Task Cards - A Fantastic Resource at the Secondary Level

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. 

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.

So, let's talk about Task Cards!

1)  What is a Task Card?  
A 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).

Beginning Concepts Task Cards

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".  

(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).




2)  How do you use a task card?  
There are so many ways to use a task card.  A few are:

Congruent Triangles

      a)  Pair students with a partner and have them pass the cards from pair to pair every 2 minutes.
       b)  Separate the cards by concepts/difficulty and have students work in small groups depending on
             their abilities.
       c)  Use the cards as part of a larger station activity.
       d)  Have students complete one (or two) as an exit card to test for understanding
       e)  As a warm - up or bellwork assignment
       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.
  
3)  How do task cards allow you to differentiate?  
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. 


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!

Coordinate Distance and Midpoint

4)  How do I create a Task Card?  

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!)

5)  How I best utilize my resources and save myself time?  

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 !  

Similar Triangles

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. 

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 TeachersPayTeachers.  I have the multiple sets illustrated above individually and in a money saving bundle in my store (with many more on the way!) but a search will turn up task cards on many, many topics! 

"Noise" In A Classroom - It's Not Always A Bad Thing!

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.

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:

Step one:  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.  

Step two:  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:

      ** It sets a time limit and destination (solving the problem), 
      ** It gives them clear direction for their talking
      ** It allows me to rotate and hear what they are talking about
      ** It gives me insight into whether they understand what we are doing (and I can correct it with questioning immediately)
      ** It involves all students since they don't know who will be called to go to the front board.

Partner Worksheet

Fold It Up

A great resource that I have found that helps to transition from this step to the next is made by Teaching High School Math called "Algebra Solving Equations Partner Worksheets".  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!  

I also really like a resource that I found by Live Love Math called "Fold It Up - Multistep Equations Practice"  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.  

Step three:  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.

Congruent Triangles

Left, Right, Answer

I feature a few investigation activities in my TpT Store including Cut and Paste Activities.  One of my favorites is on Proving Triangles Congruent.  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 money saving bundle that includes proof practice as well.

Task cards 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 4mulafun called "Left, Right, Answer".  It turns using task cards into a game and more!  (You can check out a blog post about how to use them here.)

Step four:  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.

Relay Race

I have seen so many products on TeachersPayTeachers that work here so well.   All Things Algebra has a fantastic relay race on Solving Systems of Equations.  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.  

Miss Math Dork has relay races where students do problems and draw a part of a figure.  One of my favorites covers the topic of Circumference and Area of Circles 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 templates so that you can make your own!  

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?

Geometry Bellwork - A Longtime Project, FINALLY Finished!

I am happy, relieved, exhaustively excited to announce that I have finished the last set of bellwork for Geometry!  It is a combination unit on Similarity, Special Lines and Triangle Inequalities.  I combined the three together because a) none of them are really long enough to stand on their own and b) I teach them all as one unit! 

Additionally, I am pleased to tell you that I have bundled my bellwork into a first semester MONEY SAVING bundle and a second semester MONEY SAVING bundle as well as an entire year bundle!  Each unit in each bundle includes a full - color powerpoint, a teacher answer key, each day double printed so that you can hand them out as exit cards if you wish and a weekly student answer sheet! 

1st Semester

2nd Semester

Entire Year

I love using bellwork (bellringers or do-nows as my students call them) because not only does it help to settle a class, but it is also a great way to review previous concepts, assess where students are having difficulty and to get students up to the board!  You can read more about my love of bellwork here

Algebra Skills in the Geometry Classroom

There was a time when Geometry was seen as the stand alone class in the math family tree.  When I was in high school, you could take Geometry in 10th grade or 11th, before or after Algebra II.  Basically you took it where ever and whenever it best fit in to your schedule.  Geometry at time was all about shapes, angles and proofs.  There was little to no Algebra used and the little that you did need, you could sort of fake it.  Not anymore.  Now Geometry is Algebra based.  With the advent of constantly changing standards and continually changing standardized testing each  math class is now a continuation of the previous one, often relying heavily on mastery of the previous one to be successful in the next.

Multi-Step Riddle

When I start a new school year in Geometry I spend the first day or two reviewing how to set-up and solve linear equations.  Why you may ask?  Simple.  Every new concept that we do from solving for parts of segments and angles all the way through surface area and volume, can and will, involve finding the value of a missing variable.  This is done more often than not through a linear equation, usually in one variable to the first power.  In regards to solving equations, we even use them as the basis for our proof structure.  When I begin to introduce how to write a proof, I don't start with Geometric proofs, I start with Algebraic.  I ask my students to solve multi-step linear equations and to tell me what they did in each step.  This not only gets them used to the structure, but also reinforces why they do what they do when solving a linear equation.

Coor Dist/Mdpt Task Cards

As we move further on into the school year even more concepts from Algebra begin to pop up.  One of the most prevalent is the use of the Cartesian Coordinate Plane.  We first encounter it when we are finding the length (distance) of a segment.  We graph the two endpoints and use the Distance and Midpoint formulas to find how long the segment is and where the halfway point is.  Since this is more of a review, then a new concept however, I teach it using Task Cards for the students to practice versus spending a day on it like it is a new lesson.  We continue using the coordinate plane and Algebraic Concepts when we graph triangles and quadrilaterals and use the distance, midpoint and slope formulas to classify our shapes.  The last time that we explicitly use the coordinate plane is in our unit on Transformations when we graph our figures and reflect, translate, rotate and dilate them using coordinates.  

Trans Unit Review

The other major Algebraic concept that use consistently is square roots and radicals.  We first encounter them when we solve the distance formula but at point it is a pretty basic use.  Once, however, we hit our unit on Right Triangles and Trigonometry, squares roots stick with us for the rest of the school year.  We use them to solve our right triangles and to find missing pieces of quadrilaterals.  We also use them when finding the tangent, radii and diameter lines for circles and the surface area and volume of three dimensional figures.  

Spec. Right Triangles Bundle

For these reasons, and so many more, I stress mastery of concepts, not just retention of them for a test in my Algebra class.  I am honest with my students and I tell them that this ideas will not "go away" once Algebra is done.  They will use them again in Algebra II and then will take Algebra I and II skills with them as they move into Geometry.  Additionally, we talk extensively about which of these skills will be useful in the workforce and why.  I try to be as transparent as possible with my students and normally it works in my favor.  What Algebra skills have you seen move beyond Algebra?

Why I Do Vocabulary Assignments and Quizzes

During classroom discussions, my room used to sound a lot like this:

Me:  What do we know about these angles (points at a set of vertical angles)

Students: -----

Me:  What do these two angles share?

Student A:  A point

Me:  Great!  Where is that point located?

Student B:   Where they cross

Me:  What is that point called?

Students:  ------

The "discussion" would go on from there with me asking ever more information loaded questions trying to get the students to the point that the angles were vertical and therefore congruent.  It seriously made me doubt my teaching abilities.  Until the day that a light bulb went off in my head that is.  I realized that their lack of ability to answer my question had less to do with an understanding of the concepts and more to do with the fact that they lacked the language to express themselves mathematically.  I sat down that evening and made a list of all of the vocabulary that was new(er) to that unit.  Terms that they might have heard in passing or ones that I might have used, but not ones that they had ever really practiced.  I came up with almost 40.  I was astonished so I went back through the unit I was teaching and double-checked.  Nope, no mistake, it really was almost 40.  The next day I went into class and gave them five of them to define as bellwork.  The majority were able to give me two.  At that point I felt like I was in an old space movie - you know:  "Houston, we have a problem"...

As any good teacher does, however, I took the problem as a challenge to be tackled, addressed and fixed to benefit my students.  Out of this problem was born a simple solution - vocabulary assignments to launch each unit and periodic vocabulary quizzes through each unit.  

Vocabulary Bundle

Vocabulary Bundle

Each vocabulary assignment contained two parts.  The first part asks students define the term, draw a sketch (if possible) and to give any prior knowledge that they might have.  I stress to students to read the definition given in the glossary, the textbook or online and then to write it in their own words.  We talk about the fact that when they write it in their own words they will better understand it and retain it for future use.  For the prior knowledge portion we talk about maybe hearing it in a prior class, hearing it at home, seeing it in a book or other words a way may be used to help them start to make the connections.  I will admit, at first this is the column that they struggle with the most but as the year goes on, it gets filled in more and more.  The second part of the vocabulary assignment is a set of puzzles.  I include a crossword so that they read the definition and start to make connections to the term and a word search so that they learn to spell the vocabulary terms.  The students not only learn from doing these, but they also seem to enjoy them!  I have even had a few students ask if I could make them a specialized set!  (I have bundled an entire year of these assignments for Geometry here!)

The vocabulary quizzes that we do through the unit vary.  Sometimes they are matching with the definitions in one column and the terms in a second.  I also give them quizzes where there are paragraphs to fill-in with words from a word bank.  The hardest version, and the one that I tend to save until towards the end of the year, are the ones where I just give them the definition and they supply the word without being given a vocabulary list or word bank.  I find that as the year goes on, their scores on the quizzes get better and better.  

Games

Activities

In order to help  my students practice the vocabulary throughout a unit, I will utilize a variety of review and practice techniques.  I have made a few matching activities where the students cut apart pieces and match the term, definition, diagram and label.  I sometimes will do this in stations and just give the students an answer sheet.  Other times, I will literally have them cut and paste everything together.  I also have a created a few vocabulary based BINGO games that we use.  Additionally, we use Kahoot and Socrative to practice as well.  

Wall Posters

Finally, I have also created a set of posters for every unit that we study.  Each poster features a single vocabulary term, a diagram, the definition and any other crucial information or facts to support the definition.  I print the posters on card stock and laminate them so that I have them.  I post the vocabulary for the entire semester along one wall of my room.  It stays up until the new semester starts.  I find that students will take pictures of parts of the wall, especially if they are studying for a test or quiz.  And yes, I even leave them up during an assessment (although I will cover a specific unit during a vocabulary quiz).  By the time we get to an assessment the students know the vocabulary well enough and realistically, I am testing their application of the concepts by that point, not their memorization.