Math
"The new evidence from brain research tells us that everyone, with the right teaching and messages, can be successful in math, and everyone can achieve at the highest levels in school. There are a few children who have a particular special educational needs that make math learning difficult, but a vast majority of children - about 95% - [ demonstrate that ] any level of school math are within their reach. And the potential of the brain to grow and change is just as strong in children with special needs. " Jo Boaler, Mathematical Mindsets.
In the book Mathematical Mindsets, Jo Boaler reviews different research on brain-based learning demonstrating that the idea of someone being "math-minded" doesn't really exist. However, what she does herald is the fact that messaging of a child's potential and a positive approach to academics does have an impact on success. Major research out of Stanford University and a leader in this area by the name of Carol Dweck continue to focus on teaching flexibility and "Growth Mindset".
This will be my sixth year teaching the Math in Focus curriculum. I must admit - I love it! Common Core Math has received a lot of bad press. Math in Focus allows us to teach to different learning styles. Not all brains attach to concepts in the same way and at the same speed. With Math In Focus the lessons unroll in a distinct order with an emphasis on visualizing the mathematics as a first step. We start with a concrete phase (in class we use tools and manipulatives), then we move to a pictorial phase (utilizing the examples from the book and use pictures and diagrams to help with the concept) and finally, an abstract phase (meaning we use the algorithm or mathematical notation to further demonstrate the same concept). Common Core has allowed us to focus in on number relationships and a more clear and critical understanding of the underlying concepts - which is what "math minded" people have already developed within their mathematical toolbox. I now get to teach math - the way that engineers and those who easily do math in their head - have been completing basic computations for years.
In my classroom, I generally have one day a week (Wacky Wednesday), when students have shown proficiency, understanding or mastery and will work independently on workbooks, enrichment activities or even Kahn Academy. This independent work time also allows me to pull kids to work in a small group. This individualized time is necessary and the students who need assistance have grown to look forward to receiving extra attention. The small group kids will not stand out, students will vary from week to week and this becomes a "regular" part of our weekly routine. Students learn my theory early on that "all brains can learn math". Some students may need additional help or practice, but with perseverance, they will/can learn any concept. Class will facilitate regular game-play as this is an important way for kids to connect to concepts! Game time will allow for me to meet with individuals without taking a child out of a "fun" group activity.
Weekly Extra Credit Research Project
I believe that extra credit should be an extension of classroom learning, not just extra practice. I love these small research projects as they aid in meeting our technology standard and require use of previously learned skills, basic computational skills (students should be able to complete these activities independently), and real-life applications. Students can complete weekly research to be turned in each Wacky Wednesday or Freaky Friday. Students will present their findings to the class in a brief overview. Assignment can be written on index card or post-it with their name on it. Extra credit goes toward overall effort grade and student will receive $25 in Starrbucks to be logged for spending at our auction.
MORE Extra Credit.... Or Review with Tutor: For those of you who would like more work or a bit of a challenge, for each chapter of Math in Focus there are extra practice sheets and enrichment packets. The extra practice is just that - extra practice, great review when working with a tutor. However, extra practice doesn't pay back with Starrbucks. The enrichment sheets offer a greater challenge and different way to think about what has been presented in class. Expect these to be challenging! When turned in, can get you $100 Starrbucks. Lastly, I like to include targeted extra credit for each chapter outside of the Weekly Research. These are generally fun activities or project-based learning focusing on the current concept being taught. Look for these items as we start new chapters.
Chapter One: Place Value Whole Number to 100,000
Ch. 1 Helper Videos:
Chapter Two: Estimation and Number Theory, Prime Factorization and Multiples
Ch. 2 Helper Videos:
Chapter Three: Whole Number Multiplication and Division
Chapter Six: Fractions and Mixed Numbers
Ch. 6 Helper Video Links:
Chapter Seven and Eight: Fractions to Decimals
Chapter 7 -8 Extra Practice and Extra Credit
Chapter 7 -8 Video Helper Links
Chapter Nine and Ten: Angles and Lines
Ch. 9-10 Extra Practice and Extra Credit:
Chapter Twelve: Conversions of Measurement and Distance
Chapter 12 Helper Video Links:
Mathematical Reasoning - What is it exactly?
Mathematical Reasoning is the practice of explaining your thinking and sharing what you know or understand about a concept which will aid in your solving for the task at hand. Students often want to jump directly to finding the answer. Of course knowing the answer might help you to explain it, but it is not always a requirement. More importantly, can you describe, share, demonstrate how you know what to do to solve a problem. We practice this a lot throughout the year. I always tell students that this should take more than 1 complete sentence to be able to share your reasoning. Often several sentences, diagrams, pictures, models - SHOW WHAT YOU KNOW! And WHY you know it!
Check out student examples below:
California State Common Core Standards