Professional Book #2 for the Summer
The second professional book that I have read this summer is Putting the Practices Into Action Implementing the Common Core Standards for Mathematical Practice K-8 by Susan O’Connell and John SanGiovanni.
This book has a total of ten chapters. The first chapter is just an introduction then chapters 2-9 are dedicated to each mathematical practice with the last chapter as a conclusion. There are also questions for each chapter to use in a PLC as a book study.
Even though this book says it’s for grades k-8 I believe that a high school teacher would take away some useful strategies and ideas after reading the book.
Here are a few strategies/ideas that I am going to implement in my RTI classes and again in my regular math classes. I am also including this great website that has templates. http://www.heinemann.com/putting-the-practices-into-action/
Number Webs (page 34) (MPS 2) This lets students be flexible with numbers. I thought I would use it to see what students know about numbers especially in my RTI classes. This will be a quick way to see what they know and where we need to build on.
Pinch Cards (page 40) (MPS 2) This seems more like an elementary idea but is very simple and can be modified for most grades. Take a piece of paper and fold down the middle. Then make four rows. Put an addition sign in one row, subtraction in another row, then a multiplication sign and finally the last row gets a division sign (now you can change these depending on who your audience is) this should be done on both sides. Each student gets one of these pinch cards. Pose a problem to the class and ask them to pinch the operation they would use to solve the problem. You could make a class set then laminate them to more use. You might have a different set of pinch cards for each unit you are doing. I think this is a great way to formatively assess students and then by asking students why they choose that operation you can hear their reasoning.
Eliminate (page 50) (MPS 3) You give students four math concepts and they have to decide which one to eliminate but they can’t just tell you which one they have to state their reasoning for their choice. Depending on what words you give students there could be multiple answers but it all depends on the student’s reason for eliminating a possible word.
I think this could be a great way to get students talking and begin writing about math. It would be like a think aloud but done by students and then move into writing it.
Agree Disagree (page 53) (MPS 3) Here the teacher gives students a statement and students have to inform the teacher if they agree or disagree but again they have to give a reason why.