm58Zsp0Y-pD0BoATknMyRJp12-hHeGYeElXE9bU7Sl2NMiCqW-U-A0WgsDVwYkLdNm6zCuOYc/s320/photo+2.JPG" style="cursor: move;" width="240" /></a><span style="font-size: large;"><b><i>7) <u><span style="color: blue;">Invest in quality versions of the reusable supplies.</span></u></i></b></span> While spending a little more on quality will not save you money immediately, it will in the long run. If you know that you are going to be splitting students up into groups often, invest in some high quality totes so that you have supply boxes ready and able to go. Since scissors are used constantly, invest in higher quality brands so that they hold up to the constant wear and tear of 100+ students using them in one <br />
day. Of course, still look for these to be on sale (I just got very high quality 7 - inch scissors on sale for $1 apiece that were regularly $7 each) but be willing to pay a little more for the things that are non-consumable. <br />
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I would love to hear your money saving tips! Please share them below!<br />
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SecondaryMathShophttp://www.blogger.com/profile/04377667552813434333noreply@blogger.com0tag:blogger.com,1999:blog-4855170677582505444.post-86453027969574457422016-07-18T12:04:00.000-04:002016-07-18T12:04:24.346-04:00Interactive Notebooks - The Perfect Combination of Lecture and Handout Notes!<div dir="ltr" style="text-align: left;" trbidi="on">
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Lecture notes = stand and deliver in many minds. Guided (fill-in-the-blank) notes = spoon feeding in other minds. Neither one is better or worse than the other. Instead they are structured to meet your students at the place that they are at. The reality is, though, that in a class of 28 - 35 no one is at the same place. So how do you meet them where they are at while retaining the flow of the class? This is a struggle that I have had for the better part of 20 years through a 7 - period day, 6 - period day, trimesters, semesters, block and probably more that I cannot remember! In addition, we have tried to be more "green" and "paperless" in my district as well which further adds to the struggle when you are trying to not make multi-page handouts that will just be (hopefully) recycled at the end of the semester. So this year, I am trying going to pilot something different in one of my classes - Interactive Notebooks - that I think will be the "perfect" marriage between the two methods! <u> I wanted to share with you why and how I'm going to go about it!</u></div>
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<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Parallel-Lines-Angles-Formed-by-Cut-Paste-Solve-Interactive-Notebook-Pages-2619433" target="_blank">Cut and Paste</a></td></tr>
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<b><i><u><span style="font-size: large;">1) Interactive Notebooks help students to stay organized helps them to reference back to old material. </span></u></i></b> One of my biggest frustrations is when students are trying to find something in a folder that is jam-packed with old assignments, notes, handouts and 1,000 other pieces of paper. While it is fantastic that they are keeping all of these things, they serve no purpose if they can't find anything in them! By using an interactive notebook students have all of their notes, IN ORDER, and can actually find them when they need them. Some teachers also have students number the pages and keep a table of contents (which makes so much sense) so that they know exactly where the material is. This is a fantastic thing, especially at the secondary level when material spirals and keeps building upon each other. Although I did not use INB this year, I had a couple of my honor's students </div>
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<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Parallel-Lines-Types-Properties-of-the-Angles-Formed-INB-Pages-FREEBIE-2621242" target="_blank">FREE!!!</a></td></tr>
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bring out their INB from the previous year (yes they kept them!) to look up previous ideas!<br />
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<b><i><u><span style="font-size: large;">2) Interactive Notebooks help to hold students accountable for and engage them in their own learning</span></u></i></b>. With many of guided notes, I find that a few of my students literally only fill-in-the blanks and don't write anything else down. While this is by far a slim percentage of my students, as a teacher I want to reach them all. I asked my students why this was and the common response was<br />that they don't know how to take notes and that they write slow (especially if the blanks are words that they are not familiar with). INBs allow teachers to go more in-depth and help students to focus in on small pieces of information which leads to students writing more down. Students also seem to feel more ownership because they can annotate easier and add things around the page. </div>
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<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Right-Triangle-Angles-of-Elevation-Depression-Interactive-Notebook-Pages-2619465" target="_blank">Angles of Elevation and Depression</a></td></tr>
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<span style="font-size: large;"><b><i><u>3) Interactive Notebooks should save paper, resources and time.</u></i></b></span> Since the interactive notebook pages are smaller and many less pages than traditional notes it should save on both paper and copy machine resources. Most INB pages can be printed two to a page or are tabs that you can paste into the regular notebook and write under, both of which will save on paper. Fewer copies means less time at the copy machine which means more time for everything else! Additionally, since INB pages tend to be shorter, it will be easier to go over them more in-depth with absent students instead of having to wait for them to copy down multiple pages of notes from other students first. Instead you can create an Interactive Notebook of your own that can act as a key. This way absent students can just borrow yours to fill in theirs and you can copy just one or two pages of your notebook if you need to send something home instead of multiple pages.</div>
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<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Similar-Triangles-Methods-of-Similarity-Cut-Paste-Interactive-Notebook-Pages-2623229" target="_blank">Similar Triangles Cut and Paste</a></td></tr>
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<b><i><u><span style="font-size: large;">4) Interactive Notebooks meet students where they are at. Interactive notebooks allow students to pick their pace.</span></u></i></b> If they need more examples, they can write them on the notebook page around the INB paste in. Or if they want to explain how different ideas tie together, they can write the page number of the related page on the INB page and have quick reference. Additionally, for those students who have accommodations, INB pages are easily differentiated to meet their needs. I have even found that when surveyed, my honor's level kids liked the idea. They stated that sometimes it is nice to have the diagrams done so that they can go further and explore the ideas more in-depth instead of getting bogged down with drawing everything.</div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhC7zZQZSTgyXlM0S2DM6_TUE3AN0P-tygkFKckw37L9v4vpf02yw9kstz7qNGwCS1kWAvRb2FTDj1u5GwcHuYegP4y4q6apd53nQP8if-D2sgyBSB7lWQjYvaWRO32b-F4CjJ8gQ38_-s/s1600/Cut+and+Paste.png" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhC7zZQZSTgyXlM0S2DM6_TUE3AN0P-tygkFKckw37L9v4vpf02yw9kstz7qNGwCS1kWAvRb2FTDj1u5GwcHuYegP4y4q6apd53nQP8if-D2sgyBSB7lWQjYvaWRO32b-F4CjJ8gQ38_-s/s200/Cut+and+Paste.png" width="154" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Congruent-Triangles-Congruency-Methods-Cut-Paste-Act-Interactive-Ntbk-Pgs-2621889" target="_blank">Congruent Triangles Cut and Paste</a></td></tr>
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I am going to try out Interactive Notebooks in one or two of my classes for the first couple weeks of school and do traditional guided notes in my other. After a couple of weeks, I will let my students chose which one they like better. I suspect it is going to the Interactive Notebooks. I'll keep you posted! <span style="background-color: white;"><span style="color: purple;"><b><i><u> <a href="https://www.teacherspayteachers.com/Product/Parallel-Lines-Types-Properties-of-the-Angles-Formed-INB-Pages-FREEBIE-2621242" target="_blank">Click here to get my Interactive Notebook pages on Angles Formed by Parallel Lines for free!</a></u></i></b><a href="https://www.teacherspayteachers.com/Product/Parallel-Lines-Types-Properties-of-the-Angles-Formed-INB-Pages-FREEBIE-2621242" target="_blank"> </a></span></span> I would love to hear how you use Interactive Notebooks in your classes! Please share below! </div>
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SecondaryMathShophttp://www.blogger.com/profile/04377667552813434333noreply@blogger.com0tag:blogger.com,1999:blog-4855170677582505444.post-23123515635918430882016-06-08T19:22:00.000-04:002016-06-08T19:39:21.163-04:00Activities to Encourage Collaboration #1: Surface Area and Volume of a Sand Castle!<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiysB_6Ew9cT_fEQtFFxJKeKdPA56hJfQ9YbaCx-Msm-k1dlRn2PcuFhesBgzVt8rvFR4jlTM91Dy-lfTw_e2PmZG8T3YtxJs1__kUt-J9oFWKguP0VI0g7a2UHI6xnRdPO3Dqvmo7qlf8/s1600/post+cover.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiysB_6Ew9cT_fEQtFFxJKeKdPA56hJfQ9YbaCx-Msm-k1dlRn2PcuFhesBgzVt8rvFR4jlTM91Dy-lfTw_e2PmZG8T3YtxJs1__kUt-J9oFWKguP0VI0g7a2UHI6xnRdPO3Dqvmo7qlf8/s320/post+cover.png" width="320" /></a></div>
<span style="font-size: large;">In a time and society where students spend more time communication through text messages, Facebook, Twitter, Instagram and 14 other social media platforms that I cannot even begin to name, I find an ever increasing need to get my students talking to each other fact to face. As a result I have been on a quest this year to implement as many collaborative activities as I can. I have used many of them throughout this school year and have had some amazing results that include increased communication, retention of information, assessments grades and more positive attitudes (overall)! Throughout the summer I will be sharing some of my favorites, some of my other favorite math teacher-authors and many others so that hopefully they can become your favorites too!</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_Q4ODVs4Ugyf_d2-mCipsJ79ZSM_mjZ-34jwPo0uEkQ9vLZj-3H6UH1DIP1BBMu6Iv-oFV7GjlcvRZKnO1PzmPyCXTOcHmTnJ5UP8406qlNheX0Acdfdx9UZLO25pWS6euljUCtm1BNg/s1600/Slide1.PNG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="font-size: large;"><img border="0" height="247" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_Q4ODVs4Ugyf_d2-mCipsJ79ZSM_mjZ-34jwPo0uEkQ9vLZj-3H6UH1DIP1BBMu6Iv-oFV7GjlcvRZKnO1PzmPyCXTOcHmTnJ5UP8406qlNheX0Acdfdx9UZLO25pWS6euljUCtm1BNg/s320/Slide1.PNG" width="320" /></span></a><span style="font-size: large;">Today I am excited to share with you my Surface Area and Volume of a Sand Castle activity! As we were finishing our three-dimensional figures unit in Geometry I was looking for a really good way to a) get the students talking and b) show them how the different figures can share dimensions to build the structures that we see on a daily basis. Since I do not possess architectural skills and summer is upon us I decided to build a Sand Castle (as "Do You Want To Build A Snowman" is running through my head). I started with a goal of including as</span><br />
<span style="font-size: large;">many of the main solids that I could and managed to include prisms, cylinders, cones, pyramids and even a hemisphere! I worked to have the solids share bases, sides and dimensions whenever possible. This is what I came up with! </span><br />
<span style="font-size: large;">I also came up with a second version that has the figure divided into 11 smaller figures to help struggling students visualize a path to follow to solve it. Additionally, this helps students to organize their work so that you and they can identify an error if they make one. (I did not, however, hand this out to begin with as I wanted to see what they would do with it first!)</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgr0LwRvmZ61AuPgb2GeBrEaXp8UnacptSkpGZ-tyYcyrLBUZ1QEw55HfzvmCd8dJDKGkVG0xOx5qmjfAeTFeQDFAsx2U6HWvge16zw7e-5qfvpc0jxxkemF4u09EYbYN7FN9S2a9WtVrc/s1600/Slide7.PNG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-size: large;"><img border="0" height="247" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgr0LwRvmZ61AuPgb2GeBrEaXp8UnacptSkpGZ-tyYcyrLBUZ1QEw55HfzvmCd8dJDKGkVG0xOx5qmjfAeTFeQDFAsx2U6HWvge16zw7e-5qfvpc0jxxkemF4u09EYbYN7FN9S2a9WtVrc/s320/Slide7.PNG" width="320" /></span></a><br />
<span style="font-size: large;">Before implementing this as partner/group collaboration piece I sat down and created a list of questions that I could ask as I walked around the room to point students in the right direction, get them thinking, communicating and solving without actually giving them the answer. Some of the questions that I came up with:</span><br />
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<span style="font-size: large;"><b>1) </b> Are there any surfaces that aren't exposed? Alternatively - are there any surfaces that shouldn't be used in surface area?</span><br />
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<span style="font-size: large;"><b>2) </b> Have you thought about breaking any of the larger figures into smaller ones?</span><br />
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<span style="font-size: large;"><b>3) </b> How are you arranging your work so that you can go back and check it later?</span><br />
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<span style="font-size: large;"><b>4) </b>Are there any dimensions that you don't have? How can you find them?</span><br />
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<span style="font-size: large;"><b>5) </b> Do the unused surfaces from the surface area get used for volume?</span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvNAqLfmOv8aeNHvugawLpmbXr1aYPZXIeEy_CxrXkNKoIe7uVWTCvd4975A4lYx0ZlHtJR4XnNwA71F5fXIZAmQfh75rkWyr51r1t1GXcp2lINl_56SMHujcPu5v2sH3uIahIzpmZrtw/s1600/covers.png" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><span style="font-size: large;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvNAqLfmOv8aeNHvugawLpmbXr1aYPZXIeEy_CxrXkNKoIe7uVWTCvd4975A4lYx0ZlHtJR4XnNwA71F5fXIZAmQfh75rkWyr51r1t1GXcp2lINl_56SMHujcPu5v2sH3uIahIzpmZrtw/s320/covers.png" width="320" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Surface-Area-Volume-Unit-11-Surface-Area-and-Volume-of-a-Castle-FREEBIE-2583927" target="_blank"><span style="font-size: large;">FREE!!!! </span></a></td></tr>
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<span style="font-size: large;">Finally the day arrived to implement this and I must say, it went AMAZINGLY! After my students got over the expected moans and groans and sat down to start working on it, they had fun with it. I heard great discussion, collaboration and genuinely helping each other understand instead of just giving each other the answer. I set forth the "rule" that their final answers had to be within ten of mine (to account for rounding error) and that whoever was the closest won a prize (extra credit, candy, excusing of an assignment, ect.). My students quickly turned it into a competition and worked hard to earn the prize. I ended up with multiple students hitting my answer down to almost the decimal point - which is great! :) Based on the feedback I can honestly say that they enjoyed it and felt that it really reinforced the concepts we have been learning in this unit! </span><br />
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<span style="font-size: large;">I have put the entire activity, including a multi-page answer key that highlights each piece and how to find their surface area and volume up in my teacherspayteachers store. You can pick it for <a href="https://www.teacherspayteachers.com/Product/Surface-Area-Volume-Unit-11-Surface-Area-and-Volume-of-a-Castle-FREEBIE-2583927" target="_blank">FREE here</a> :) I would LOVE to hear how you use it and implement it! Please comment below!</span><br />
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SecondaryMathShophttp://www.blogger.com/profile/04377667552813434333noreply@blogger.com0tag:blogger.com,1999:blog-4855170677582505444.post-68804821798765555732016-04-08T00:06:00.000-04:002016-04-08T00:06:06.817-04:00Math Misconception: The Final Answer is The Only Part That Matters <div dir="ltr" style="text-align: left;" trbidi="on">
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For the longest time, I really thought that getting the right answer was the goal and really the only thing that mattered. This misconception stuck with me all the way through elementary, middle and high school and was really not challenged until college. Through my K-12 experience I showed my work because I could not do the math without it. However, there was no reward for it. There was not partial credit, it was all about the correct answer. As a struggling math student (to the point where I actually started looking into careers that did not involve math) this really frustrated me because I was often unable to find the correct answer. (Especially in Geometry when writing proofs - ugh!)<br />
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It was not until I took College Algebra my freshman year of college that the work behind the problem became just as important, if not more so, than the correct answer. It was also, at that point, that math "clicked". The emphasis on showing my work helped me to the understand, make connections, and to truly appreciate the beauty of mathematics. Moreover, it also cemented my career path - to become a high school math teacher - who knew! Now as a teacher, here is what I explain, emphasize and illustrate to my students about why the final answer is not always the best answer to the problem.</div>
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1) Showing your work helps you to understand the "why" the answer is correct. My favorite question to ask my student whenever they give me an answer during a class discussion, during group work or even individual practice as I am walking around assisting them is "why". Why did you choose that formula, why did you draw that diagram,or why did you did set-up that equation? If my students can't answer why, I will help them out with leading questions or allow other students to do so (depending on the circumstance). I tell them upfront on day one, if you can't tell me "why" then I am going to keep asking. Sometimes it makes them laugh, but as I am consistent with making all students answer it, it also helps them to make it to reason two.</div>
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2) Showing your work helps you to understand the connections between different topics within a class and different branches of math . We as teachers, parents and adults, all know that math is circular in its connections to each other. When I teach parallel lines, for example, I review and apply the properties of angles that we study in our foundations chapter, setting up and solving algebraic equations that they learned in a previous class as well as the idea of determining whether or not their final answer in reasonable. If a student is not showing their work, they are not able to see these connections in action. They are not able to see how the math keeps "coming back". As the year goes on, these connections get even deeper. By the time I teacher my final unit - Three-dimensional figures - we are tying together area, linear equations, squares and square roots, triangles and at least four other topics! So often, I hear students say - wait, didn't we do x or y before and can't we use w and z here? The more we stress showing their work, being able to answer "why" and "where" the answer came from, the more we can move students to the most important reason I see for looking beyond just the final answer. </div>
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3) Showing your work helps you to retain the knowledge beyond just a quiz, test or other assessment. As much as we don't like it, standardized testing is a reality of this world that we live in. My students are gearing up for this in the new few weeks. Having done multiple types of practice with them through the year, I know how much inter-connection of topics and how much prior knowledge they need to retain. But it goes beyond that, beyond a single test (normally) during their junior year of high school. It goes on to a better attitude about math and a better appreciation how much impact math has the world around us. I seriously cannot count the number of times that I hear "I hate math" , "ugh, math was my worst subject" or "I never use math" when people find out that I am a math teacher. For those that I am lucky enough to continue the conversation with, the reason often comes out that they never truly understood why they had to do it or how it all worked. </div>
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While I definitely don't have all the answers, I do think that they more we can emphasize showing how you do the math, understanding why you need to do it and how the different ideas work together we are setting our students up for better performance on tests, in college, in their career paths and more. Yes, the final answer matters - we need to balance our checkbooks, we need to buy the right amount of paint or carpet - but we also need to know how to consistently arrive it! </div>
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SecondaryMathShophttp://www.blogger.com/profile/04377667552813434333noreply@blogger.com0tag:blogger.com,1999:blog-4855170677582505444.post-23309973298624492372016-04-03T23:07:00.003-04:002016-04-05T08:27:00.260-04:00Celebrate Spring and Customer Appreciation<div dir="ltr" style="text-align: left;" trbidi="on">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiN8ugoRPdvRtzH35lKTNAFsBZsvMxOiB6zIXPZ2tKkaWhVHtOvkLSDXxPFXHIEw8l6Or0XL0q-EvnM_qhlGjUMZ-4wJzSzoyLpoPkZ3RkrTspdYJecisbyPD8slMFyAJrKtLVeNzDHNhY/s1600/celebration.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="247" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiN8ugoRPdvRtzH35lKTNAFsBZsvMxOiB6zIXPZ2tKkaWhVHtOvkLSDXxPFXHIEw8l6Or0XL0q-EvnM_qhlGjUMZ-4wJzSzoyLpoPkZ3RkrTspdYJecisbyPD8slMFyAJrKtLVeNzDHNhY/s320/celebration.png" width="320" /></a>Spring is my favorite season. It is time of renewal, regrowth and new adventures! Unfortunately for me and many teachers I know, it is also the start of the stress of state/national test season. :( In this time of high stress I want to help you all out and to say thank you for your continued support of my TpT store! I have chosen five of my products that are in high demand at this time of year and am going to offer one per day throughout this week at an additional 25% off! Additionally, I am running a rafflecopter that will start on Monday, 4/4 and run through midnight on Friday 4/8 of my geometry riddle worksheets bundle and my algebra riddle worksheets bundle!<br />
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<b><i><u><span style="color: purple;">On Monday (4/4)</span></u></i></b> my <a href="https://www.teacherspayteachers.com/Product/Graphic-Organizers-Reference-Entire-Year-Bundle-1936070" target="_blank"><b><i><span style="color: red;">Graphic Organizers Entire Year Bundle</span></i></b></a> will be an extra 25% off of the already money saving bundle price! These Graphic Organizers are great for helping students review for finals as you finish out the year as well as useful through the year as you teach your Geometry Units! </div>
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<b><i><u style="background-color: white;"><span style="color: purple;">On Tuesday (4/5)</span></u></i></b> my <a href="https://www.teacherspayteachers.com/Product/Geometry-2nd-semester-BellworkExit-CardsStation-Cards-BUNDLE-1215183" target="_blank"><b><i><span style="color: red;">2nd Semester Geometry Bellwork Bundle</span></i></b></a> will be an extra 25% off of the already money saving bundle price! My bellwork are not only great for getting classes started, but also work well as station cards and exit tickets!</div>
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<b><i><u><span style="color: purple;">On Wednesday (4/6)</span></u></i></b> my <a href="https://www.teacherspayteachers.com/Product/Geometry-2nd-Semester-Wall-Posters-Complete-Bundle-1240989" target="_blank"><b><i><span style="color: red;">2nd Semester Geometry Word Wall Cards/Posters</span></i></b></a> will be an extra 25% off of the already money saving bundle price! This posters not only look beautiful on your walls but helps students reinforce their Geometry vocabulary and stimulate mathematical discussions! </div>
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<b><i><u><span style="color: purple;">On Thursday (4/7)</span></u></i></b> my <a href="https://www.teacherspayteachers.com/Product/Circles-Geometry-Unit-9-Circles-Complete-Unit-Bundle-1160552" target="_blank"><b><i><span style="color: red;">(Geometry) Circles Complete Unit Bundle</span></i></b></a> will be an extra 25% off of the already money saving bundle price! This bundle includes notes, bellwork, practice worksheets, review, graphic organizers and more! </div>
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<b><i><u><span style="color: purple;">On Friday (4/8)</span></u></i></b> my <a href="https://www.teacherspayteachers.com/Product/Geometry-2nd-Semester-Curriculum-Bundle-5-Units-2399304" target="_blank"><b><i><span style="color: red;">2nd Semester Complete Curriculum Bundle</span></i></b></a> will be extra 25% off of the already money saving bundle price! This bundle includes 5 units that are most often taught during the second semester - Right Triangles, Quadrilaterals, Circles, Area and Three-Dimensional figures!</div>
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I hope that these savings will help you out as you plan out the finish to your year!</div>
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SecondaryMathShophttp://www.blogger.com/profile/04377667552813434333noreply@blogger.com0tag:blogger.com,1999:blog-4855170677582505444.post-75421350962854099862016-01-05T21:51:00.001-05:002016-04-05T08:34:00.772-04:00Why I Believe You Should Decorate Your Secondary Classroom (and How To Do It!)<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7LD4lU90ra7Sm-uylykhyphenhyphenraztfJ_7J8wHYG5sTL7gBYDbW1_JxxcKJFsW8rvDTknf4lLIl9-PlYQisyTgk-2MWOSOLfl1TiKjDeGc6goVa-20ghaodDw4cUSwhe7iNdLVf7Slq35eRoM/s1600/Decorate.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="308" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7LD4lU90ra7Sm-uylykhyphenhyphenraztfJ_7J8wHYG5sTL7gBYDbW1_JxxcKJFsW8rvDTknf4lLIl9-PlYQisyTgk-2MWOSOLfl1TiKjDeGc6goVa-20ghaodDw4cUSwhe7iNdLVf7Slq35eRoM/s400/Decorate.png" width="400" /></a></div>
When I first started teaching 15 years ago, I was the only female in my department and the youngest teacher to boot! Needless to say I stuck out from the rest of my department (cue the song "one of these things is not like the other...). When I made the decision to decorate my classroom it made the difference even more obvious. However, looking around my very empty, bare, beige, cinder-block classroom I felt it was very cold, very sterile and just not that welcoming so I HAD to decorate. The big question, though, was how and with what? I had no clue how to decorate a secondary classroom so that it look like a high school classroom and not an elementary one. I had no idea how to get things to stay on the walls, where to find supplies or even a vision of what I wanted to look like! I just knew that I had to do something...<br />
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It was that last part - lack of vision - that led to many mistakes and wasted money (and as a beginning teacher money is definitely not something you have a lot of)! Finally, though, after 15 years I have finally feel like I have an under control, inviting, warm, educational and cohesive design! I would like to share a few tips with you to help you avoid the follies that I made my first few years!<br />
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<b><i><u><span style="color: purple; font-size: large;">1) Plan the space out before you begin.</span></u></i></b> All classroom are traditionally either rectangular or square in design but you don't have all of that space to work with. If your room is anything like mine you have cupboards, heating vents, boards on a certain wall, bulletin boards, computer drops and of course 33 desks! Free space is a premium and you need to use it wise. You don't want to go out and get a bunch of things and then have no wall space to display them or floor space to put them. Before I started my current classroom "decor" I laid out on paper all of the thing that I had to have that I had no control over. For example, based on where the drops were, I had to <br />
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have my computer and teacher desk in the front corner. I have a huge air-conditioner/heater that sticks out 2 feet and takes up a third of one of my walls - but it is right under a window so I couldn't have used that wall space anyway. By laying out everything that I HAD to have, I was able to recognize what space I had to work with and could move on to the next step.<br />
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<b><i><u><span style="color: purple; font-size: large;">2) Place physical objects that take up floor space before posters or other decor.</span></u></i></b> Start by placing your desks, tables, file cabinets that have to be in your room in the place that they need to go. If you want book cases, shelves, a student resource area (i.e. pencils, paper, sharpener, etc.) then they need to go in next. There is nothing more annoying than to put up posters, only to have to move them because a book case, file cabinet, etc. needs to go in that space. Placing everything physical first also allows you to see sight lines and room flow. If you want to post homework, you need to have it in a spot where it is easily accessible and visible versus someplace that it is going to get lost or cause mass congestion. <br />
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<b><i><u><span style="color: purple; font-size: large;">3) Decide what you want to put on your walls before you buy or make it. </span></u></i></b> Do you want to illustrate your vocabulary <u><b><a href="http://secondarymathshop.blogspot.com/2015/11/the-effect-of-posting-word-walls-and.html" target="_blank">(check out my previous post on word walls for ideas if you need them!)</a></b></u> and formulas? Do you need to post your objectives and I-cans in a certain place? Do you want to post a list of previous homework or a homework calendar? Do you want to do some encouragement posters (character, effort and the like?) or words to think about? Do you need to post your rules/expectations? Do you want to leave a space open to display student work?<br />
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Do you want to use a lot of different colors or stick to more of theme? Remember, the purpose of putting stuff on your walls is to not only make your room educational and helpful, but also inviting and some place that students feel encouraged and free to learn. Also keep in mind, while you students look at the walls for an hour or so a day, you look at them for 8 hours a day, 5 days a week...<br />
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<b><i><u><span style="color: purple; font-size: large;">4) Shop smart and frugally.</span></u></i></b> When I first started out buying posters for my classroom I just went to local teacher store and bought what caught my eye. I put tape on the back, hung them up and called it done. It never occurred to me to laminate them to make them last longer, to make them myself or to shop online. Matter of fact, when I first started teaching, the internet barely existed!!! Now, there are so many options. You can go to Amazon and get them in two days for cheaper than the teacher stores offer which is fantastic - depending on what you are looking for that is! I found that while teacher stores were great for the encouragement posters, basic concept and a small portion of middle school math skills that we use at the high school level, they did not cover what we do at the high school level. There just did not exist posters covering the higher level math that I needed. Again, since this was really before the prevalence of the internet I was left with one option - make them myself! And make them myself I did! :) I ended up making over 200 "posters" that are 8.5 by 11! (<a href="https://www.teacherspayteachers.com/Store/Secondary-Math-Shop" target="_blank">If you are interested in having them for yourself, check them out in my teacherspayteachers store.</a>) Over time, I have also bought some from other sellers on TpT and finally found a few on Amazon as well! If you choose the route of buying digital and printing them yourself, you can get cardstock pretty inexpensively at your local craft store or some of the big box stores. Also, look into the cost of printing them on your own color printer versus paying an office supply store to do it, often times they are cheaper!<br />
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<span style="color: purple; font-size: large;"><b><i><u>5) Take care of what you have so that it lasts beyond a school year. </u></i></b></span>We live in a green-conscious world and we need to conserve resources so make yours last! While I <br />
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know that laminating something and then pitching it is not good for the environment, more often than not, when you laminate a resource, it is because you plan to keep it long term! All of my posters are laminated for two reasons. One because they last longer and two because when I put tape on the back of something that is laminated, it pulls off easily and the poster can be stored easily. I also recommend that you buy a few totes or something else hard plastic to keep them from getting bent or damaged. I tried buying on the poster folders that the local teacher store had, but they were flimsy and unless stored flat, they would eventually curve and curve the posters with them. <br />
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My room has evolved a great deal over the last 15 years from a cold, empty, beige (oh way too beige) room to something full of life, color, warmth and that is welcoming! It has been and probably always will be a work in progress but it is also something that I have found enjoyable! I hope that my tips have helped you! I would love to hear what you have done to your room or to answer any questions you might have below in the comments!</div>
SecondaryMathShophttp://www.blogger.com/profile/04377667552813434333noreply@blogger.com0tag:blogger.com,1999:blog-4855170677582505444.post-81271945895444872242015-11-22T19:31:00.000-05:002015-11-22T21:15:20.838-05:00The Effect of Posting Word Walls and Vocabulary at the Secondary Level<div dir="ltr" style="text-align: left;" trbidi="on">
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I sat down and did a quick count of the "new" vocabulary that students encounter in Geometry. If I discount the ones that students 'should' have heard before, I am still left with over 200 crucial terms, formulas and figures that students are expected to master by the end of a school year. Yep, over 200...in addition to writing English papers, reading literature and history (and all the intricacies that it entails), science, electives and too many other things to list. I don't know about you, but even just reading that list makes my brain hurt. In an effort to help my students achieve mastery, I took it upon myself to create word walls of all of the major terms, figures and such. </div>
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<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Geometry-1st-Semester-Word-Wall-Posters-BUNDLE-1296741" target="_blank">First Semester Bundle</a></td></tr>
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Each entry on my word walls includes the term, its definition, a diagram and/or example and other pertinent facts. I broke my terms into semesters (<b><i><u><a href="https://www.teacherspayteachers.com/Product/Geometry-1st-Semester-Word-Wall-Posters-BUNDLE-1296741" target="_blank">first</a></u></i></b> and <b><i><u><a href="https://www.teacherspayteachers.com/Product/Geometry-2nd-Semester-Wall-Posters-Complete-Bundle-1240989" target="_blank">second</a></u></i></b>) and then further subdivided it into units. I have found that keep them all up for the course of an entire semester has resulted in some fantastic results.</div>
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1) My students refer back to the walls when they are stuck or don't remember something from a previous unit. Their frustration level has decreased a great deal because they have a quick reference if they get stuck instead of having to flip through the book, their folders or other reference materials.</div>
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<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Geometry-2nd-Semester-Wall-Posters-Complete-Bundle-1240989" target="_blank">Second Semester Bundle</a></td></tr>
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2) Their ability to explain their thinking has increased dramatically because they have a better grasp of the vocabulary and how the concepts fit together. For example, when we recently did our congruent triangle proofs, students were more successful because they were able to better remember facts about midpoints, bisectors and isosceles triangles - all of which are posted on the walls.</div>
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3) Students are more focused on the concepts that we are studying because they can see how all the pieces are fitting together and they can see where we are headed. I open the first week of school by telling the students that what is illustrated on my walls will be what we are studying. We talk about what they already know and what impressions they have about what they are going to learn.</div>
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4) My room just looks more put together and is a better reflection of high school. Strange I know, but at the secondary level it is difficult to find decorations that are "older" instead of "elementary".</div>
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While it hasn't solved the entire problem of the horrendously long list of things that students today need to remember, it has helped and as teachers, that is one of the best things we can do...help! </div>
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If you want to read more about word walls, my friend over at Scaffolded Math and Science shared their own experience with word walls in <a href="http://scaffoldedmath.blogspot.com/2015/09/high-school-math-word-wall-ideas.html" target="_blank">this blog post.</a> They also shared a link with me to their spectacular word wall for Algebra 2 available<b><i><u><a href="https://www.teacherspayteachers.com/Product/Algebra-2-Word-Wall-1964059" target="_blank"> here</a></u></i></b>. The description includes "...references for domain, range, increasing and decreasing in interval notation, ... Also included is a quadratic example graph showing the vertex, the equation in vertex form (and how those two relate), domain, range, increasing and decreasing. ... how the x and y at the vertex can show up in domain (in the radical example) and range."</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9ycGTP2mgkEpc3-vZadHL_LpboiUa-82IE3hwsvV5UDgxoY8GAUi_Bx49OkqnNRO-Ikgsh5ygME70EWHJ6tEcBPDgdMWhK5Hgai8Nq0-z1k23Hisgc8wyz3T4IlYG8f7k90vfkVUjQ5U/s1600/original-1984257-1.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9ycGTP2mgkEpc3-vZadHL_LpboiUa-82IE3hwsvV5UDgxoY8GAUi_Bx49OkqnNRO-Ikgsh5ygME70EWHJ6tEcBPDgdMWhK5Hgai8Nq0-z1k23Hisgc8wyz3T4IlYG8f7k90vfkVUjQ5U/s200/original-1984257-1.jpg" width="200" /></a></div>
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If you are looking for more of an Algebra 1 word wall then check out All Thing Algebra's "<b><i><u><a href="https://www.teacherspayteachers.com/Product/Relations-Linear-Functions-Word-Wall-Cards-Template-1984257" target="_blank">Relations & Linear Functions: Word Wall Cards + Template</a></u></i></b>". Not only does it include the terms "coordinate plane, quadrants, origin, ordered pair, relation, domain,
range, mapping, discrete graph, continuous graph, function, function
notation, vertical line test, zeros, slope, slope formula, zero slope,
undefined slope, positive slope, negative slope, slope-intercept form,
standard form, x- and y-intercepts, horizontal line, vertical line,
parallel lines, and perpendicular lines" but it also includes a bonus template to create your own. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbqnbjq7ov1fwVJ6e8TpZenp9ZgPYby2FSKNG4zQiLNJItElSbE4UlyCq7StHwZAD0SYV43mhwSPESZj5tZN0Wd66tehu9ejqpxLB9RHSAmdzovhuqCuWBQAemW-LfmJw5D3YcVdfR5Ls/s1600/original-782577-1.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbqnbjq7ov1fwVJ6e8TpZenp9ZgPYby2FSKNG4zQiLNJItElSbE4UlyCq7StHwZAD0SYV43mhwSPESZj5tZN0Wd66tehu9ejqpxLB9RHSAmdzovhuqCuWBQAemW-LfmJw5D3YcVdfR5Ls/s200/original-782577-1.jpg" width="200" /></a></div>
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If your needs fall into the middle level then check out Lindsay Perro's "<a href="https://www.teacherspayteachers.com/Product/Middle-School-Math-Vocabulary-Cards-782577" target="_blank">Middle School Math Vocabulary Cards</a> "The product includes "120+ Common Core related vocabulary words. Each page includes three
cards - one with the word, another with the definition and another with
an example. Use together on a word wall or as a matching activity to
help students learn the words that are critical to common core success
in middle school! These cards would work great as a math center in your
classroom! Included are both color and black and white versions. Also included are templates in PowerPoint so you can add your own words!" <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLboYRBqjw_BRKRUxCysFXoCB1jtQsrMqsBXaaZ7PT20ljXy325onVr9Zh9LumpxhIG6b4Etj1LPjsocPCDBnB10vf0Mgga0kDQcoqaU5Al_rfmGPlCcyOBRfeVciP9OlSCcOlG-BEWNk/s1600/original-1909590-1.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="153" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLboYRBqjw_BRKRUxCysFXoCB1jtQsrMqsBXaaZ7PT20ljXy325onVr9Zh9LumpxhIG6b4Etj1LPjsocPCDBnB10vf0Mgga0kDQcoqaU5Al_rfmGPlCcyOBRfeVciP9OlSCcOlG-BEWNk/s200/original-1909590-1.jpg" width="200" /></a></div>
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To the Square Inch- Kate Bing Coners has taken the idea of math word walls one step further and not only offers them in <b><i><u><a href="https://www.teacherspayteachers.com/Product/Algebra-Common-Core-Word-Wall-Words-Chevron-Backgrounds-561881" target="_blank">English</a></u></i></b> but in <b><i><u><a href="https://www.teacherspayteachers.com/Product/6th-7th-and-8th-Grade-Math-Common-Core-Word-Wall-Words-in-Spanish-1909590" target="_blank">Spanish</a></u></i></b> too! Both sets feature "Common Core based word wall words with illustrations with super bright
colored backgrounds." The Spanish ones are "Perfect for bilingual classrooms, ELL classes,
Spanish math classes or supporting your English Language Learners." I encourage you to check them out! I know I will be :) </div>
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I would love to know how you use word wall cards. Comment below and I'll chose one lucky commenter to receive their choice of one of my twelve sets of word wall posters!!! </div>
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SecondaryMathShophttp://www.blogger.com/profile/04377667552813434333noreply@blogger.com1tag:blogger.com,1999:blog-4855170677582505444.post-58981366242034837002015-10-31T18:00:00.000-04:002015-10-31T23:22:03.867-04:00Avoiding the Pitfalls of Teaching 3 - Creating Your Own Materials and TeachersPayTeachers<div dir="ltr" style="text-align: left;" trbidi="on">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgiEiASmFwiohR78jBxJxOUFF2nUGSRG8E_wKWNecFQpusqgOPmJlHbP1SJUWkg44c8o9WVN09Js3AYUyUeqWzNx1k-reqmxAIyXTwO3VEQIQCcoio4xAkDWx32Q-gSje7gqOorXcKDIOg/s1600/Slide3.PNG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="308" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgiEiASmFwiohR78jBxJxOUFF2nUGSRG8E_wKWNecFQpusqgOPmJlHbP1SJUWkg44c8o9WVN09Js3AYUyUeqWzNx1k-reqmxAIyXTwO3VEQIQCcoio4xAkDWx32Q-gSje7gqOorXcKDIOg/s400/Slide3.PNG" width="400" /></a> As I have progressed through my years of teaching (currently sitting at 15+ !) I have learned a great deal. One of the things that I learned was to not follow the textbook as if it was the end-all-be-<br />
all guide to teaching. I learned to break away and follow my own sequencing (<a href="http://secondarymathshop.blogspot.com/2015/10/avoiding-pitfalls-of-teaching-2.html" target="_blank">see pitfall 2 here</a>). Doing so, however, left me with a problem. If I was creating my own sequencing and my own lessons then I didn't always have an assignment ready to go. The work and worksheets that come with the book are designed to follow their sequencing, not mine. So an epic quest started to find materials that were on a single topic (or similarly related topics) that I could use to give my student practice.<br />
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I began by printing out the textbooks worksheets and using the good old cut it apart and tape parts back together to create a new worksheet. For a while, this worked. Eventually, however, I moved further away from the book and started creating my own examples because they better fit what I was trying to teach. I did this because I often felt that the book was asking them to solve a math problem while jumping rope and singing the alphabet in their over complicated examples. So my quest continued and led me to start buying worksheet books from the publishing companies and again, for a while this worked. It solved my problem far better than the cut and paste method did. Until suddenly I found myself frustrated again with the holes. I kept thinking there had to be a better way and I started searching online and I found my first <a href="https://www.teacherspayteachers.com/" target="_blank"><b><i><span style="color: red; font-size: large;">TeachersPayTeachers</span></i></b></a> resource. It matched exactly what I need and it was beautifully made. I seriously had one of those "heavens opening, beam of light moments". I'm not kidding, I spent hours on the website searching, bookmarking and loading my cart. It was like Christmas in September. I was incredibly happy...until I got switched from Algebra to Geometry and everything I had found and bought was for Algebra. So back onto TpT I went and discovered that the Geometry resources were a lot more scarce than the Algebra ones...<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIlpSbry58Lg0CXqwvelPeYIjO-k6odPTErRqCa5LqlrJj9OjNgbw7mkDn7o3i5cvyNItDeNmmd3KtU9UW8wPVzAetfzv59o2-Lvzn4rTgjZF5o69rikqEeV-ofsF47lgIGpHqTiBsbJo/s1600/round+logo3.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIlpSbry58Lg0CXqwvelPeYIjO-k6odPTErRqCa5LqlrJj9OjNgbw7mkDn7o3i5cvyNItDeNmmd3KtU9UW8wPVzAetfzv59o2-Lvzn4rTgjZF5o69rikqEeV-ofsF47lgIGpHqTiBsbJo/s1600/round+logo3.png" /></a><br />
By that point, however, I had taught enough years that I was getting really good at creating my own stuff so I used what I learned and started creating high quality Geometry resources that matched the caliber of the Algebra that I had purchased. One day I decided to share what I was making with other teachers and the <a href="https://www.teacherspayteachers.com/Store/Secondary-Math-Shop" target="_blank"><b><i><span style="color: red; font-size: large;">Secondary Math Shop</span></i></b></a> was born. :) Since I opened a store on there, the caliber of my <b><i><span style="color: red; font-size: large;"><a href="https://www.teacherspayteachers.com/Store/Secondary-Math-Shop/Category/-Complete-Unit-Bundles" target="_blank">lessons</a>, <a href="https://www.teacherspayteachers.com/Store/Secondary-Math-Shop/Category/Cut-and-Paste-Activities-Investigations" target="_blank">activities</a>, <a href="https://www.teacherspayteachers.com/Store/Secondary-Math-Shop/Category/Wall-Posters-Vocabulary-Cards" target="_blank">diagrams</a></span> </i></b>and classroom environment has skyrocketed. I not only make things that are so much more superior to what I used before, but I purchase so many things as well to supplement my lessons! That's right, while I am a seller, I am also still an avid buyer! :) <br />
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I spoke with a few other teacher - authors about their journey to opening their own stores and here is what they had to say.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhE92WbPGLk3yteJE9WTrI59sZM3wOq1grmtMPXcI_jxM3SpUHsYykz_Xf3xl6ChoT6cX2MDvDOOYFsOj_Mg1ldqAHlXhpyTEUcK4hpfNdm6mhHrNhZkEPn1Go6T3jqnIiIZQNm0XCWCNU/s1600/3550742.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhE92WbPGLk3yteJE9WTrI59sZM3wOq1grmtMPXcI_jxM3SpUHsYykz_Xf3xl6ChoT6cX2MDvDOOYFsOj_Mg1ldqAHlXhpyTEUcK4hpfNdm6mhHrNhZkEPn1Go6T3jqnIiIZQNm0XCWCNU/s1600/3550742.jpg" /></a><span style="color: red;"><b></b></span><br />
<span style="color: red;"><b><i><a href="https://www.teacherspayteachers.com/Store/Apples-And-Bananas" target="_blank"><span style="font-size: large;">Apples and Bananas</span></a> </i></b></span>shared "Since we work in an alternative school setting, we found it necessary to create materials that would appropriately scaffold content for a variety of learners. When we realized that the curriculum we were given only reached a handful of our students, we decided to try our hand at creating scaffolded notes and interactive notebook activities, like the products in this <a href="https://www.teacherspayteachers.com/Product/Algebra-1-Interactive-Notebook-Activities-and-Scaffolded-Notes-1904684"><span style="font-size: large;">Algebra bundle</span></a>. We saw that our students were retaining so much more information with this format, and we love that it is general enough to be used with any curriculum."</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-fxxNxhAhUhZrWz6joqnQto0oUtzVcThnQowEcSBlVBU5nJ1pVCr1RVYiKWGydA_WZ-C-nbkT0aytC97its0tNyVy2j5Glsp3NjESHsu8rpHDvdih1HBkbkw3WN6KNQ7Zqh3OxROuDoM/s1600/3483768.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-fxxNxhAhUhZrWz6joqnQto0oUtzVcThnQowEcSBlVBU5nJ1pVCr1RVYiKWGydA_WZ-C-nbkT0aytC97its0tNyVy2j5Glsp3NjESHsu8rpHDvdih1HBkbkw3WN6KNQ7Zqh3OxROuDoM/s1600/3483768.jpg" /></a><span style="font-size: large;"><b><i><u><span style="color: red;">Nikki from <a href="https://www.teacherspayteachers.com/Store/Teaching-Autism" target="_blank">Teaching Autism</a></span></u></i></b> </span>stated "I started to make my own resources when I realised that there wasn't anything out there that suited the 'class' as a whole. I decided I would have to make it myself! You see, we are very big on inclusion - when our topic is 3 little pigs, we ensure ALL our children, regardless of ability take part in the same 3 little pigs activities, BUT we differentiate them so they are working at the right level for them with just the right amount of challenge. So, I started making my own resources, I had always been good at ICT so thought it would be easy - it's not so easy, trust me, wow I don't know how some of these teachers do it! At first I was using publisher, slowly I got around to powerpoint, then I got brave and started using my macbook instead of my usual windows laptop, investing in clipart that I just KNEW my students would love. The more enthusiasm I put into my resources - the more the children LOVED them! I make the same activity in 5 different levels, yep FIVE. It means all our children are working on the EXACT same activity, yet it's just changed to suit their individual abilities and needs! Every child is different, which, in my class, means they all need different resources suitable for them. "</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcYjF8VhInJTdkvzL6fPgSWJctdNTnlk2Gh5uCOwuKR3lC0cnsiS2niKh6uCXUMxqZ0XUmj_lvTA5dZsi6cIKzde1cEZeQZsKk_HDua-rYwGc0WxVeqVwXF2opxZxqJ0NyrTYd7AtHXyY/s1600/1691408.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcYjF8VhInJTdkvzL6fPgSWJctdNTnlk2Gh5uCOwuKR3lC0cnsiS2niKh6uCXUMxqZ0XUmj_lvTA5dZsi6cIKzde1cEZeQZsKk_HDua-rYwGc0WxVeqVwXF2opxZxqJ0NyrTYd7AtHXyY/s1600/1691408.jpg" style="cursor: move;" /></a></div>
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<a href="https://www.teacherspayteachers.com/Store/History-Gal" style="-webkit-text-stroke-width: 0px; color: black; font-family: 'Times New Roman'; font-variant: normal; letter-spacing: normal; line-height: normal; text-transform: none; white-space: normal; word-spacing: 0px;" target="_blank"><i><b><span style="-webkit-text-stroke-width: 0px; color: red; font-family: 'Times New Roman'; font-size: x-small; font-variant: normal; letter-spacing: normal; line-height: normal; text-transform: none; white-space: normal; word-spacing: 0px;">History Gal</span><span style="-webkit-text-stroke-width: 0px; color: black; font-family: 'Times New Roman'; font-size: xx-small; font-variant: normal; letter-spacing: normal; line-height: normal; text-transform: none; white-space: normal; word-spacing: 0px;"> </span></b></i></a>shared that "The textbook and the material that come with it make history boring. Raise your hand if you remember being in history class and being told my your teacher to read pages x - x and answer the questions at the end of the chapter. Who gets excited about doing that? I want students to get excited about history so I created my own activities. My favorites are my <a href="https://www.teacherspayteachers.com/Store/History-Gal/Category/Historical-Simulations"><span style="font-size: large;">historical simulations</span></a>"</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcUDDfuqS4hBNuaw9fs7AglPJf5JR5GMWtvALpn2OxPwREhVhZeUIFCnoY9oYwyEmXFeXzPG61n1jHwREqEygMjsL5EoXFhqKYeCBjdVWZOv2_WvUWLukFDi9VKfCeEZte7tPSiF1muiE/s1600/507699.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcUDDfuqS4hBNuaw9fs7AglPJf5JR5GMWtvALpn2OxPwREhVhZeUIFCnoY9oYwyEmXFeXzPG61n1jHwREqEygMjsL5EoXFhqKYeCBjdVWZOv2_WvUWLukFDi9VKfCeEZte7tPSiF1muiE/s1600/507699.jpg" /></a></div>
<a href="https://www.teacherspayteachers.com/Store/Its-Kinder-Time" target="_blank"><b><i><span style="color: red; font-size: large;">It's Kinder Time</span></i></b></a> I purchased Morning Work for my kinder kiddos and found that some of it was too easy for my kids. I also noticed that sometimes the morning work would have standards I had not taught yet and my kiddos would struggle to complete a supposedly review independent activity. This issue pushed my to take the giant leap and create my own Morning work. You can find it <a href="https://www.teacherspayteachers.com/Product/Morning-Work-1-1876042" target="_blank"><span style="font-size: large;">here(Morning Work Bundle)</span></a>. I know my kiddos were able to work through this product independently and were reviewing stands that we covered. It also helped that the weekly practice was repetitive and my kiddos knew what skill they would practice. I am now working on adding the units that I have created for my classroom to tie in some fun activities as well as hitting the academic standards. Really creating came from wanting to have materials that fit the needs of my kiddos and allowed me to support each kiddos at their level."<br />
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<b><i><span style="color: red; font-size: large;"><a href="https://www.teacherspayteachers.com/Store/Mrs-E-Teaches-Math" target="_blank">Mrs. E from Mrs. E Teaches Math</a></span></i></b> explained that "I taught honors students and had a very difficult time finding activities and other resources rigorous enough for my students. Most of the activities I found online were way too simple for my students. I started creating my own <a href="https://www.teacherspayteachers.com/Product/Composite-Area-Scavenger-Hunt-Honors-Level-1618783" target="_blank"><span style="font-size: large;">activities</span></a> to use in my classroom. One of my coworkers saw the activities I was making and suggested I list them on Teachers pay Teachers."<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxA6l3qeOJ2HYnUx7zJvtR_mgAQEGQgPom3T3p7vHmoU94hSlYWIps0JBMAeK4wfxtgBDhSgpJcYKUiYY-uDviiAYvfOFw39XikIIzuU4mIvrtjKhhbUt4KBcgYMFRIK_qlVBJKAMxEJE/s1600/5207643.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxA6l3qeOJ2HYnUx7zJvtR_mgAQEGQgPom3T3p7vHmoU94hSlYWIps0JBMAeK4wfxtgBDhSgpJcYKUiYY-uDviiAYvfOFw39XikIIzuU4mIvrtjKhhbUt4KBcgYMFRIK_qlVBJKAMxEJE/s1600/5207643.jpg" /></a></div>
<b><i><u><span style="color: red; font-size: large;">Coach Christopher from <a href="https://www.teacherspayteachers.com/Store/Courage-To-Core" target="_blank">Courage To Core</a></span></u></i></b> shared "In my view, most textbooks aren’t sufficiently student-centered. They also tend to cover an incredible breadth of material at the expense of depth, and rarely give students the authority to do more than a series of relatively repetitive practice problems. They are certainly useful resources and particularly so for students who can work and learn independently out of the gate, but I think they don’t work so well for students who are not already performing at a high level. By contrast, having students work in small groups engages and challenges students widely regardless of level. Students must collaborate, articulate, listen, be creative, risk failure, deal with failure, persist, organize, assist, be assisted and actively engage as problem-solvers. Really putting my students to work has worked for them."<br />
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The pitfalls are there, just waiting, but hopefully together we can navigate them, avoid them or capitalize upon them to the benefit of you and your students. What do you do to create your own materials or to supplement to make things fit the needs of your students? Comment below, I'd love to hear it!</div>
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SecondaryMathShophttp://www.blogger.com/profile/04377667552813434333noreply@blogger.com0tag:blogger.com,1999:blog-4855170677582505444.post-76011949545112546342015-10-24T23:00:00.000-04:002015-10-25T01:34:25.248-04:00Avoiding the Pitfalls of Teaching 2 - Breaking Away From the Book's
Sequencing<div dir="ltr" style="text-align: left;" trbidi="on">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzqEdTeC8X6hOOb58LDMqRNPvPrYgybdHSmn6VYF8RcodmHbysf4ZjTuwiuvAm1YNnZAoFgROA8TrFm1cItujWOSX140q4Kuf7MSRCP7SP_FF-1OtM-U5tnE4Qp60ziNkGdsKqhVfGhkQ/s1600/Pitfalls+2.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="308" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzqEdTeC8X6hOOb58LDMqRNPvPrYgybdHSmn6VYF8RcodmHbysf4ZjTuwiuvAm1YNnZAoFgROA8TrFm1cItujWOSX140q4Kuf7MSRCP7SP_FF-1OtM-U5tnE4Qp60ziNkGdsKqhVfGhkQ/s400/Pitfalls+2.png" width="400"></a> As we move forward in our teaching career we look back on the past and say "if I had only known then what I know now..." and have a hundred things to fill in the blank with. While there are many things that I wish I could have a do-over on, it is what I have identified as pitfall number 2 that bothers me the most. It is simply this: I wish that I had known that it is preferable to deviate from the book and teach material in an order that makes more sense rather than going lock-step section by section.<br>
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In those nervous first few years we follow the book (if we have one) because it is our lifeline. It is what tells us where to head next and saves our sanity when we are completely overwhelmed and cannot think of one more thing before we crash from exhaustion. So we do section 1.1, 1.2, 1.3, quiz (because they book says one should fall there), 1.4....until we get through the book. We don't realize (often because no one tells us or we are too tired to ask) that it is only a guide, not a curriculum. I know that for years I followed it because it was all that I had. My notes were even labeled "1.1 Title of Section". I look back on those days and realize that while I was teaching, I was not reaching. I was covering every topic that was on my list and getting through the whole book (most years anyway) which was seen as a win! I was so nervous and so anxious about keeping my room quiet and under control <b><a href="http://secondarymathshop.blogspot.com/2015/10/avoiding-pitfalls-of-teaching-1-talking.html" target="_blank">(see pitfall one here)</a> </b>that I never asked myself "are they learning"?<br>
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One day, however, as I got over my nerves, I started to realize that the ideas were so choppy and segmented that the students were struggling to make connections. I started examining the content and not the book and came to some realizations. I realized that there were triangles in chapters 1, 4, 7 and 9 so why not just do a unit on triangles? Why not rearrange the order of topics so that they flow together instead of battling with each other? I sat down and started mapping out topics and identifying what went with what and what was foundational information versus what was the next level. Ultimately I started rearranging my entire outlook to meet the needs of the students (while still covering the curriculum).<br>
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When I started doing this, my whole classroom changed, improved and strangely enough, I felt like a better teacher! I felt like I was actually in control of what my students were learning and had some autonomy to try new things. My passion for teaching was reenergized because I was again enjoying what I was doing. Best of all - my students were happier, learning and retaining better and more effectively engaged! <br>
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I spoke with a few other teacher-authors about how they broke away from the textbook:<br>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcYjF8VhInJTdkvzL6fPgSWJctdNTnlk2Gh5uCOwuKR3lC0cnsiS2niKh6uCXUMxqZ0XUmj_lvTA5dZsi6cIKzde1cEZeQZsKk_HDua-rYwGc0WxVeqVwXF2opxZxqJ0NyrTYd7AtHXyY/s1600/1691408.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcYjF8VhInJTdkvzL6fPgSWJctdNTnlk2Gh5uCOwuKR3lC0cnsiS2niKh6uCXUMxqZ0XUmj_lvTA5dZsi6cIKzde1cEZeQZsKk_HDua-rYwGc0WxVeqVwXF2opxZxqJ0NyrTYd7AtHXyY/s1600/1691408.jpg"></a><br>
<a href="https://www.teacherspayteachers.com/Store/History-Gal" target="_blank"><span style="color: red;"><b><i><u>History Gal</u></i></b></span> </a>shared that "history's sequencing is chronological so it is difficult to deviate too much. However, as the teacher, I can decide how much to spend on each unit. This might surprise you, but there are parts of history that are boring even to history teachers! I cover those time periods quickly and spend more time on parts of history that I enjoy.</div>
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<b><i><u><span style="color: red;"><a href="https://www.teacherspayteachers.com/Store/Courage-To-Core" target="_blank">Coach Christopher from Courage To Core</a></span></u></i></b> shared "I like to switch things up every few years and teach at a new school, or quit and go rock climb for a year to keep things fresh. On the other hand, one way to keep some continuity for me has been to craft my own teaching materials to go alongside the school’s preferred text. The materials were adapted, refined and expanded with each new school. After 15 years (!) the texts became ancillary to my own materials which are now under the moniker Courage To Core. The evolution continues. No lock-step allowed!"<br>
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The pitfalls are there, just waiting, but hopefully together we can navigate them, avoid them or capitalize upon them to the benefit of you and your students. How did you learn to break away from the books sequencing to using your own? Comment below, I'd love to hear it!</div>
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SecondaryMathShophttp://www.blogger.com/profile/04377667552813434333noreply@blogger.com0tag:blogger.com,1999:blog-4855170677582505444.post-2998350253270296192015-10-12T01:00:00.000-04:002015-10-24T12:46:08.877-04:00Avoiding the Pitfalls of Teaching # 1 - Talking To Your Students Instead of At Them<div dir="ltr" style="text-align: left;" trbidi="on">
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Although as teachers we spend many years in college learning our subject area and in teacher education classes, nothing - not even student teaching - can fully prepare you for the day that you walk into a school and have your own classroom. Suddenly that's it. You are in front of a room of 25 - 35 students all of whom you need to educate, engage and manage. Unfortunately, unless you have a fantastic support system, you are likely to commit some of the common pitfalls that can make your job that much harder. Over the next few weeks I am going to address some of these pitfalls and how to avoid them! Additionally, I have asked some of my friends at teacherspayteachers to contribute their knowledge as well!<br />
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<i><span style="color: purple;"><u>Topic One: How to Talk <b>TO </b>your students (i.e. facilitating a discussion) instead of <b>AT</b> them (i.e. lecturing)! </u></span></i></h2>
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When we start teaching we are nervous, especially for the first year or two until we get some experience under our belts. We want everything to go well, we want our rooms to be well managed, we want to be that super fantastic, great, wonderful, perfect teacher whose classroom looks like one of those out of a 1950's sitcom where everything is neat, tidy, with the students all raising their hands. To achieve this lofty "perfect classroom" we walk in, put the hammer down and start talking at our students through the "stand and deliver" lecture method. We operate under the assumption that if they are silent, they are listening, learning and perfectly "under control". Yep, sure they are. (Just like when my kids are suddenly quiet at home it means that they are being perfect angels...) In all reality, 40% of your students are not learning anything because they don't learn that way, 50% are afraid to ask a question (or robbed of the opportunity to do so because you never pause) and 80% are about to explode from the amount of words and energy that is building up. <br />
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No one can sit still, silently for 45 - 60 minutes. I know that I sure can't. I get antsy, I start to tune out the words around me, I doddle, I start making lists, I get BORED! Do we honestly expect our pre-teens and teens to be any different? At the age we are when we become teachers we've learned some of the social norms, we know how to stay in our seats and at least look tuned in. Most of the students sitting in front of us don't. They are in ever changing bodies in an ever changing world trying to balance school, families, sports/clubs, friends, hormones and a thousand other things. When you are trying to compete with all of that you need to teach how they learn.<br />
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So how do you do that? How do you teach the way they learn? Simple - you talk with them, not at them. You allow your students to feel that they have a stake in their learning process and the ebb and flow of the classroom. <br />
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<li>** To combat their need to talk you can give them quick breaks where you say "solve this question with someone sitting next to you" or have a quick class discussion about how they see the topic (when applicable) used in the "real world". </li>
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<li>** To combat their need to move ask students to come to the board to solve a problem or have them do a quick "think, pair, share". </li>
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<li>** To keep them engage you can ask "what questions do you have" instead of "does anyone have any questions"? Ask a student to explain what you just taught in their own words. </li>
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In other words, you involve them in the lesson which gives them the opportunity to burn off some energy and raises engagement rates. (I<a href="http://secondarymathshop.blogspot.com/2015/03/more-effective-classroom-discussion-and.html" target="_blank"> talk more about effective questioning here</a>). You talk TO them and listen when they respond back. If you ask them a question, listen, ask more questions to draw out more information, ask other students if they agree, disagree or have something to add. You don't want to get them talking, engaging and interested to then just shut them out by not giving their responses any credence.<br />
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I spoke with a few other teacher-authors about how they made this shift:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-fxxNxhAhUhZrWz6joqnQto0oUtzVcThnQowEcSBlVBU5nJ1pVCr1RVYiKWGydA_WZ-C-nbkT0aytC97its0tNyVy2j5Glsp3NjESHsu8rpHDvdih1HBkbkw3WN6KNQ7Zqh3OxROuDoM/s1600/3483768.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-fxxNxhAhUhZrWz6joqnQto0oUtzVcThnQowEcSBlVBU5nJ1pVCr1RVYiKWGydA_WZ-C-nbkT0aytC97its0tNyVy2j5Glsp3NjESHsu8rpHDvdih1HBkbkw3WN6KNQ7Zqh3OxROuDoM/s1600/3483768.jpg" /></a><b><i><u><span style="color: red;">Nikki from <a href="https://www.teacherspayteachers.com/Store/Teaching-Autism" target="_blank">Teaching Autism</a></span></u></i></b> found success when she formed relationships and explored other methods: "For me, it's very different, 99% of our children are non verbal, meaning it's very easy to talk at them rather than with them. It's great to offer choices so that they are independently making choices with you, using prompt cards (<a href="http://bit.ly/1M85eyw">http://bit.ly/1M85eyw</a>) to stir up a conversation - use iPad apps such as proloquo or symbol/communication books (<a href="http://bit.ly/1hhE93w">http://bit.ly/1hhE93w</a>) so that they are able to answer you, get them to point to an answer when you have offered them a choice. </div>
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At first, it can be so hard, how do you make conversation with a non verbal child? It's something that doesn't come to you at first, so don't feel deflated when you feel like you're failing. It's something that definitely grows with you as your experience does. The more you learn about the children, the more you're able to talk with them, look for different signs of communication and promote communication that they look forward to. It's through this, that you start to build strong and professional relationships with your students. Once you have that strong relationship, then you're ready to tackle the teaching world!"<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxA6l3qeOJ2HYnUx7zJvtR_mgAQEGQgPom3T3p7vHmoU94hSlYWIps0JBMAeK4wfxtgBDhSgpJcYKUiYY-uDviiAYvfOFw39XikIIzuU4mIvrtjKhhbUt4KBcgYMFRIK_qlVBJKAMxEJE/s1600/5207643.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxA6l3qeOJ2HYnUx7zJvtR_mgAQEGQgPom3T3p7vHmoU94hSlYWIps0JBMAeK4wfxtgBDhSgpJcYKUiYY-uDviiAYvfOFw39XikIIzuU4mIvrtjKhhbUt4KBcgYMFRIK_qlVBJKAMxEJE/s1600/5207643.jpg" /></a></div>
<b><i><u><span style="color: red;">Coach Christopher from <a href="https://www.teacherspayteachers.com/Store/Courage-To-Core" target="_blank">Courage To Core</a></span></u></i></b> shared that the shift happens when you engage the students strengths: "For some years I worked at the amazing Archer School for Girls in Los Angeles, a city where social capital is the subtext for almost every text, where all Instagram’s are about to go viral, and face to face interactions can feel a little like being added to someone’s LinkedIn network. The Archer girls spoke in emoji’s or hashtags or something—codes conveyed in a blink of an eye, because they knew each other and were utterly in their domain at Archer. In class they lunged to answer questions, to hear their voices and those of their peers, and it was a shame not to leverage their social skills to educational ends. When I transitioned primarily to group work in math class, it was as if they had been holding their breaths for a month, waiting to engage full-throated. It was a viral sensation."<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcUDDfuqS4hBNuaw9fs7AglPJf5JR5GMWtvALpn2OxPwREhVhZeUIFCnoY9oYwyEmXFeXzPG61n1jHwREqEygMjsL5EoXFhqKYeCBjdVWZOv2_WvUWLukFDi9VKfCeEZte7tPSiF1muiE/s1600/507699.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcUDDfuqS4hBNuaw9fs7AglPJf5JR5GMWtvALpn2OxPwREhVhZeUIFCnoY9oYwyEmXFeXzPG61n1jHwREqEygMjsL5EoXFhqKYeCBjdVWZOv2_WvUWLukFDi9VKfCeEZte7tPSiF1muiE/s1600/507699.jpg" /></a></div>
<a href="https://www.teacherspayteachers.com/Store/Its-Kinder-Time" target="_blank"><b><i><span style="color: red;">It's Kinder Time</span></i></b></a> feels that the shift happens when you make a connection: "I believe that the many years I spent in the city recreation program for children helped me learn how to have conversations with kiddos rather then talk at them. Over time I learned better ways to make connections. Finding out your students interests really helps make connection with them and can open many doors with parents once they see how much you really care."<br />
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The pitfalls are there, just waiting, but hopefully together we can navigate them, avoid them or capitalize upon them to the benefit of you and your students. How did you learn to talk TO your students instead of AT them? Comment below, I'd love to hear it!</div>
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SecondaryMathShophttp://www.blogger.com/profile/04377667552813434333noreply@blogger.com0tag:blogger.com,1999:blog-4855170677582505444.post-28198016007538264572015-08-16T00:00:00.000-04:002015-08-16T00:00:02.049-04:00Back to School 2015 Secondary Mathletes Giveaway!!!<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIUpsSN8WzYYtR30-PswdDBhW1rgPHmhcbnFRu6VxDdqCrw7E1i4vzO7rv9YqkeFtLwnE6sAuUvO9Cr6TSqvChDCoqAzwbBKRq6t4c29Lez7IpVbve501pCBHW_ay7YuJfTNemMl4TMSc/s1600/mathletes+giveaway2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="308" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhIUpsSN8WzYYtR30-PswdDBhW1rgPHmhcbnFRu6VxDdqCrw7E1i4vzO7rv9YqkeFtLwnE6sAuUvO9Cr6TSqvChDCoqAzwbBKRq6t4c29Lez7IpVbve501pCBHW_ay7YuJfTNemMl4TMSc/s400/mathletes+giveaway2.png" width="400" /></a></div>
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Wait, what? It's back to school for some people already? Then let's celebrate! My friends in the Secondary Mathlete's and I have teamed up to put together an awesome giveaway! The giveaway is designed to help you get your room set-up, get yourself organized and to give you a little something for those first couple of days! The giveaway will run from Sunday 8/16 to midnight on Saturday 8/22. The two lucky winners will be notified on Sunday 8/23!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUHLl87omonf1aKAxCe_SR4hknPOBWzCoVG6yWp39gt1_FVoq52wLQYMlQhyz5HKZ4zYrL_CVrfb6jDe4IeH4RyCu8OyF0DQknqpoIjrHN0gKQfaYcWBlM6guAotZnnpguLKnKix8b-9E/s1600/fun.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="153" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUHLl87omonf1aKAxCe_SR4hknPOBWzCoVG6yWp39gt1_FVoq52wLQYMlQhyz5HKZ4zYrL_CVrfb6jDe4IeH4RyCu8OyF0DQknqpoIjrHN0gKQfaYcWBlM6guAotZnnpguLKnKix8b-9E/s200/fun.jpg" width="200" /></a><br />
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1. From <a href="https://www.teacherspayteachers.com/Store/Teaching-High-School-Math" target="_blank"><b><i><span style="color: blue;">Teaching High School Math</span></i></b></a> is <b><i><span style="color: red;"><a href="https://www.teacherspayteachers.com/Product/Just-for-Fun-Math-Posters-Bundle-2019524" target="_blank">J<span style="color: red;">ust for Fun Math Posters Bundle</span></a>!</span></i></b> This is a set of fun math posters that you can hang anywhere in your room. Hopefully your students will get a little laugh from the "inside" jokes! They are fantastic to use as funny launches or hooks for new lessons as well!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOhJF0vH31p9pZVatr0V7sc7xWm5DHCGwPrVxy5UGWrviLuZm6vMNkyin-K1ICYoWFYewemEvqIpNM8hSFKO2gmPoEQStTX48agnFl1osScU8A9PAtLHyLabgQhs2NilG07il3hXLNbJw/s1600/practices.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOhJF0vH31p9pZVatr0V7sc7xWm5DHCGwPrVxy5UGWrviLuZm6vMNkyin-K1ICYoWFYewemEvqIpNM8hSFKO2gmPoEQStTX48agnFl1osScU8A9PAtLHyLabgQhs2NilG07il3hXLNbJw/s200/practices.jpg" width="200" /></a><br />
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2. From <a href="https://www.teacherspayteachers.com/Store/Secondary-Math-Shop" target="_blank"><b><i><span style="color: blue;">Secondary Math Shop</span></i></b></a> we have <a href="https://www.teacherspayteachers.com/Product/8-Standards-for-Mathematical-Practices-Posters-Secondary-Lvl-Simply-Gray-1845386" target="_blank"><b><i><span style="color: red;">8 Standards for Mathematical Practice Posters</span></i></b></a>. This set includes 8 posters (one for each standard) that highlight the standard, some key vocabulary for each standard as well as some questions that students can answer to help direct them to mastery of the practice. These are fantastic to hang on a bulletin board, use as the launching pad for discussions or many other uses. There is also a two page handout included for students interactive notebooks or to put in a binder for quick reference.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiON3QAPbtWMioacxiCdZabYjHvIv3kB_mcckhS7Xv74sEGrsoJIZ-dhawqcCZJEKOKUaxPIYEK6CCUtdITAuoSEySjnAp0Asl4WdTsois2C8RH6FIcEtEaP1VqerfMi7teL1F0L6ZgMB8/s1600/world+trip.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiON3QAPbtWMioacxiCdZabYjHvIv3kB_mcckhS7Xv74sEGrsoJIZ-dhawqcCZJEKOKUaxPIYEK6CCUtdITAuoSEySjnAp0Asl4WdTsois2C8RH6FIcEtEaP1VqerfMi7teL1F0L6ZgMB8/s200/world+trip.jpg" width="200" /></a><br />
3. From <a href="https://www.teacherspayteachers.com/Store/Scaffolded-Math-And-Science" target="_blank"><b><i><span style="color: blue;">Scaffolded Math and Science</span></i></b></a> is their <a href="https://www.teacherspayteachers.com/Product/Task-Card-WORLD-TRIP-works-with-ANY-task-cards-1985445" target="_blank"><b><i><span style="color: red;">Task Card World Trip</span></i></b></a>. This download is a fun addition to any task cards you use in any class. It can be added to task cards that are being used as test prep, completed on days leading up to a holiday break (hard to focus!), or anytime you'd like to add a layer of friendly competition to your task cards activity. As students complete each task card, they move their avatar to the next world destination, eventually making their way back home. Each student can start on a different task card (and correlating destination card) so that each student's "home" is different. This allows you to print just one or two sets of task cards instead of a set for each student. My students get extra motivated when they can see their progress as their avatar moves along the board!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQvt-S8ct9sfZro_gNVCV8gArsCM8yRxq4ZhZDbr98Cudo_Yo31C18XPd-R0JVAF3hgU1K58P4klrieIZx9UlXT1yE4mY4_r8Hg_M9Mo-MA59GZ7HDZ2UcWTOSaxsPFkcTmu0usej8blE/s1600/math+decor.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQvt-S8ct9sfZro_gNVCV8gArsCM8yRxq4ZhZDbr98Cudo_Yo31C18XPd-R0JVAF3hgU1K58P4klrieIZx9UlXT1yE4mY4_r8Hg_M9Mo-MA59GZ7HDZ2UcWTOSaxsPFkcTmu0usej8blE/s200/math+decor.jpg" width="151" /></a>4. From <a href="https://www.teacherspayteachers.com/Store/To-The-Square-Inch-Kate-Bing-Coners" target="_blank"><b><i><span style="color: blue;">To The Square Inch - Kate Bing Coners</span></i></b></a> is <a href="https://www.teacherspayteachers.com/Product/Math-Classroom-Decor-Pack-Number-Lines-Posters-and-Signs-1935061" target="_blank"><b><i><span style="color: red;">Math Classroom Decor Pack Number Lines, Posters and Signs</span></i></b></a>. Many students have learned to dread math class, so it is important to welcome them and create a great environment for them to learn in! This pack includes everything you need to make your math classroom inviting and functional. Included in this pack: * -20 to 20 bright chevron number line (can be constructed to include any numbers your want!)<br />
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* Personal desktop size number lines with bright chevron backgrounds (5 per page, 6 different colors) with numbers -10 to 10 and 0-20.<br />
* Calculators Permitted/ Calculators NOT permitted half page signs<br />
* 5 motivational math posters to display in your room<br />
* ”STAR MATH WORK” Rainbow Chevron Bunting<br />
* Standards for Mathematical Practice Rainbow Chevron Posters (multi-color background and single color background set)<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYLRE4pz9IWzHzlTKd8n4aPwqxZbHgN159cIMGQnTaEOaE1b-KfAcTS8oYIn6jCPQZ7fM0e1L0JdbmK6eNMKZWa9m5yLCNdPvhGltSLLR5gwUV02nyPiq_Hkz1rT6rMslG8m05Ov5cgHY/s1600/management.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYLRE4pz9IWzHzlTKd8n4aPwqxZbHgN159cIMGQnTaEOaE1b-KfAcTS8oYIn6jCPQZ7fM0e1L0JdbmK6eNMKZWa9m5yLCNdPvhGltSLLR5gwUV02nyPiq_Hkz1rT6rMslG8m05Ov5cgHY/s200/management.jpg" width="200" /></a></div>
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5. From <a href="https://www.teacherspayteachers.com/Store/Lessons-With-Coffee" target="_blank"><b><i><span style="color: blue;">Lessons with Coffee</span></i></b></a> is a set of <a href="https://www.teacherspayteachers.com/Product/Behavior-Management-Posters-for-the-Classroom-Bright-Theme-1394707" target="_blank"><b><i><span style="color: red;">Classroom Management Posters</span></i></b></a>. These are posters that you can use that follow the guidelines of the "Teach Like A Champion" book. Students can use them for not only monitoring themselves as you are teaching but to also give you feedback so that you can know when you are not talking loud enough or too loudly. The show five is a method that multiple teachers use that has been modified to allow use as a countdown rather than a salute.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTO1BRjWDOJIwUM46zg1ZqOUN2NoEEXCA7o6Tyf1lbNj5OnXuCXR1JbI2T74uZ0321UdMWeYEFZDytwObwfVsZg7vHmNfUZazfwO4UXGlJB9yBCR82VIjvlmbVq_C9f06xnDs0xZSJToU/s1600/portfolio.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTO1BRjWDOJIwUM46zg1ZqOUN2NoEEXCA7o6Tyf1lbNj5OnXuCXR1JbI2T74uZ0321UdMWeYEFZDytwObwfVsZg7vHmNfUZazfwO4UXGlJB9yBCR82VIjvlmbVq_C9f06xnDs0xZSJToU/s200/portfolio.jpg" width="155" /></a>6. From <a href="https://www.teacherspayteachers.com/Store/Teaching-Math-By-Hart" target="_blank"><i><b><span style="color: blue;">Teaching Math By Heart</span></b></i></a> is a <a href="https://www.teacherspayteachers.com/Product/Math-Portfolio-Pack-1490765" target="_blank"><b><i><span style="color: red;">Math Portfolio Pack (Bundle)</span></i></b></a> that includes 4 different resources! This pack includes a collection of ways to motivate your students to think critically about, and reflect on, their math understanding and learning.These activities make great assessment tools and give you a glimpse into how your students think about math, and themselves as math learners. These activities also make a great discussion piece at conferences. This pack includes:<br />
*Start of Year Math Survey <br />
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*End of Term Math Reflection </div>
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*My New Years Math Resolution<br />
*End of Year Math Reflection<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh04c-b9hrQuC5M2MlJe9gliigAYx2-OoODfLGIRSjmbtSo2Ubz3om4GMHn4WW3dMDKhJh_5FSwFUVCUIVqWwiACHRCv0dvvXDjTVIWckP8Yn52xR5OHcKjCIt9Of-K40_9DZc5zY0E0F8/s1600/middle+school+bundle.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh04c-b9hrQuC5M2MlJe9gliigAYx2-OoODfLGIRSjmbtSo2Ubz3om4GMHn4WW3dMDKhJh_5FSwFUVCUIVqWwiACHRCv0dvvXDjTVIWckP8Yn52xR5OHcKjCIt9Of-K40_9DZc5zY0E0F8/s200/middle+school+bundle.jpg" width="200" /></a></div>
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7. From <a href="https://www.teacherspayteachers.com/Store/Hodges-Herald" target="_blank"><b><i><span style="color: blue;">Hodges Herald</span></i></b></a> is their <a href="https://www.teacherspayteachers.com/Product/Back-to-Basics-Middle-School-Bundle-1956833" target="_blank"><b><i><span style="color: red;">Back to Basics Middle School Bundle</span></i></b></a>. Included you will find nine middle school interactive activities for students to review previously taught skills. This is a great way for students to learn procedures for Math groups or rotations. Teachers will be able to see where students need support and skills they have already mastered. Start the year with content, right away!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizbrf8P-xR9NaMDHQabf2f_jDwuhvaiq4YFewZ48Jnt3iJjXLNc76I7GvPZdToOlRBbeArRa6RbUqBATHM8XHhYsVEiH5QZ_RJ7jbexQ7fKwBce2gpi8qCppjUNXeowuhgcMO5jPi5VCI/s1600/binder+resources.jpeg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizbrf8P-xR9NaMDHQabf2f_jDwuhvaiq4YFewZ48Jnt3iJjXLNc76I7GvPZdToOlRBbeArRa6RbUqBATHM8XHhYsVEiH5QZ_RJ7jbexQ7fKwBce2gpi8qCppjUNXeowuhgcMO5jPi5VCI/s200/binder+resources.jpeg" width="200" /></a><br />
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8. From <a href="https://www.teacherspayteachers.com/Store/Lindsay-Perro" target="_blank"><b><i><span style="color: blue;">Lindsay Perro</span></i></b></a> is their <a href="https://www.teacherspayteachers.com/Product/Behavior-Data-Lesson-Communication-Teacher-Binder-Resources-226301" target="_blank"><b><i><span style="color: red;">Behavior, Data, Lesson & Communication Teacher Binder Resources</span></i></b></a>. This resource includes 17 different pages for your teacher binder to help keep you organized and make lesson planning and parent communication easier! A few resources included are : grade sheets, class lists, a parent conference worksheet, a classroom behavior notice, student surveys and more!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_8gospCXjKoUIpfx3PLjfINeIVq_XqjFGhhWD3haTIiGTiNotiFaBPdB5ueWRan6oWQjl8Q-G-lyKDIHmtBVVqZSzLLZIuKx_Fiz4w7417VKTF5Dp5-0vV7Y2DYQm-y0zK8ub9R0po3k/s1600/toolbox+labels.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_8gospCXjKoUIpfx3PLjfINeIVq_XqjFGhhWD3haTIiGTiNotiFaBPdB5ueWRan6oWQjl8Q-G-lyKDIHmtBVVqZSzLLZIuKx_Fiz4w7417VKTF5Dp5-0vV7Y2DYQm-y0zK8ub9R0po3k/s200/toolbox+labels.jpg" width="153" /></a></div>
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9. From <a href="https://www.teacherspayteachers.com/Store/Live-Love-Math" target="_blank"><b><i><span style="color: blue;">Live Love Math</span></i></b></a> is their <a href="https://www.teacherspayteachers.com/Product/Teacher-Toolbox-Labels-Bold-Chevron-Editable-781916" target="_blank"><b><i><span style="color: red;">Teacher Toolbox Labels - Bold Chevron - Editable</span></i></b></a>. There are SO many ideas to make a super cute teacher's toolbox on pinterest! Here are my labels that I used for mine. Save time by purchasing this set and have your toolbox ready to go in under 30 minutes! This file includes 22 labels that are completely editable PLUS the complete set of 22 labels that I used with the text embedded already. If you want to use the same font, it is called appleberry. You can find it on dafont.com.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFwKA_JsR711bvmhM1BwAfaYNipoteCfi67biyJdHDSbTtEdprwqPNrdViIcab4-MGsjRiwipnzZyxnlhijGj7TnuRcqo82UsOaZC8-I8S8kpiCP-EtraD_GRzCF59Fa9DdxUyn0neZP4/s1600/flip.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFwKA_JsR711bvmhM1BwAfaYNipoteCfi67biyJdHDSbTtEdprwqPNrdViIcab4-MGsjRiwipnzZyxnlhijGj7TnuRcqo82UsOaZC8-I8S8kpiCP-EtraD_GRzCF59Fa9DdxUyn0neZP4/s200/flip.jpg" width="200" /></a><br />
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10. From <a href="https://www.teacherspayteachers.com/Store/All-Things-Algebra" target="_blank"><b><i><span style="color: blue;">All Things Algebra</span></i></b></a> is their <a href="https://www.teacherspayteachers.com/Product/Algebra-1-Review-Flip-Book-For-Geometry-Algebra-2-Students-2002706" target="_blank"><b><i><span style="color: red;">Algebra 1 Review Flip Book</span></i></b></a>. This flip book was created to use with Geometry or Algebra 2 students as a review/refresher of the following Algebra 1 topics: Multi-Step Equations, Exponent Rules, Radicals, Polynomials, Factoring Polynomials, Linear Equations, and Quadratic Equations. This alternative review can be used in lieu of weeks spent re-teaching concepts!</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWv3uFyKD16_CYkup8lnBd3IYOxRKK9T8JjlH9N75z1jStE34byyHj7ET6sjzoJbUxlI2Sft1WfI_5vj8OPJMqvcukrh64ZXiRyXVKxBJB0d2tSqJsnqir0x3FVYxbih6EwFqp95HRjn4/s1600/includes+%25281%2529.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="154" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWv3uFyKD16_CYkup8lnBd3IYOxRKK9T8JjlH9N75z1jStE34byyHj7ET6sjzoJbUxlI2Sft1WfI_5vj8OPJMqvcukrh64ZXiRyXVKxBJB0d2tSqJsnqir0x3FVYxbih6EwFqp95HRjn4/s200/includes+%25281%2529.jpg" width="200" /></a>11. From <a href="https://www.teacherspayteachers.com/Store/Missmathdork" target="_blank"><b><i><span style="color: blue;">Miss Math Dork</span></i></b></a> is their <a href="https://www.teacherspayteachers.com/Product/How-to-be-a-Good-Mathematician-14-colorful-posters-for-your-classroom-639542" target="_blank"><b><i><span style="color: red;">How to Be A Good Mathematicians Poster Set</span></i></b></a>. I am so excited for this product! So many students don't know what it means to be a Good Mathematicians These 14 <br />
bright and colorful posters serve as a constant reminder!<br />
Included in this product:<br />
*14 bright and colorful posters<br />
*14 colorful, but more printer friendly posters - these also print beautifully in black and white without losing the details<br />
*A handout for your students to keep close at hand to remind them of the qualities of a Good Mathematician. (The handout is available in 4 colors, and one printer friendly version)<br />
Check out the Preview for FOUR of the posters for FREE! Also, check out the preview to see thumbnails of ALL 14 posters and the handouts!<br />
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Please follow the directions below to be entered into the giveaway! Two lucky teachers will win!!!<br />
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SecondaryMathShophttp://www.blogger.com/profile/04377667552813434333noreply@blogger.com0tag:blogger.com,1999:blog-4855170677582505444.post-51991694577100853382015-07-31T08:52:00.000-04:002015-07-31T09:07:42.705-04:00Classroom Management Tips: Secondary Level<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6QTWpIJq3WeP9h555S4jpjs2vyPk5_K9Gkeq80ULVrk339VKJZAi6FmclUqV5RvgDvc1toJfjDeN67ggrTjS8Oiw8evnt1csEIqoZVuk2VTVbgyYEeM3GbJQv-rgH84z_YYIzhqtN_6g/s1600/management+tips.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="247" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6QTWpIJq3WeP9h555S4jpjs2vyPk5_K9Gkeq80ULVrk339VKJZAi6FmclUqV5RvgDvc1toJfjDeN67ggrTjS8Oiw8evnt1csEIqoZVuk2VTVbgyYEeM3GbJQv-rgH84z_YYIzhqtN_6g/s320/management+tips.png" width="320" /></a><span style="font-family: Verdana, sans-serif;">No matter how many years you have been teaching, be it just starting your first year, starting your last year or somewhere in-between there is one necessity that never goes away - <b><u><span style="color: blue;">Strong, Effective Classroom Management.</span></u></b> I have found over my years of teaching that regardless of the class, topic or even grade really, that there are few standard practices that will always hold true.<o:p></o:p></span><br />
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<span style="color: red; font-family: Verdana, sans-serif;"><b><i><u>1. Start day one with a clear set of expectations in your head. </u></i></b></span><br />
<span style="font-family: Verdana, sans-serif;">Spend some time before the first day thinking about what you want your classroom environment to be like. Do you want to establish a routine where students know that as soon as they come they get started on warm-ups (bellwork/do-nows, etc.), then homework questions, lesson etc.? Do you want to have students hand in work to a turn-in bin, do you want to collect it or perhaps you plan to walk around during the warm-ups to check it in and conference with students. Do you plan to give bathroom/locker/hall passes? If so, when in the class is it acceptable to ask? What is your acceptable use policy for technology? These (and many more!) are questions that you need to have an idea about ahead of time. By knowing what you want your classroom environment to be like, you can devise ways to make it happen! The less that you have clear in your head before you start, the more likely you are to lose control of your classroom.<o:p></o:p></span><br />
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<span style="font-family: Verdana, sans-serif;"><span style="color: red; font-style: italic; font-weight: bold; text-decoration: underline;">2. Stick to your word.</span> If you say that doing "x" will result in "y" consequence, then do it! The minute you let a behavior slide once, you are done. You will start hearing "but you let so and so get away with it...". On the flip side, if you express to students that they will get a reward of something for completing a task (i.e. the winning team gets a candy bar tomorrow), and then don't follow through, you will lose their trust. One very powerful way to be able to stick to your word is to talk to your students about what you expect (see #1), what they expect and devise consequences (and rewards) together that everyone can find acceptable. Students are far more likely to "buy-in" if they feel like they had a stake in creating something in the first place.</span></div>
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<span style="font-family: Verdana, sans-serif;"><b><i><u><span style="color: red;">3. Create an environment where students feel safe to make mistakes.</span></u></i></b> Math students, especially at the secondary level, are very afraid of failure as well as getting something and therefore tend towards not trying unless they are pretty sure of success. When students aren't trying, they aren't engaged and therefore become behavior problems. In order to combat this I employ two very powerful strategies. First, when I make a mistake (especially if I am at the board teaching) I acknowledge it. I don't try to cover it, I just go with it and use it as a teachable moment. I will often ask students if they can help me find my mistake. I even been known to make a mistake on purpose to further this goal. The second thing I do is to talk to my students about what it feels like when you make a mistake in other situations, how you learn from them and then we discuss how that can be applied to our classroom. This goes a long way to showing students that getting it wrong is part of the process of learning how to get it right!<o:p></o:p></span><br />
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<span style="color: red; font-family: Verdana, sans-serif;"><b><i><u>4. Establish norms for the different situations that will arise. </u></i></b></span><br />
<span style="font-family: Verdana, sans-serif;">Just as knowing how your want you classroom routine structured is important to effectively managing your classroom, so is knowing how you want the different situations that occur in a classroom to run. The first situation that you may want to consider is group work settings. What is your plan for when students work in groups? Do you choose the groups or do the students? Do you have limits on group size? Are you going to assign roles within the groups? Do you want a single paper turned in per group or do you want all the students to complete an activity and staple their papers together as a group? The second situation which is crucially important to have a plan for is classroom discussions. Do you call on the students or can they call on each other? Can students opt out of answering a question or must they give it an attempt? Are you going to keep track of participation for points or is there not a need for that? How are students allow to talk - to each other or just to you? A great strategy to structure classroom is discussion is "Math Talk". </span><br />
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<span style="font-family: Verdana, sans-serif;">5. <i><b><u><span style="color: red;">Enjoy your job and communicate that enjoyment to your students. </span></u></b></i> </span><br />
<span style="font-family: Verdana, sans-serif;">Nobody wants to be around someone who is miserable and wishing they were somewhere else or doing something else. I'm so sorry to be the one to say it, but its true. If you hate what you are teaching or where you are teaching it, the students will know it and they feel rejected. This attitude also bleeds through into your ability to teach you students and to help them to feel connected. On the flip side, if you are pleasant and genuinely want to be doing what you are doing, it draws the students in and helps to make a connection and communicate that learning can be enjoyable. The more you want to be there, the more your students will too!</span><br />
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<span style="font-family: Verdana, sans-serif;">I realize that there is a great deal more that goes into effective classroom management, but these are five things that I have found work for most anyone! Do you have any other strategies that you have found work well?</span></div>
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SecondaryMathShophttp://www.blogger.com/profile/04377667552813434333noreply@blogger.com0tag:blogger.com,1999:blog-4855170677582505444.post-22519561277031102252015-07-23T22:43:00.000-04:002015-07-24T10:50:50.851-04:00Why Collaborative Work Needs to Occur as Often as Possible<div dir="ltr" style="text-align: left;" trbidi="on">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhijwosD5lotH1pNe4lWfJMVYW-VS0ogeUe5ohDEIP2TldnN4BEXqOPgxswEnM48MTA7MCBFh7NIeYJKkxQaRy3MR-FBWlk3j5YcDhVU2Q0AAJq7s_qhUiAgUqNYvUviCoqff4Isq5UscM/s1600/collabortive+work.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="247" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhijwosD5lotH1pNe4lWfJMVYW-VS0ogeUe5ohDEIP2TldnN4BEXqOPgxswEnM48MTA7MCBFh7NIeYJKkxQaRy3MR-FBWlk3j5YcDhVU2Q0AAJq7s_qhUiAgUqNYvUviCoqff4Isq5UscM/s320/collabortive+work.png" width="320" /></a>Looking back on my own schooling experiences I cannot clearly identify situations where we worked together. I cannot remember my teachers telling us to "turn to the person next to you and share your answer" or coming into the classroom and working in groups. After talking to a few people who I went to school with I realized that I can't remember it because it rarely happened (except for labs in science class). Knowing what I know now about the power of collaborative communication, this makes me incredibly sad. I wonder how my own school struggles would have been diminished had I had the chance to work with others. I know that for many of us, collaborative work and communication causes fear. I addressed the ways that I handle this by setting up the classroom for collaboration from day one in a recent post (available <a href="http://secondarymathshop.blogspot.com/2015/04/noise-in-classroom-its-not-always-bad.html" target="_blank"><span style="font-size: large;">here</span></a>). What I want to address today is not the <b>HOW</b> of collaboration but the <b>WHY</b>. <br />
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<b><i><span style="color: red;"><u>Reason one:</u> </span></i></b>It helps to aid with classroom management. I know, the first thought that goes through the mind is how in the world is it possible that getting them to talk will help with classroom management? Hear me out, I promise it will make sense. Teenagers have difficulty sitting still and listening for long periods of time, this is a proven fact. Just watch your students for a few minutes and see what happens. They start to shift in their seats, they doodle, they try to sneak a peek at their phone and/or they start talking to the people near them. By taking collaboration breaks in a lesson such as "turn to your neighbor and work out this problem" or "collaborate with your elbow partners to restate ______________" you are giving them an outlet for that nervous energy. It helps them to focus on what you are teaching and has the added benefit of identifying misconceptions about what you are teaching if they exist. <br />
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<b><i><u><span style="color: purple;">Reason two:</span></u></i></b> Teenagers are social creatures who live in a world where information and communication is literally at their fingertips at all times. As teachers who desire to meet our students in the ways that they best learn, retain and reference information we have to move outside of our comfort zones and meet our students how they learn best. Today that means collaboration, communication, sharing of ideas and talking with classmates as often as possible. Students need to work together to clarify information in their own minds. I have even seen some <a href="https://www.teacherspayteachers.com/Browse/Search:social%20media%20templates" target="_blank">"social media" templates</a> that work perfectly to get at the information on the students' levels.<br />
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<b><i><u><span style="color: blue;">Reason three:</span></u></i></b> We need to teach our students how to work cohesively with all types of people. We are preparing these students for the "real world" (I really dislike that term) beyond high school whether it is college, the military or the workforce. Regardless of what path they take, there will be people that they have to be able to effectively communicate with. As educators, it is our responsibility and privilege to give them the opportunities to practice and refine these skills. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwTPbpDiRY2EQhMklyAYQirv8x_CV2vKKKbFO5mdN73ArOZsNBfcVvQqZLShHAi1nUG8VkbojNYQWM8VYbtO7ppehFFgBbr0B59xgOXifCHeFue7DDjoCZ5-utvPOqol_KGxxV_p0X1p0/s1600/learning+pyramid.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="255" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwTPbpDiRY2EQhMklyAYQirv8x_CV2vKKKbFO5mdN73ArOZsNBfcVvQqZLShHAi1nUG8VkbojNYQWM8VYbtO7ppehFFgBbr0B59xgOXifCHeFue7DDjoCZ5-utvPOqol_KGxxV_p0X1p0/s320/learning+pyramid.png" width="320" /></a><b><i><u><span style="color: #274e13;">Reason four:</span></u></i></b> Studies show that information is retained most effectively when it is shared with others. I saw this graphic <a href="http://siteresources.worldbank.org/DEVMARKETPLACE/Resources/Handout_TheLearningPyramid.pdf" target="_blank">online</a> and it stuck itself in my brain. This is why teachers need to to embrace collaboration. We teach in a world of high stakes testing, constant competition, and we have to do what it takes to set our students up for success. The majority of teachers get entrenched (and often trained) in the top part - passive teach methods. In the past, it worked for the most part. Looking, however, at the 5% (which yes, may be a little low) of information retained from lecture compared to the 50% for group discussion and the 90% (which yes, might be a little high) from teaching others I'm left with one thought - how can we not try??? If there is even a chance (and research shows there is) that group collaboration can help with retention, learning and connections between concepts we have to try.<br />
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<b><i><u><span style="color: #134f5c;">Reason five:</span></u></i></b> If students don't communicate, you have no idea what they know and don't know. I have had many students in my career who have difficulty showing their knowledge on paper but when you talk to them they can explain it fantastically! Additionally, by talking to their classmates students will often clarify their own understanding. In my experience, students can use the same words that you as a teacher use, but it sounds completely different to their classmates and can make a great deal of sense. </div>
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Whatever the reason, I challenge you to try it. Get your students talking and see what happens, you just might be surprised! :)</div>
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SecondaryMathShophttp://www.blogger.com/profile/04377667552813434333noreply@blogger.com0tag:blogger.com,1999:blog-4855170677582505444.post-7421810933986795912015-07-05T00:30:00.000-04:002015-07-05T00:30:00.604-04:00Super Spectacular Secondary Mathletes Giveaway!<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">A few months ago a group of teacher-authors from TeachersPayTeachers connected with each other and formed a collaborative group named the Secondary Mathletes. You all have been so supportive of all of us that it is time for us to give back to you! We are pleased to announce that we have come together to create a giveaway as a thank you for all of your support. Two lucky winners will receive a bundle of wonderful activities, games and resources that you can use in the first few weeks of school! Each teacher-author has provided a short description of their resource and you can find links to their TpT stores as well as to the product itself! Please enter the giveaway using the rafflecopter at the bottom! The drawing will be open until July 18th!</span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">1) From the <a href="https://www.teacherspayteachers.com/Store/Secondary-Math-Shop" target="_blank"><i><b><span style="color: red;">S</span></b></i><b><i><span style="color: red;">econdaryMathShop</span></i></b></a>. I have included my <a href="https://www.teacherspayteachers.com/Product/Geometry-Beginning-Concepts-Vocabulary-Matching-Activity-957405" target="_blank"><b><i><span style="color: blue;">Geometry Beginning Concepts Vocabulary Matching Activity</span></i></b></a>. This activity is designed to serve a few purposes including reinforcing the foundational vocabulary from geometry, help students who are struggling with the vocabulary to visualize the terms and to help students review for an upcoming test. Included you will find four types of cards to match - - a term, a diagram, a name (label) and a definition - - as well as answer sheet! There are so many ways to use this activity!</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLCpU_DxFLnjxSJrieSMN49bIdFiCJNoQAbGZYmWkhoLxyzmnjYm3-etWTST2-KtcPyvNzuK7ZIch-1uy2BRPBl-dVbiBHvOohnopPkg7DKmIlN1BtTyWM7gsRVIgRM5_MhDFvnDQBZ_g/s1600/Slide1+%25281%2529.jpg" imageanchor="1" style="clear: right; display: inline !important; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLCpU_DxFLnjxSJrieSMN49bIdFiCJNoQAbGZYmWkhoLxyzmnjYm3-etWTST2-KtcPyvNzuK7ZIch-1uy2BRPBl-dVbiBHvOohnopPkg7DKmIlN1BtTyWM7gsRVIgRM5_MhDFvnDQBZ_g/s200/Slide1+%25281%2529.jpg" width="200" /></a><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">2) From </span><a href="https://www.teacherspayteachers.com/Store/Hodges-Herald" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;" target="_blank"><b><i><span style="color: red;">Hodges Herald</span></i></b></a><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">. I have included my </span><a href="https://www.teacherspayteachers.com/Product/Multiplying-and-Dividing-Fractions-Bingo-1769036" style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;" target="_blank"><i><b><span style="color: blue;">Multiplying and Dividing Fractions Bingo</span></b></i></a><span style="font-family: 'Helvetica Neue', Arial, Helvetica, sans-serif;">. Use this game to get your students back into mathematical thinking. Students get to chose how to set up their Bingo boards which helps them to practice organization as well as how to write fractions. A fun way to review previously learned concepts. This bingo game using Task Cards. Great for small groups or whole class. Self Correcting and loads of fun!</span><br />
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</span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSjcguDwXV-4TxvT9j5cJqCs8wc5A0OlOZ-m8jnkPf_UDi4zkSOEyRPznPM2f5easkr07TYB0XL1RW5nCHMG4CAdSMc8iWQZWH1kESV4nmPOFbIu7JYZxCsCB9878GLKzeA86y4MNbZs0/s1600/1.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"></span></a><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">3) From <a href="https://www.teacherspayteachers.com/Store/Lindsay-Perro" target="_blank"><i><b><span style="color: red;">Lindsay Perro</span></b></i></a>. I have included my <a href="https://www.teacherspayteachers.com/Product/Back-To-School-Activities-for-Middle-School-Math-137211" target="_blank"><b><i><span style="color: blue;">Back to School Math Activities for Middle School</span></i></b></a>. We all know summer passes quickly! Some of your students will return to school eager and ready to learn, others will be hesitant to get back in the swing of things and will still be holding on to their summer! This packet includes 9 questionnaires, ice breakers and activities for back to school. </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWOKJRoyCwt-ncP6OIyb2pToZ1XccTAL9qvQzDkZFFRExqBETLTBaZPV0MlfNzs2kheg231ce-vD5nwqoZ1VTZ9P1xPkA1ljqfjv0DD0fPtbDlyduECku_ZVCZg-TYSQxEuCtQdhiSE4E/s1600/Slide1.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="153" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWOKJRoyCwt-ncP6OIyb2pToZ1XccTAL9qvQzDkZFFRExqBETLTBaZPV0MlfNzs2kheg231ce-vD5nwqoZ1VTZ9P1xPkA1ljqfjv0DD0fPtbDlyduECku_ZVCZg-TYSQxEuCtQdhiSE4E/s200/Slide1.png" width="200" /></a><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">4) From <a href="https://www.teacherspayteachers.com/Store/Live-Love-Math" target="_blank"><b><i><span style="color: red;">Live, Love, Math</span></i></b></a>. I have included my <a href="https://www.teacherspayteachers.com/Product/Integer-Operations-Seating-Cards-825353" target="_blank"><b><i><span style="color: blue;">Integer Operations Seating Cards</span></i></b></a>. This file includes a set of 30 seating cards (4 to a page). Each card has an order of operations problem involving integers which the student will solve in order to find his/her seat in the classroom. I have my desks numbered 1-30 and this is how I set up my seating chart at the beginning of the year or anytime I want to change seats. Each problem has a unique solution, so it is a good discussion starter when you see two students trying to sit in the same seat or in this case, trying to find a negative seat! All answers are positive.These problems do include negative numbers as well as exponents and all four operations. Some are harder than others, so you can give some of the easier ones to kiddos who haven't mastered the skill yet in order to give them a confidence boost. There are also two blank cards in case you have a class larger than 30.</span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">5) From <a href="https://www.teacherspayteachers.com/Store/Scaffolded-Math-And-Science" target="_blank"><b><i><span style="color: red;">Scaffolded Math and Science</span></i></b></a>. I have included my <a href="https://www.teacherspayteachers.com/Product/Interactive-Notebook-Solving-Algebra-Equations-8-flippables-942981" target="_blank"><b><i><span style="color: blue;">Interactive Notebook: Solving Algebra Equations</span></i></b></a>. This download includes 8 pocket flippables showing the solving process of 8 different equations. Once put together, each pocket holds a series of different-sized cards that align to show the steps of solving. On the bottoms of each card (out of sight when the cards are all in place) are explanations for each step. Students can add each card to its pocket while reading why each step was taken to solve the equation. </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEim9LMubmhnEnPnQXrsuuhf8xr-XWag6K-eZ3XyhBIj1I45wGAoqhVr7VkupOmYsnyQ0Qnzg5zUJhChW_SVqy28zaxIZqj9rdQsp7C6xizQ03YaaVIWGwvosLepMBNoQztITe2NvvIcKQc/s1600/original-1341786-1.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="151" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEim9LMubmhnEnPnQXrsuuhf8xr-XWag6K-eZ3XyhBIj1I45wGAoqhVr7VkupOmYsnyQ0Qnzg5zUJhChW_SVqy28zaxIZqj9rdQsp7C6xizQ03YaaVIWGwvosLepMBNoQztITe2NvvIcKQc/s200/original-1341786-1.jpg" width="200" /></a><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><br />6) From <a href="https://www.teacherspayteachers.com/Store/Teaching-High-School-Math" target="_blank"><b><i><span style="color: red;">Teaching High School Math</span></i></b></a>. I have included my <a href="https://www.teacherspayteachers.com/Product/Algebra-Line-Them-Up-Solving-Two-Step-Equations-Activity-1341786" target="_blank"><i><b><span style="color: blue;">Algebra - Line Them Up - Solving Two Step Equations</span></b></i></a>. In this activity, students are each given a task card with a solving two step equations problem and a QR Code. Students are given a couple of minutes to solve their problem. Then they are invited to get up and</span><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEim9LMubmhnEnPnQXrsuuhf8xr-XWag6K-eZ3XyhBIj1I45wGAoqhVr7VkupOmYsnyQ0Qnzg5zUJhChW_SVqy28zaxIZqj9rdQsp7C6xizQ03YaaVIWGwvosLepMBNoQztITe2NvvIcKQc/s1600/original-1341786-1.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"></span></a><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">arrange themselves in order of their solutions from smallest to largest. After they think they have themselves in order, the teacher walks by and scans their QR Codes. The teacher announces the solution on each card. If students are lined up correctly, they win! This is a great activity for the beginning of school because it gives students a chance to interact in a non-threatening way. It gives you the opportunity to see who your leaders will be. This activity would probably best be used in a Geometry class where all students have already learned to solve equations.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqHZzmgiHsGtyaPSOX88-PhE_y9YRRarXjDd6E1FldLcNZQ5w1NWRJo0m0S9YfY17Ond9XALggYMUYXLVKaMd_7MwTm4iT_uMmIJzpKP7qZtmQH0NJAsCgD6e6M0TnWlxIr5Pn8YOHvfM/s1600/original-394200-1.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqHZzmgiHsGtyaPSOX88-PhE_y9YRRarXjDd6E1FldLcNZQ5w1NWRJo0m0S9YfY17Ond9XALggYMUYXLVKaMd_7MwTm4iT_uMmIJzpKP7qZtmQH0NJAsCgD6e6M0TnWlxIr5Pn8YOHvfM/s200/original-394200-1.jpg" width="200" /></span></a><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"></span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">7) From <a href="https://www.teacherspayteachers.com/Store/All-Things-Algebra" target="_blank"><b><i><span style="color: red;">All Things Algebra</span></i></b></a>. I have included my <a href="https://www.teacherspayteachers.com/Product/Order-of-Operations-Evaluating-Expressions-One-Step-Equations-Review-394200" target="_blank"><b><i><span style="color: blue;">Order of Operations, Evaluating Expressions, One-Step Equations Review</span></i></b></a>. Rolling review activities are perfect way to have students work together, yet work on their own problems. Students love to roll the dice to choose the problems, and are amazed that two different problems can have the exact same answer. The matching answers also provide a means of self checking. This particular rolling review activity contains order of operations, evaluating expressions, and one-step equations. This would make a terrific back to school review to brush up on some basic skills!</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBsSaXn9hxnsHfW7beNaLUS1t15-5DUUGCiAOTeU01yejWQ7ltLKGqlLq4wuirhq7M5L8vvVooD0KaL1kS2lTAcrNsPeHfT_V9SrUmdP0JcWOqTmEBc2tcq-6C-b-L60CfBoPReEmhotA/s1600/includes.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="154" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBsSaXn9hxnsHfW7beNaLUS1t15-5DUUGCiAOTeU01yejWQ7ltLKGqlLq4wuirhq7M5L8vvVooD0KaL1kS2lTAcrNsPeHfT_V9SrUmdP0JcWOqTmEBc2tcq-6C-b-L60CfBoPReEmhotA/s200/includes.jpg" width="200" /></a><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">8) From <a href="https://www.teacherspayteachers.com/Store/Missmathdork" target="_blank"><b><i><span style="color: red;">MissMathDork</span></i></b></a>. I have included my <b><i><a href="https://www.teacherspayteachers.com/Product/How-to-be-a-Good-Mathematician-14-colorful-posters-for-your-classroom-639542" target="_blank"><span style="color: blue;">How to be a Good Mathematician - 14 colorful posters for your classroom!</span></a> </i></b>So many students don't know what it means to be a Good Mathematicians These 14 bright and colorful posters serve as a constant reminder! Included in this product:</span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">*14 bright and colorful posters<br />*14 colorful, but more printer friendly posters - these also print beautifully in black and white without losing the details<br />*A handout for your students to keep close at hand to remind them of the qualities of a Good Mathematician. (The handout is available in 4 colors, and one printer friendly </span><span style="font-family: Trebuchet MS, sans-serif;">version)</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjybwhK-xopptbmKl0VNB-hOIKZcdObPE0bqXRgGUTcXVT90YglnoXOC8hO6W0uoFLgKr3d7HmK7XA21jUEbnUTIIYksz33LUuwEor35rc2gaS4IfDiQeYwQL0l-DpGSy_-VVwlUrbojF4/s1600/original-402019-1.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><br /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjybwhK-xopptbmKl0VNB-hOIKZcdObPE0bqXRgGUTcXVT90YglnoXOC8hO6W0uoFLgKr3d7HmK7XA21jUEbnUTIIYksz33LUuwEor35rc2gaS4IfDiQeYwQL0l-DpGSy_-VVwlUrbojF4/s1600/original-402019-1.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="153" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjybwhK-xopptbmKl0VNB-hOIKZcdObPE0bqXRgGUTcXVT90YglnoXOC8hO6W0uoFLgKr3d7HmK7XA21jUEbnUTIIYksz33LUuwEor35rc2gaS4IfDiQeYwQL0l-DpGSy_-VVwlUrbojF4/s200/original-402019-1.jpg" width="200" /></a><br />
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">9) From <a href="https://www.teacherspayteachers.com/Store/To-The-Square-Inch-Kate-Bing-Coners" target="_blank"><b><i><span style="color: red;">To the Square Inch - Kate Bing Coners</span></i></b></a>. I have included my <a href="https://www.teacherspayteachers.com/Product/Scientific-Notation-Guided-notes-and-Task-Cards-CCS-8EEA4-402019" target="_blank"><b><i><span style="color: blue;">Scientific Notation Guided notes and Task Cards CCS: 8.EE.A.4.</span></i></b></a> This product is designed to help students learn, apply and practice the concept of Scientific Notation. I have included in this product:<br />*Scientific Notation Notes<br />*Scientific Notation to Standard Form Notes<br />*Products and Quotients in Scientific Notation Notes<br />*20 Scientific Notation Task Cards<br />*Recording Sheet<br />*Science Connection Worksheet</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdfZUgu43Z65DWwX3fAiVXdjGL5WhfLtiIYVESQ0oC7nBsqmLytTSTsoTRCD1Ll6nJ2zfrhiQorz8E17RIzG3IJygv7q4_42ypz-shhGA01hDZCTghO7K4o0yLQsJR2e4vK5PWMPY5e8A/s1600/original-1405345-1.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><br /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdfZUgu43Z65DWwX3fAiVXdjGL5WhfLtiIYVESQ0oC7nBsqmLytTSTsoTRCD1Ll6nJ2zfrhiQorz8E17RIzG3IJygv7q4_42ypz-shhGA01hDZCTghO7K4o0yLQsJR2e4vK5PWMPY5e8A/s1600/original-1405345-1.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><br /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdfZUgu43Z65DWwX3fAiVXdjGL5WhfLtiIYVESQ0oC7nBsqmLytTSTsoTRCD1Ll6nJ2zfrhiQorz8E17RIzG3IJygv7q4_42ypz-shhGA01hDZCTghO7K4o0yLQsJR2e4vK5PWMPY5e8A/s1600/original-1405345-1.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><br /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdfZUgu43Z65DWwX3fAiVXdjGL5WhfLtiIYVESQ0oC7nBsqmLytTSTsoTRCD1Ll6nJ2zfrhiQorz8E17RIzG3IJygv7q4_42ypz-shhGA01hDZCTghO7K4o0yLQsJR2e4vK5PWMPY5e8A/s1600/original-1405345-1.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdfZUgu43Z65DWwX3fAiVXdjGL5WhfLtiIYVESQ0oC7nBsqmLytTSTsoTRCD1Ll6nJ2zfrhiQorz8E17RIzG3IJygv7q4_42ypz-shhGA01hDZCTghO7K4o0yLQsJR2e4vK5PWMPY5e8A/s200/original-1405345-1.jpg" width="150" /></a><span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><br /></span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">10) From <a href="https://www.teacherspayteachers.com/Store/Lessons-With-Coffee"><b><i><span style="color: red;">Lessons withe Coffee</span></i></b></a>. I have included my <a href="https://www.teacherspayteachers.com/Product/Print-and-Go-Interactive-Math-Bulletin-Board-Boggle-1405345"><b><i><span style="color: blue;">Print and Go Interactive Math Bulletin Board {Boggle}</span></i></b></a>. This edition of the P&G Bulletin Boards is Boggle. Students are given instructions and a worksheet to write down answers on. Once this wall is set up, not only do you have a beautiful wall, but you also have a conversation starter. For this particular game students are to pick two numbers and simply add or subtract them. YOU CHOOSE what numbers to use. I have decimals on mine, but I will change to fractions after one week. The idea is that you change the numbers each week. This could be money, whole numbers, integers, absolute values, square roots, or exponents. HECK! Throw in some expressions with variables to add! This set includes:<br />**BOGGLE header – KG Wake Me Up**<br />**Directions Letters – KG Cold Coffee (My Current favorite font!)<br />**Student Direction Bubbles <br />**16 Star bursts with white box for writing numbers<br />**“Boggle Work Sheet” File folder sign<br />**Boggle Work Sheet</span><br />
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">We are giving away a bundle to two lucky winners so enter below!!! :)</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYADeCSf_VcYYWBTSMFMMX29uUv6nMQExKcycQwxSbEUi-nYkE6hrkudYYHRYjKoWhYq8Bz6NQe-oFGCGs3TDUz4BXn16KbdZHy3APT92WmDXFpqimnyifNhsfkdWkbgTrPI3C3mrVZAE/s1600/Slide2.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="308" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYADeCSf_VcYYWBTSMFMMX29uUv6nMQExKcycQwxSbEUi-nYkE6hrkudYYHRYjKoWhYq8Bz6NQe-oFGCGs3TDUz4BXn16KbdZHy3APT92WmDXFpqimnyifNhsfkdWkbgTrPI3C3mrVZAE/s400/Slide2.PNG" width="400" /></a></div>
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SecondaryMathShophttp://www.blogger.com/profile/04377667552813434333noreply@blogger.com4tag:blogger.com,1999:blog-4855170677582505444.post-40760133490710538082015-07-02T07:00:00.000-04:002015-07-02T07:00:01.336-04:00Money Saving Tips Part Two!<div dir="ltr" style="text-align: left;" trbidi="on">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzj8xl7knr_JeGAx9zduhSFdXW9QzPJZW-GE7Fx8NrM1i59kheWqk6WyI-RUE2UmB6xume3qNiz3A9aIyanupKPwncZUilzCY3h2tmgaijYBYpVgPsteYz5PTt4ffnXH5gFlOMukn-LSI/s1600/money+saving+tips+3.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="247" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzj8xl7knr_JeGAx9zduhSFdXW9QzPJZW-GE7Fx8NrM1i59kheWqk6WyI-RUE2UmB6xume3qNiz3A9aIyanupKPwncZUilzCY3h2tmgaijYBYpVgPsteYz5PTt4ffnXH5gFlOMukn-LSI/s320/money+saving+tips+3.png" width="320" /></a>In my first post in this series (check it out <a href="http://secondarymathshop.blogspot.com/2015/06/money-saving-tips-part-one.html" target="_blank">here</a> if you missed it) I shared a few of my favorite ways to<br />
save money. In this post I wanted to share a few more!<br />
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<b><i><u><span style="color: red;">1) Making TeachersPayTeachers work for you!</span></u></i></b> I know that many of you who follow this blog are shoppers on TpT and have found many fantastic products from all of the wonderful teacher-authors on there. But did you know that you get credits if you go back and leave feedback? Anytime you leave feedback on a paid product you get a credit per dollar. On their site, TpT states <b><i><u>"</u></i></b><span style="background-color: white; color: #515151; font-family: Verdana, Arial, Geneva, Helvetica, sans-serif; font-size: 13px; line-height: 16.0030002593994px;"><b><i><u>We will round up for you, too! If you provide fair feedback on a $4.75 item, you will earn 5 credits. Every 100 Credits is worth $5 that you can apply towards future TpT purchases, but there is no need to wait until you have 100 to redeem them. 50 credits is worth $2.50, for example.".</u></i></b> </span><span style="background-color: white; font-family: Verdana, Arial, Geneva, Helvetica, sans-serif; font-size: 13px; line-height: 16.0030002593994px;">Then once you go to buy something else...you can apply the credits to get money off :) Just like my favorite thing - coupons. </span><span style="background-color: white; color: #515151; font-family: Verdana, Arial, Geneva, Helvetica, sans-serif; font-size: 13px; line-height: 16.0030002593994px;"> </span><br />
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<b><i><span style="color: red;"><u>2) Speaking of coupons...Use them, as often as possible!</u> </span></i></b>I am not an extreme couponer by any means, but I love to use them! There are so many great sites out there to find coupons such as <a href="http://www.retailmenot.com/" target="_blank">retailmenot</a> or <a href="http://coupons.com/">coupons.com</a> but did you know that many stores offer coupons right on their site? For example, if you got to target.com and scroll to the bottom you will see right in the middle ways to save! <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglOp2zK5OYittFGT5R2aEmPKtWql0QmN9b84nhu22bmAajq97f2axzO9y7zAi3VGPh0pSZCFVqh0UxN775sNA8ok8N8R3lzo8amJDuWVi4fby_1BXLOuoHZVgeA4uonztP3ZikuzNQ51w/s1600/Presentation2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="230" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglOp2zK5OYittFGT5R2aEmPKtWql0QmN9b84nhu22bmAajq97f2axzO9y7zAi3VGPh0pSZCFVqh0UxN775sNA8ok8N8R3lzo8amJDuWVi4fby_1BXLOuoHZVgeA4uonztP3ZikuzNQ51w/s640/Presentation2.png" width="640" /></a></div>
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All of the coupons can be stacked in with store savings and their cartwheel app too! </div>
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<b><i><u><span style="color: red;">3) Investing in quality instead of quantity.</span></u></i></b> While I love a good deal, I also have come to realize that a deal only serves me well if what I am getting is going to last me a while. Early one I would buy things that were on super low clearance prices and then realize why they were so low when the fell apart a few months later! I learned that there were certain things (like totes, binders, etc.) that I spent a little more upfront then I would save money down the road because I wouldn't have to buy it twice. For that reasons I started buying boxes like this instead of milk crates. They last longer, they come with lids and don't have holes that things will fall out of. </div>
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<tr><td class="tr-caption" style="text-align: center;"><a href="http://www.target.com/p/room-essentials-box-file-8-5x11/-/A-15023080?lnk=rec|pdp|viewed_viewed|pdpv1" target="_blank">File Storage Box</a></td></tr>
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I use boxes like these to store extra copies of papers, hanging folders full of colored copy paper, hanging folders of task cards, etc. Best of all, they are stackable! </div>
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Follow me for more tips soon! :)</div>
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SecondaryMathShophttp://www.blogger.com/profile/04377667552813434333noreply@blogger.com0tag:blogger.com,1999:blog-4855170677582505444.post-14493120837829335282015-06-29T16:30:00.001-04:002015-06-29T16:30:46.753-04:00Money Saving Tips, part one!<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOPpVKUFIMZgoAH1_oW75jgAxKufzsRpjA18isju87miJ5bPhuLJviQ1fghePKZrWFNYEPr5IY-XZLWYY8j1SUvV_l_TlvL5dCUqdNr0BE37m4gz1nR3Z0K5pQ_yJQ-LpPokGCQmCT5aA/s1600/money+saving+tips+2.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="154" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOPpVKUFIMZgoAH1_oW75jgAxKufzsRpjA18isju87miJ5bPhuLJviQ1fghePKZrWFNYEPr5IY-XZLWYY8j1SUvV_l_TlvL5dCUqdNr0BE37m4gz1nR3Z0K5pQ_yJQ-LpPokGCQmCT5aA/s200/money+saving+tips+2.png" width="200" /></a></div>
As summer starts I have a list of things that I want to accomplish - including figuring out how sleep past the 5 am that my body got trained to all school year! One of the biggest issues that teachers have is how to provide for all of their classroom needs on a usually a limited or non-existent classroom budget! So I thought that throughout the summer I would share some of my favorite money saving tips! <br />
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<b><i><u><span style="color: red;">1) How to maximize card stock and colored paper.</span></u></i></b> I was in Target recently shopping for card stock to print my newest <a href="https://www.teacherspayteachers.com/Product/Geometry-Surface-Area-and-Volume-BINGO-Game-1926160" target="_blank">Bingo Game</a> on. It features two different types of cards, 30 each of two types. As I was standing there pricing out card stock I had lightbulb moment! I realized that if I printed my Bingo Cards with one type of card on each side I would only need 30 pieces instead of 60. Big Savings! Especially if I laminated them afterward to save them for multiple years of use! </div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqcBmA6NLZ9jP3yDVnmpmHUF4xXOvFfIbB-lqG-mHEVPFK2BvLGF3OVIeOQdZPv4awZn3E0_XvIueU1ouTD-9cGxPCMJa8epdM0H0Ba0oTiiC-4ZlPmS6Hjkl52pjs0dvwVw_iujMvFUI/s1600/Money+saving+tips.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqcBmA6NLZ9jP3yDVnmpmHUF4xXOvFfIbB-lqG-mHEVPFK2BvLGF3OVIeOQdZPv4awZn3E0_XvIueU1ouTD-9cGxPCMJa8epdM0H0Ba0oTiiC-4ZlPmS6Hjkl52pjs0dvwVw_iujMvFUI/s400/Money+saving+tips.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Geometry-Surface-Area-and-Volume-BINGO-Game-1926160" target="_blank">Surface Area and Volume Bingo</a></td></tr>
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<b style="text-align: left;"><i><u><span style="color: red;">2) Saving on consumable classroom supplies.</span></u></i></b><span style="text-align: left;"> I go through glue sticks, colored pencils, erasers and pencils like they are candy throughout the school year! After a few years of spending almost my entire classroom budget on just these things I needed to find a better solution. I realized that usually about 2 months before school starts the office supply stores start offering pencil, nickle and quarter sales with each weekly ad. For example Office Max will have 12 packs of pencils for a penny. While there is usually a limit per transaction, I will either take my husband with me or go a few times in a week until I get what I need. Here is sample add from last year so you can see what I mean! </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6rlsdZ0w2i36bn9rx1L2b2tPYBMxWPUuvZRCDf9ZoM-CUMpvp-nCtLdQn9ebYqED01Yz23xmpAIT9bZUGdopm9Q2hFblzkF0hRZ1fZtNq_6PPkZLa2XL_atazsNzlpl547quS1TSLP8g/s1600/omd.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="318" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6rlsdZ0w2i36bn9rx1L2b2tPYBMxWPUuvZRCDf9ZoM-CUMpvp-nCtLdQn9ebYqED01Yz23xmpAIT9bZUGdopm9Q2hFblzkF0hRZ1fZtNq_6PPkZLa2XL_atazsNzlpl547quS1TSLP8g/s320/omd.png" width="320" /></a></div>
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<b><i><u><span style="color: red;">3) How to test it out before you laminate it permanently! </span></u></i></b> Those things that I keep permanently I like to laminate to make them last. Sometimes, however, I'm not sure if it is going to work the way that I want but I also don't want to print it twice. My solution? Page Protectors! They work great for full page sheets so that you can write on them with dry erase markers and test them out before taking the final step of lamination (or a way to skip it totally!). If you are think yes, but what about task cards that are smaller...well I found <a href="http://www.amazon.com/gp/product/B000MS434O/ref=pd_lpo_sbs_dp_ss_2?pf_rd_p=1944687642&pf_rd_s=lpo-top-stripe-1&pf_rd_t=201&pf_rd_i=B000MS41SM&pf_rd_m=ATVPDKIKX0DER&pf_rd_r=0HF071BZ5TKCMD1D3GC1" target="_blank">these that work perfectly</a>! They are for 4x6 recipe cards (they come in 3x5 too) but work great for task cards. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhf8m9QppIwKrNKan6Kdb6d41UMfjzVbvcpF59-6FuFG5zTeO2_AAxok6btpuJHiQG9W74JnZJVab4swQWwKU5Ck01LJhYTNmVGZgUu0jEvr8wdl6OtMyWUu3kIqgVfc2vXYiE0BKANDv8/s1600/41imp1n2pcL.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhf8m9QppIwKrNKan6Kdb6d41UMfjzVbvcpF59-6FuFG5zTeO2_AAxok6btpuJHiQG9W74JnZJVab4swQWwKU5Ck01LJhYTNmVGZgUu0jEvr8wdl6OtMyWUu3kIqgVfc2vXYiE0BKANDv8/s320/41imp1n2pcL.jpg" width="320" /></a></div>
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I'll be back later this summer with more tips! I hope you found these useful! :)<br />
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SecondaryMathShophttp://www.blogger.com/profile/04377667552813434333noreply@blogger.com0tag:blogger.com,1999:blog-4855170677582505444.post-18853237511589279362015-06-23T21:49:00.002-04:002015-06-23T21:50:10.969-04:00Follower Celebration Giveaway!<div dir="ltr" style="text-align: left;" trbidi="on">
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I logged onto my TeachersPayTeachers seller page this morning to find that I have hit 400 followers! I am so excited that I've decided to go a quick giveaway of my <a href="https://www.teacherspayteachers.com/Product/8-Standards-for-Mathematical-Practices-Posters-Secondary-Lvl-BlkWhiteFloral-1843669" target="_blank">8 Standards for Mathematical Practice Posters</a>! If you win you'll be able to choose from one of the three designs! <br />
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<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/8-Standards-for-Mathematical-Practices-Posters-Secondary-Lvl-BlkWhiteFloral-1843669" target="_blank">Floral</a></td></tr>
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<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/8-Standards-for-Mathematical-Practices-Posters-Secondary-Lvl-Purple-Polka-Dot-1845327" target="_blank">Polka Dot</a></td></tr>
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<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/8-Standards-for-Mathematical-Practices-Posters-Secondary-Lvl-Simply-Gray-1845386" target="_blank">Gray</a></td></tr>
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Please enter below! :)</div>
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SecondaryMathShophttp://www.blogger.com/profile/04377667552813434333noreply@blogger.com0tag:blogger.com,1999:blog-4855170677582505444.post-4707546874448583332015-04-25T11:46:00.000-04:002015-04-25T12:14:08.116-04:00"Noise" In A Classroom - It's Not Always A Bad Thing!<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhp5cihmdMKyqealq6iZurZkCo_5yymhHglerKpS7L-ZQ_RL2Mq2NjLI9r0EGnQscHcNXdNWb-xYg6kJQSGhY7-KBr4Z3MWWgTJ6gGhzoAz8CQHkauX4K-SMLdMMFj18l_50iCRSmLba_o/s1600/noise.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhp5cihmdMKyqealq6iZurZkCo_5yymhHglerKpS7L-ZQ_RL2Mq2NjLI9r0EGnQscHcNXdNWb-xYg6kJQSGhY7-KBr4Z3MWWgTJ6gGhzoAz8CQHkauX4K-SMLdMMFj18l_50iCRSmLba_o/s1600/noise.png" height="247" width="320" /></a></div>
<span style="font-family: Trebuchet MS, sans-serif;">When I first starting teaching (oh so many years ago!), I wanted a quiet classroom. Almost to the level of hearing a pin drop. Why? Simple. A quiet classroom, in my mind, was a sign of great classroom management. It meant that my students were engaged, working and I was in control of the room. I dreaded the question "can we work together" because working together leads to noise, noise leads to chaos and chaos lead to bad classroom management. While I was right about chaos equaling bad management, I have learned that I was very wrong about the rest. Noise and chaos are not the same thing.</span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">A few years ago, as I got more comfortable as a teacher, as a part of the staff and with my subject matter I started relaxing a little and exploring other classroom structures. I found that when a teacher structures it correctly and with strong expectations in place from the beginning, student collaboration can be one of the most powerful tools a teacher can use! The key, I have found, is to start small at the beginning of a year or a term, before jumping into stations or collaborations that require a great deal of movement around the classroom. I would describe the progression like this:</span><br />
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<span style="font-family: Trebuchet MS, sans-serif;"><b><i><span style="color: purple;"><u>Step one:</u> </span> </i></b>Establish clear communication with your students about what your expectations are when they are talking to each other, participating in a classroom discussion or engaging in a group activity. The clearer you are about what you expect, the easier it is to control the classroom and the students without requiring silence. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;"><b><i><span style="color: purple;"><u>Step two:</u> </span></i></b>Start with small discussion pieces that are short and structured. I will ask students to turn to their neighbor and complete an example problem together and then pick a random pair to come to the board to do it for the class. This serves several purposes:</span><br />
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<span style="font-family: Trebuchet MS, sans-serif;"> ** It sets a time limit and destination (solving the problem), </span><br />
<span style="font-family: Trebuchet MS, sans-serif;"> ** It gives them clear direction for their talking</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"> ** It allows me to rotate and hear what they are talking about</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"> ** It gives me insight into whether they understand what we are doing (and I can correct it with questioning immediately)</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"> ** It involves all students since they don't know who will be called to go to the front board.</span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-W0iNf3PlDtY5QlIVCLoKmVeFadGLDNSQZM6Bm4iEmAmF8au2U5IiQglrDoeb6oCtsXQHaqdcFR1C6FOK1ZynJKW3bui-gcSAMPDNrn6S6DG6DBw3zvosfv79EpSw-qyLHLEfKyv_NCg/s1600/original-804448-1.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><span style="font-family: Trebuchet MS, sans-serif;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-W0iNf3PlDtY5QlIVCLoKmVeFadGLDNSQZM6Bm4iEmAmF8au2U5IiQglrDoeb6oCtsXQHaqdcFR1C6FOK1ZynJKW3bui-gcSAMPDNrn6S6DG6DBw3zvosfv79EpSw-qyLHLEfKyv_NCg/s1600/original-804448-1.jpg" height="200" width="153" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Algebra-Solving-Equations-Partner-Worksheets-804448" target="_blank"><span style="font-family: Trebuchet MS, sans-serif;">Partner Worksheet</span></a></td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCPJYQsM2RFLDXcJw0xLRHzbkAkZqLAtUz-mDDErKOUXIKmdPcybCtCGVWXggYQ9gN-OkNTYXuKs_GKuuZpghAMhbWGYQT0UpjIHww1HsaCSyOMJ1zQw01AOsIIrTV8URXyMnryqBwbPw/s1600/original-1236239-1.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><span style="font-family: Trebuchet MS, sans-serif;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCPJYQsM2RFLDXcJw0xLRHzbkAkZqLAtUz-mDDErKOUXIKmdPcybCtCGVWXggYQ9gN-OkNTYXuKs_GKuuZpghAMhbWGYQT0UpjIHww1HsaCSyOMJ1zQw01AOsIIrTV8URXyMnryqBwbPw/s1600/original-1236239-1.jpg" height="200" width="153" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Fold-it-Up-Solving-Multi-Step-Equations-Practice-1236239" target="_blank"><span style="font-family: Trebuchet MS, sans-serif;">Fold It Up</span></a></td></tr>
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<span style="font-family: Trebuchet MS, sans-serif;">A great resource that I have found that helps to transition from this step to the next is made by <b><i><u><a href="https://www.teacherspayteachers.com/Store/Teaching-High-School-Math" target="_blank"><span style="color: red;">Teaching High School Math</span></a></u></i></b> called "<a href="https://www.teacherspayteachers.com/Product/Algebra-Solving-Equations-Partner-Worksheets-804448" target="_blank"><b><i>Algebra Solving Equations Partner Worksheets</i></b></a>". In this activity students are paired up. Each student works their problems individually, then they compare answers (which are the same even though they did different equations!) and talk through them if their answers don't match! </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">I also really like a resource that I found by <span style="color: red;"><a href="https://www.teacherspayteachers.com/Store/Live-Love-Math" target="_blank"><span style="color: red;"><b><i>Live Love Math</i></b></span></a> </span>called "<a href="https://www.teacherspayteachers.com/Product/Fold-it-Up-Solving-Multi-Step-Equations-Practice-1236239" target="_blank"><i><b>Fold It Up - Multistep Equations Practice</b></i></a>" It has students create a foldable and solve problems at the same time! This is great for getting students talking and to break out of the mold of stand and deliver for note-taking. </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;"><b><i><span style="color: purple;"><u>Step three:</u> </span></i></b> Do an activity that requires small movement and group collaboration. Task cards or investigation activities are fantastic for this! I like using task cards because they can be used so many ways. You can have the students pass the task cards from pair to pair or between small groups. Additionally, you can set-up the task cards at stations and have groups of students rotate from station to station. I also like investigation activities at this point because they require interaction, collaboration and hands-on learning but don't have to require students to be up and moving if your students aren't ready.</span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdl4TjKVx6dpSKwm7DRIe0w-YGXVqjAIH6dIVQ4mxzxQA84t9QG9S7GR5sC6daCTdRmfOjN3TfZd8r4KtZueE-46fdn7O9Tln1LyCnYNmZxnSZZKrwwN1ckCYfInnJK1qPropG7jx07HE/s1600/original-988945-1.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><span style="font-family: Trebuchet MS, sans-serif;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdl4TjKVx6dpSKwm7DRIe0w-YGXVqjAIH6dIVQ4mxzxQA84t9QG9S7GR5sC6daCTdRmfOjN3TfZd8r4KtZueE-46fdn7O9Tln1LyCnYNmZxnSZZKrwwN1ckCYfInnJK1qPropG7jx07HE/s1600/original-988945-1.jpg" height="200" width="153" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Methods-of-Proving-Triangles-Congruent-Vocabulary-CutMatch-Proof-Bundle-988945" target="_blank"><span style="font-family: Trebuchet MS, sans-serif;">Congruent Triangles</span></a></td></tr>
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<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Left-Right-Answer-A-New-Take-on-Using-Task-Cards-in-your-Classroom-1157880" target="_blank"><span style="font-family: Trebuchet MS, sans-serif;">Left, Right, Answer</span></a></td></tr>
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<span style="font-family: Trebuchet MS, sans-serif;">I feature a few investigation activities in my <a href="https://www.teacherspayteachers.com/Store/Secondary-Math-Shop" style="color: red; font-style: italic; font-weight: bold;" target="_blank">TpT Store</a><i style="color: red; font-weight: bold;"> </i>including <a href="https://www.teacherspayteachers.com/Store/Secondary-Math-Shop/Category/Cut-and-Paste-Activities-Investigations" target="_blank"><b><i>Cut and Paste Activities</i></b>.</a> One of my favorites is on <b><i><u><a href="https://www.teacherspayteachers.com/Product/Methods-of-Proving-Triangles-Congruent-Cut-Match-and-Paste-Activity-988564" target="_blank">Proving Triangles Congruent</a></u></i></b>. In it, students work in small groups to identify the method or methods being used to prove the triangles congruent and then cut them out and paste them under headings. The discussion and collaboration that comes out of this is amazing. I have included it in a <a href="https://www.teacherspayteachers.com/Product/Methods-of-Proving-Triangles-Congruent-Vocabulary-CutMatch-Proof-Bundle-988945" target="_blank"><b><i>money saving bundle</i></b></a> that includes proof practice as well.</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;"><a href="https://www.teacherspayteachers.com/Store/Secondary-Math-Shop/Category/Task-Cards-Geometry" target="_blank"><b><i>Task cards</i></b></a> are fantastic! I cannot say enough how much I love them! They break concepts down into small tasks, help students to focus in on specific topics and encourage great collaboration. One of my favorite ways to take task cards to the next level is made by <b><i><u><a href="https://www.teacherspayteachers.com/Store/4mulafun" target="_blank"><span style="color: red;">4mulafun</span></a></u></i></b> called "<a href="https://www.teacherspayteachers.com/Product/Left-Right-Answer-A-New-Take-on-Using-Task-Cards-in-your-Classroom-1157880" target="_blank"><b><i>Left, Right, Answer</i></b></a>". It turns using task cards into a game and more! (You can check out a blog post about how to use them <a href="http://bit.ly/1DsOtdf" target="_blank"><b><i>here</i></b></a>.)</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;"><b><i><u><span style="color: purple;">Step four:</span></u></i></b> This is usually the final step. At this point your students are used to talking to each other and know what your expectations are when they do so. They are (usually) pretty good at keeping the noise level at a reasonable level and staying focused. At this point you can really start having fun. You can do activities that require large movement such as relay races, gallery walks where instead of tasks being at centers, they are posted on the walls and students are in almost constant movement. Getting to this point really is my favorite place. I LOVE to see my students up, moving, interacting, collaborating and just generally getting to experience how much fun math can be.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKfm_pHgtqBTD4133e9oKEN7ROTLIZUFv0j02WfyrBbUhha1xsmicU-3_Awb2nBK_UP7EP44VgIebCT8BV9xu-NRTlctc88_FdnjT_0leOntLzBRzLEBvbsIRUNVZ17Qt7zd6RTN8Ohyo/s1600/Cover+Thumbnail.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-family: Trebuchet MS, sans-serif;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKfm_pHgtqBTD4133e9oKEN7ROTLIZUFv0j02WfyrBbUhha1xsmicU-3_Awb2nBK_UP7EP44VgIebCT8BV9xu-NRTlctc88_FdnjT_0leOntLzBRzLEBvbsIRUNVZ17Qt7zd6RTN8Ohyo/s1600/Cover+Thumbnail.jpg" height="200" width="200" /></span></a></div>
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<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Circumference-and-Area-of-Circles-Review-Clownin-Around-Relay-1786442" target="_blank"><span style="font-family: Trebuchet MS, sans-serif;">Relay Race</span></a></td></tr>
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<span style="font-family: Trebuchet MS, sans-serif;">I have seen so many products on TeachersPayTeachers that work here so well. <b><i><u><a href="https://www.teacherspayteachers.com/Store/All-Things-Algebra" target="_blank"><span style="color: red;">All Things Algebra</span></a></u></i></b> has a fantastic relay race on <a href="https://www.teacherspayteachers.com/Product/Systems-of-Equations-Relay-Races-1013496" target="_blank"><b><i>Solving Systems of Equations</i></b></a>. This activity has students checking each others work and racing to get it done. I love it because the students have to not only be able to complete their part but also have to be able to look over the work of others to make sure it is correct! Prizes could definitely be involved. </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: red;"><a href="https://www.teacherspayteachers.com/Store/Missmathdork" target="_blank"><span style="color: red;"><b><i>Miss Math Dork</i></b></span></a> </span>has relay races where students do problems and draw a part of a figure. One of my favorites covers the topic of <a href="https://www.teacherspayteachers.com/Product/Circumference-and-Area-of-Circles-Review-Clownin-Around-Relay-1786442" target="_blank"><b><i>Circumference and Area of Circles</i></b></a> around a circus theme! Which even team gets the circus scene drawn first, wins! And as we all know, middle and high school students love competition and prizes! :) She also has <a href="https://www.teacherspayteachers.com/Store/Missmathdork/Category/Relay-Templates-for-ALL-Content-Areas" target="_blank"><b><i>templates</i></b></a> so that you can make your own! </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">No matter what pace you take it at, collaboration and communication between not only teacher and student, but student to student as well is of critical importance. I look back at those first few years and wonder why I thought I had to have a silent class to have control of it! What do you do to encourage collaboration and communication? What are some of your favorite activities?</span></div>
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SecondaryMathShophttp://www.blogger.com/profile/04377667552813434333noreply@blogger.com2tag:blogger.com,1999:blog-4855170677582505444.post-46635735382358030962015-04-08T17:07:00.000-04:002015-07-01T22:07:33.652-04:00The Secondary Mathletes!<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiM5OA8Tc8TlOdDlDtehBFEhICbID6AS88tQWziKRhf69Skti342_b-wZxsGzCs22Ui_2UBEtsxruOF74ln2p7GQ2agcIfW1U5vlpffK18hmrVsYdoGIFLW79Cz7MX0Z5JZw6AdxqBwfwM/s1600/11084296_10204919318417228_4724282706327783946_n.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="160" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiM5OA8Tc8TlOdDlDtehBFEhICbID6AS88tQWziKRhf69Skti342_b-wZxsGzCs22Ui_2UBEtsxruOF74ln2p7GQ2agcIfW1U5vlpffK18hmrVsYdoGIFLW79Cz7MX0Z5JZw6AdxqBwfwM/s1600/11084296_10204919318417228_4724282706327783946_n.jpg" width="320" /></a>A couple of months ago, I received a Facebook invite to join a group of dynamic, innovative, exceptional secondary math teachers who also happen to be sellers on TeachersPayTeachers. These men and women are, in my mind, an amazing example of the daily balancing act that teachers perform. They spend the day teaching with all their heart and energy, go home to their homes to do all of the daily things that need to be done and then create amazing resources to share with other teachers! I have been truly blessed to be a part of this group. I wanted to share this blessing with you as well and to introduce you to these awesome teacher-authors! <br />
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<img alt="livelovemath" class="aligncenter size-full wp-image-2024" src="http://www.missmathdork.com/wp-content/uploads/2015/02/livelovemath.png" height="150" width="150" /></h3>
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<span style="color: #339966;">Live.Love.Math - Danielle Krantz</span><br />
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<span style="color: black;">Grades 5 - 9</span><br />
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<a href="https://www.teacherspayteachers.com/Store/Live-Love-Math">TpT Store</a><br />
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<a href="http://www.livelovemath.blogspot.com/">Blog</a><br />
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<a href="https://www.facebook.com/LiveLoveMath">Facebook</a><br />
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<img alt="lindsay perro" class="aligncenter wp-image-2032" src="http://www.missmathdork.com/wp-content/uploads/2015/02/lindsay-perro.jpg" height="150" width="150" /><br />
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<span style="color: #339966;">Lindsay Perro</span><br />
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<span style="color: black;">Grades 6 - 9</span></div>
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<a href="https://www.blogger.com/www.teacherspayteachers.com/Store/Lindsay-Perro">TpT Store</a><br />
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<a href="https://www.blogger.com/www.beyondtheworksheet.com">Blog</a><br />
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<a href="https://www.facebook.com/BeyondTheWorksheet">Facebook</a><br />
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<img alt="button" class="aligncenter wp-image-2016 size-thumbnail" src="http://www.missmathdork.com/wp-content/uploads/2015/02/button-150x150.jpg" height="150" width="150" /><br />
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<span style="color: #339966;">MissMathDork - Jamie Riggs</span><br />
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Grades 4 - Algebra I<br />
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<a href="https://www.blogger.com/www.buymissmathdork.com">TpT Store</a><br />
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<a href="http://www.missmathdork.com/">Blog</a><br />
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<a href="https://www.facebook.com/MissMathDork">Facebook</a><br />
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<img alt="Nautical Blog Button" class="aligncenter wp-image-2044 size-thumbnail" src="http://www.missmathdork.com/wp-content/uploads/2015/02/Nautical-Blog-Button-150x150.jpg" height="150" width="150" /><br />
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<span style="color: #339966;">Lessons With Coffee - Jameson Ivey</span><br />
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Grades 5 - 8<br />
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<a href="https://www.teacherspayteachers.com/Store/Lessons-With-Coffee">TpT Store</a><br />
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<a href="https://www.blogger.com/www.lessonswithcoffee.com">Blog</a><br />
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<a href="https://www.facebook.com/LessonsWithCoffee">Facebook</a><br />
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<img alt="4mulaFun_Logo" class="aligncenter wp-image-2018 size-thumbnail" src="http://www.missmathdork.com/wp-content/uploads/2015/02/4mulaFun_Logo-150x150.png" height="150" width="150" /><br />
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<span style="color: #339966;">4mulaFun - Jennifer Smith-Sloane</span><br />
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Grades 4 - 9<br />
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<a href="http://shop4mulafun.com/">TpT Store</a><br />
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<a href="http://4mulafun.com/">Blog</a><br />
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<a href="https://www.facebook.com/4mulafun">Facebook</a><br />
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<img alt="gina" class="aligncenter wp-image-2043 size-thumbnail" src="http://www.missmathdork.com/wp-content/uploads/2015/02/gina-150x150.png" height="150" width="150" /><br />
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<span style="color: #339966;">All Things Algebra - Gina Wilson</span><br />
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Grades 6 - 11<br />
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<a href="https://www.blogger.com/www.allthingsalgebra.com">TpT Store</a><br />
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<a href="https://www.blogger.com/allthingsalgebra.blogspot.com">Blog</a><br />
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<a href="https://www.facebook.com/AllThingsAlgebra">Facebook</a><br />
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<img alt="secondary math workshop" class="aligncenter wp-image-2028 size-full" src="http://www.missmathdork.com/wp-content/uploads/2015/02/secondary-math-workshop.jpg" height="160" width="160" /><br />
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<span style="color: #339966;">Secondary Math Shop</span><br />
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Grades 8 - 12<br />
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<a href="https://www.teacherspayteachers.com/Store/Secondary-Math-Shop">TpT Store</a><br />
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<a href="http://secondarymathshop.blogspot.com/">Blog</a><br />
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<a href="https://www.facebook.com/pages/Secondary-Math-Shop-TPT/1412662015695616">Facebook</a><br />
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<img alt="to the square inch" class="aligncenter size-full wp-image-2031" src="http://www.missmathdork.com/wp-content/uploads/2015/02/to-the-square-inch.jpg" height="150" width="150" /><br />
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<span style="color: #339966;">To the Square Inch - Kate Bing Coners</span><br />
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Grades 4 - 9<br />
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<a href="https://www.blogger.com/www.tothesquareinch.com">TpT Store</a><br />
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<a href="https://tothesquareinch.wordpress.com/">Blog</a><br />
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<a href="https://www.facebook.com/tothesquareinch?fref=nf">Facebook</a><br />
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<a href="https://blogger.googleusercontent.com/img/proxy/AVvXsEgU5nm6DGyOb1vWu6fuYgKmJWvbiofk-iOmo3gZrgplsMRh3Psb-1PH469TYIWuI0mUNMhUph8_1oGmhTu1Akv4-IZOiYWmYBxt74J4JyYKA7_Sl4QQPsEBdkpEc5lIx1LoX4ZAe3wddtptYJ4ps00uGSVOphY_ihPcIir5A8x_RLvBTJaqZC8" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="hart" border="0" class="aligncenter wp-image-2052 size-thumbnail" src="http://www.missmathdork.com/wp-content/uploads/2015/02/hart-150x150.png" height="150" width="150" /></a><br />
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<span style="color: #339966;">Teaching Math By Hart</span><br />
Grades 5 - 8<br />
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<a href="https://www.teacherspayteachers.com/Store/Teaching-Math-By-Hart">TpT Store</a><br />
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<a href="http://teachingmathbyhart.blogspot.com/">Blog</a><br />
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<a href="https://www.facebook.com/teachingmathbyhart">Facebook</a><br />
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<a href="https://blogger.googleusercontent.com/img/proxy/AVvXsEjxo0prt4S-BRrQ5cD1e0YPVsKvC1yttgyU1iacd4vZ8xRpHtcs8HNgFkGehB0va7MXtpNRKjBHyfrjtlvbgE45NQQXtfy3Dcuk-tuWJL4-GdIf0oyj9w6t7iGRHEFUNo1nTSPHeLomOvzoy8f-TxrERV-xaIMVidllu2MW7QShy12N2QkI-ha3c8AIC5T8864bldFB"><img alt="teaching high school math" border="0" class="aligncenter size-full wp-image-2029" src="http://www.missmathdork.com/wp-content/uploads/2015/02/teaching-high-school-math.png" height="200" width="200" /></a><br />
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<span style="color: #339966;">Teaching High School Math - Jennifer Lamb</span><br />
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Grades 6 - 12<br />
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<a href="https://www.teacherspayteachers.com/Store/Teaching-High-School-Math">TpT Store</a><br />
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<a href="http://teachinghighschoolmath.blogspot.com/">Blog</a><br />
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<a href="https://www.facebook.com/SecondaryMathematicsPuzzlesProjectsAndWorksheets?fref=nf">Facebook</a><br />
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<img alt="hodges" class="aligncenter wp-image-2042 size-thumbnail" src="http://www.missmathdork.com/wp-content/uploads/2015/02/hodges-150x150.png" height="150" width="150" /><br />
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<span style="color: #339966;">Hodges Herald - Elizabeth Hodges</span><br />
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Grades 5 - 8<br />
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<a href="https://www.teacherspayteachers.com/Store/Hodges-Herald">TpT Store</a><br />
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<a href="http://www.hodgesherald.blogspot.com/">Blog</a><br />
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<a href="https://www.facebook.com/hodgesherald?ref=br_tf">Facebook</a><br />
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<img alt="21st century" class="aligncenter size-full wp-image-2019" src="http://www.missmathdork.com/wp-content/uploads/2015/02/21st-century.jpg" height="140" width="140" /><br />
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<span style="color: #339966;">21st Century Math Projects - Clint Clark</span><br />
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Grades 6 - 12<br />
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<a href="https://www.teacherspayteachers.com/Store/21st-Century-Math-Projects">TpT Store</a><br />
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<a href="http://www.21stcenturymathprojects.com/">Blog</a><br />
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<img alt="scaffolded science and math" class="aligncenter wp-image-2027" src="http://www.missmathdork.com/wp-content/uploads/2015/02/scaffolded-science-and-math.jpg" height="150" width="150" /><br />
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<span style="color: #339966;">Scaffolded Math and Science - Shana Donohue</span><br />
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Grades 8 - 11<br />
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<a href="https://www.teacherspayteachers.com/Store/Scaffolded-Math-And-Science">TpT Store</a><br />
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<a href="http://scaffoldedmath.blogspot.com/">Blog</a><br />
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<a href="https://www.facebook.com/ScaffoldedMath">Facebook</a><br />
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<img alt="for the love of teaching math" class="aligncenter wp-image-2021" src="http://www.missmathdork.com/wp-content/uploads/2015/02/for-the-love-of-teaching-math.jpg" height="150" width="150" /><br />
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<span style="color: #339966;">For the Love of Teaching Math - Andrea Kerr</span><br />
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Grades 6 - 12<br />
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<a href="https://www.teacherspayteachers.com/Store/For-The-Love-Of-Teaching-Math">TpT Store</a><br />
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<a href="http://www.fortheloveofteachingmath.com/">Blog</a><br />
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<a href="https://www.facebook.com/FTLOTMBlog">Facebook</a><br />
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<img alt="rundes room" class="aligncenter wp-image-2026 size-thumbnail" src="http://www.missmathdork.com/wp-content/uploads/2015/02/rundes-room-150x150.png" height="150" width="150" /><br />
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<span style="color: #339966;">Runde's Room - Jennifer Runde</span><br />
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<a href="https://www.teacherspayteachers.com/Store/Rundes-Room">TpT Store</a><br />
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<a href="https://www.blogger.com/www.rundesroom.com">Blog</a><br />
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<a href="https://www.facebook.com/RundesRoom">Facebook</a><br />
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<img alt="math station central" class="aligncenter wp-image-2025" src="http://www.missmathdork.com/wp-content/uploads/2015/02/math-station-central.jpg" height="160" width="160" /><br />
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<span style="color: #339966;">Math Stations Central - Adrienne Meldrum</span><br />
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<a href="https://www.teacherspayteachers.com/Store/Math-Stations-Central">TpT Store</a><br />
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While you are out looking at some new Mathletes in your grade level (and hopefully adding some great things to your wishlist), what are you looking for in resources? How can we help your further your teaching at the secondary level? We'd love to here from you <a href="https://docs.google.com/forms/d/1Z_lCsZPYVZIFQ2Z9eAClSDnFXjsudStOrJkPNV8vW4s/viewform">HERE</a>!</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVNqgY05dPHcXawh8snfd0briho7z5AHddgPG5PMOtBH1dYHsKRbXGALnQ4uiXBt9_nLbJnEWo_8UxUIN-ojqI0wJYWo03L8dl-bfHNWcijIgn2gEYlrk7Nzavgj4NFG_k-ZuGgadZsms/s1600/Social+Media.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVNqgY05dPHcXawh8snfd0briho7z5AHddgPG5PMOtBH1dYHsKRbXGALnQ4uiXBt9_nLbJnEWo_8UxUIN-ojqI0wJYWo03L8dl-bfHNWcijIgn2gEYlrk7Nzavgj4NFG_k-ZuGgadZsms/s1600/Social+Media.png" height="247" width="320" /></a><span style="font-size: large;">While I am not anti-technology, I usually prefer face to face contact (or at least voice-to-voice on the phone)! That being said, I realize that I live in the year 2015 and that a social media presence is a necessary means by which to communicate. The odd looks I get from my students when I ask what something is, lead me to do some research and get educated on social media! So, I am pleased to announce that now you cannot only follow The Secondary Math Shop on <a href="https://www.pinterest.com/secondarymthshp/" target="_blank"><b><i><span style="color: red;">Pinterest</span></i></b></a>, but also on <a href="https://twitter.com/SecondaryMthShp" target="_blank"><span style="color: red;"><b><i>Twitter</i></b></span></a> and <a href="https://www.facebook.com/pages/Secondary-Math-Shop/1412662015695616?ref=hl" target="_blank"><b><i><span style="color: red;">Facebook</span></i></b></a>! I am getting ready to do my first give-away on Facebook when I hit 100 likes and 50 followers on Twitter. I will announce the give-away on Facebook and on Twitter so keep your eyes peeled!</span></div>
SecondaryMathShophttp://www.blogger.com/profile/04377667552813434333noreply@blogger.com0tag:blogger.com,1999:blog-4855170677582505444.post-51409909880572382532015-03-10T09:31:00.000-04:002015-03-10T09:31:47.017-04:00Writing In A Middle School Math Class, a Necessary Addition<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhp_l_OZ3Bmtz5rebjZvb2rbbXJsM2jJXn6a9EJcDeQE-0Ehl6tTezpwyfkmFYhHu5NV0e4mS63qtwblzOMfTT7fITAR0IcBad8SNblZ2WD2VRFp7Zd8v78XFhBa8mLbJT2RQDXU5Z9Siw/s1600/original-677158-1.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhp_l_OZ3Bmtz5rebjZvb2rbbXJsM2jJXn6a9EJcDeQE-0Ehl6tTezpwyfkmFYhHu5NV0e4mS63qtwblzOMfTT7fITAR0IcBad8SNblZ2WD2VRFp7Zd8v78XFhBa8mLbJT2RQDXU5Z9Siw/s1600/original-677158-1.jpg" height="320" width="246" /></a><span style="background-color: white; font-family: Trebuchet MS, sans-serif;">I love math and writing and when I get the chance to combine the two, I am ecstatically happy! What I am not always best at is coming up with the prompt for students to write about. We have implemented in our math classes a writing tracker assignment twice weekly and an essay each semester. Coming up with a topic once a week is hard enough, twice, well that made my brain hurt! So I did what I always try to do when I am needing something - I turned to TpT. I found the most amazing resource made by <a href="https://www.teacherspayteachers.com/Store/Live-Love-Math" target="_blank"><b><i><span style="color: red;">Live Love Math</span></i></b></a> - </span><span style="font-family: Trebuchet MS, sans-serif;"><span style="background-color: white;"><a href="https://www.teacherspayteachers.com/Product/Middle-School-Math-Writing-Prompts-Content-Specific--677158" style="color: purple; font-style: italic; font-weight: bold;" target="_blank">Middle School Math Writing Prompts { Content Specific }</a><i style="color: purple; font-weight: bold;">. </i>This set includes 70 (seventy!!) writing problems that cover 5 major content standards and are perfect for middle school. I have also used them for my ninth grade algebra class and found them amazing! My students liked the fact that the questions are printed on a half-sheet of paper so that the question is right there and doesn't require them to keep looking up to remember the question. I really enjoyed the fact that the questions could be done in a few minutes and that I had a variety to choose from! I encourage you to check them out!</span></span></div>
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SecondaryMathShophttp://www.blogger.com/profile/04377667552813434333noreply@blogger.com0tag:blogger.com,1999:blog-4855170677582505444.post-8529904868360923272015-03-08T00:30:00.000-05:002015-03-08T00:30:00.849-05:00More Effective Classroom Discussion and Questioning - How I'm Working to Make it Possible! (part one)<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPgGrooeVPjPerW7CGZyFHB4iFE2vn3fZt-gu56x1yOBsZPUcdPBszZLj8Elg3hY-XSCe3vwyB3zlTwCPAKH5rd0mR9O5R1tNCT4BFiLK-uBqEqgTB443CSyDWQBXLcHqQUoq8huBj4to/s1600/discussion.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPgGrooeVPjPerW7CGZyFHB4iFE2vn3fZt-gu56x1yOBsZPUcdPBszZLj8Elg3hY-XSCe3vwyB3zlTwCPAKH5rd0mR9O5R1tNCT4BFiLK-uBqEqgTB443CSyDWQBXLcHqQUoq8huBj4to/s1600/discussion.png" height="247" width="320" /></a></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="line-height: 150%;"><span style="font-family: Trebuchet MS, sans-serif;">As a teacher you can find
yourself in some very uncomfortable positions when standing in front of a
classroom full of students, especially pre-teens or teenagers. While you get pretty good at deflecting the
inappropriate questions and comments and redirecting students who are heading
off on a tangent, if you are anything like me, you still struggle with how to
get responses out of students. One of
the most uncomfortable moments come when you ask a question and you get cricket
eggs. Not even crickets, just simply
their eggs waiting to hatch. It's that
Ben Stein moment in Ferris Beuller...anyone, anyone, Beuller, Beuller...? You ask, no one answers (or the same
students who answers every question shouts something out), you ask again, still
no response. Then, nine times out of
ten, you end up giving hints or just straight up answering your own
question. <o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="line-height: 150%;"><span style="font-family: Trebuchet MS, sans-serif;"><br /></span></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="line-height: 150%;"><span style="font-family: Trebuchet MS, sans-serif;">In an attempt to combat
this, I have spent this year on a quest (in that "free" time that we
all don't have) to find more effective ways to facilitate classroom
discussion. I started by examining my
own question techniques during a lesson to see if changing up HOW I am asking a
question has any impact. For example, I
changed from asking "<b><u><span style="color: purple;">Does anyone
have any questions</span></u></b>" which gives students an out from asking any
questions, to "<b><u><span style="color: purple;">What questions do
you have</span></u></b>" which assumes that there are questions that need to be
answered. This can prod students into
thinking about whether they really get it or if there might be something that
they are unsure about. I have seen a
rise in the amount of questions asked just by this simple change.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="line-height: 150%;"><span style="font-family: Trebuchet MS, sans-serif;"><br /></span></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="line-height: 150%;"><span style="font-family: Trebuchet MS, sans-serif;">Taking into account that
fact that many pre-teens and teens really like to "save face"
in-front of their peers and not admit to not knowing something I have also
expanded on this. I will often ask "<b><u><span style="color: purple;">If
your friend wasn't here today, what question would they have tomorrow</span></u></b>"
or <b><u>"<span style="color: purple;">Tell me one thing that your friend
might be confused about if they just walked in and looked at the board</span></u></b>". Both of these questions allow students to
have make it seem like it is someone else question and not their own. Additionally, both encourage students to
think outside of the box and look at a lesson or topic in a new light. By asking students to put themselves in the
brain of another person, they start to examine connections to prior knowledge
and make those connections to new knowledge.
<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="line-height: 150%;"><span style="font-family: Trebuchet MS, sans-serif;">The other major change I
have made during classroom lessons and discussions is to put forth a
concentrated effort to get students talking to each other and working with each
other. Once a student has answered one
of my questions I will often not tell them if they are right or wrong (mean of
me I know!). Instead I will chose one a
few different paths for follow. <o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="line-height: 150%;"><span style="font-family: Trebuchet MS, sans-serif;"><br /></span></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="line-height: 150%;"><span style="font-family: Trebuchet MS, sans-serif;">1) <b><u><span style="color: purple;">I
will ask someone else (or multiple someones) if they are agree or disagree with
what the student said which serves multiple purposes.</span></u></b> First, it makes students really pay attention to the
lesson and discussion since I call on random people not just those with their
hands up. Secondly, it makes them listen
to each other since they can't explain if they agree or disagree if they don't
know what the first student said.
Lastly, it helps students to focus their own thinking and understanding
to figure out what they believe to be correct or not.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="line-height: 150%;"><span style="font-family: Trebuchet MS, sans-serif;"><br /></span></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="line-height: 150%;"><span style="font-family: Trebuchet MS, sans-serif;">2) <span style="color: purple;"><b><u>I
will ask someone to rephrase or expand upon what the student just said</u></b>.</span> Rephrasing helps students to align their own
understanding and to express it more coherently. When I ask students to expand on what was
just said, it takes the discussion to the next level and takes a simple answer
to a rich mathematical inquiry.<o:p></o:p></span></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="line-height: 150%;"><span style="font-family: Trebuchet MS, sans-serif;"><br /></span></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="line-height: 150%;"><span style="font-family: Trebuchet MS, sans-serif;">3) <b><u><span style="color: purple;">I
will ask the student to convince me that they are correct.</span></u></b> Odd I know, but it makes students take
ownership of their answer instead of just saying something for the sake of
answering. Additionally, when I go this
route, I often find students pulling up prior knowledge, using better
vocabulary and often asking if they can come to the board to show me. Other students will chime in to help with the
support needed or to correct misconceptions.
They love to be right and being given the opportunity to prove it is
always a winner!<o:p></o:p></span></span></div>
<br />
<div class="MsoNormal" style="line-height: 150%;">
<span style="line-height: 150%;"><span style="font-family: Trebuchet MS, sans-serif;"><br /></span></span></div>
<div class="MsoNormal" style="line-height: 150%;">
<span style="line-height: 150%;"><span style="font-family: Trebuchet MS, sans-serif;">I don't have all of the
answers, but I am seeing positive results so far so I'll keep at it and
hopefully continue to improve! Next
step, improve discussion during group work and activities! :)</span><span style="font-family: 'Lucida Fax', serif; font-size: 12pt;"><o:p></o:p></span></span></div>
</div>
SecondaryMathShophttp://www.blogger.com/profile/04377667552813434333noreply@blogger.com0