Simple Activities Can Help Reveal Students' Issues with Math Concepts

To check my students’ understanding of classifying rational numbers, I devised a simple activity. I used two hula hoops to make a Venn diagram. I have some old Scrabble letters I don’t use anymore, so I attached magnets from Oriental Trading on the back and adhered stickers with rational numbers on the front. After we completed a lecture and activity in class, I told the students gleefully, “It’s time for a test!” Their reaction – not so gleeful. They gave me strange looks as I passed out the numbers. I instructed each row of students to come up to the board and position the numbers in the proper places on the Venn diagram. The expressions on their faces relaxed, and they dutifully responded to my request. Once they finished, it gave me the opportunity to see, almost in real time, issues students had with classifying numbers. It also gave me the chance to address those issues right away. Here are five mistakes students make when classifying rational numbers:

Classifying mixed numbers as integers or whole numbers

When I discussed this with students, they told me that they classified the mixed numbers incorrectly because of the integer in front of the fraction. I reminded them that a mixed number is a type of fraction made of an integer and a fraction.

Classifying decimals as integers or whole numbers

That pesky integer to the left of the decimal point can lead to misclassification. Students have to recognize that integers are whole numbers and their opposites, and whole numbers are basically counting numbers (both of them include zero).

Classifying negative decimals and fractions as integers

When we use Venn diagrams to classify rational numbers, students learn that negative “whole numbers” are integers, but they are not classified as whole numbers. One result is that students see the negative sign and automatically think “integer.” It can get even more confusing when students learn that certain fractions, such as 8/1 or certain decimals, such as 8.0, actually represent integers. Note to students: integers and whole numbers do not have fractional parts.

Not including numbers in every possible set and subset

Let’s take the number 6. It is an integer, a whole number, and a rational number. I noticed that students would only list on classification, such as whole number, instead of all of the sets to which 6 belongs. In 6th grade, all numbers we explore are rational numbers. Those numbers can also be decimals, fractions, integers, percents, and whole numbers.

Recording duplicate numbers in Venn diagrams

Students are exposed to several graphic organizers when learning how to classify rational numbers. It is imperative that they know where to position each number depending on the organizer. They should also be able to justify why they positioned a number in a certain area.

I think that completing the quick check for understanding and addressing issues right away benefitted my students and helped them gain a better understanding of classifying rational numbers. Sometimes, the simple things work best!

No Whiteboards? No Problem!

Do you like those mini-whiteboards? I love them. They are great for class competitions and checks for understanding. Unfortunately, the price for those whiteboards is beyond my budget. Since I have larger classes this year, it is imperative to include a system that helps me look at student work without using a lot of paper or notecards. Therefore, I decided to make my own “whiteboards” this year.

For my whiteboards, I used plastic sheet protectors, decorative papers, and blue painters’ tape. I inserted the sheets inside of the sheet protectors and then taped them to my student desks with the painters’ tape. I like the painters’ tape because it doesn’t leave a sticky residue on the desks. Total cost to adhere whiteboards to my desks: less than $10.00. That is a considerable savings over traditional whiteboards.

It’s best to use black markers with these types of whiteboards. Reds and oranges will stain the plastic. In order to maintain the whiteboards as long as possible, use a mild cleaner on them at least once per week. Of course, changing them is simple!

By the way, I’m giving away some freebies on my TPT store this week. Today’s freebie is a place value chart. Students can represent numbers from the 10 millions to the millionths.

 

Stay tuned…

 

 

 

Never Lose Dice Again with Dice Poppers

I love using dice in my math classes. They are versatile and students can use them to reinforce a variety of concepts – from fractions to probability. The main problem I’ve had with dice in the past is that students tend to lose them. Students love rolling the dice, but sometimes their desks (and even the floor) don’t give them enough distance. Looking for dice during the course of a math lesson can take away from valuable instructional time.

 

Once I saw a picture of dice in a plastic container on Pinterest and a couple of other websites, I knew I had to make dice poppers. To implement my plan, I headed to my local dollar store and picked up 2 packages of dice (ten per pack) and a package of clear plastic containers (package of 10). Based on my experience and other photos I’ve seen, the containers shouldn’t be more than 4 ounces. In total, I spent $3.00 plus tax.

 

Set up is easy; open up a container, throw in some dice, and cap on the lid. Students shake the containers instead of rolling the dice. I like having two colors of dice per container because it allows me to better identify what I want students to use the dice for when working on an assignment or activity. The probability of picking dice off the floor all day long has pretty much been reduced to zero.

 

I thought about sealing the containers with glue or tape because I know some of my more “innovative” students will want to open the containers, but I decided against it. I want the ability to reuse the containers for something else at a later date.

 

Local dollar stores should have the materials teachers need to make dice poppers: (1) dice and (2) containers.

 

This week, I’m blogging each day about some things that have helped me along the way and some things I want to try as the new school year approaches. On my TPT store, I’m giving away five days of FREEBIES! Today’s entry: a quick review of the commutative property.

 

 

 

Stay tuned…

Mission Organization: The Messy Bookshelf

When I returned to my classroom last week, one of the first tasks I tackled was my messy bookshelf. It had become a storage area for many of the materials we use during math rotations, but it was disorganized. During the summer, I spent some time on Pinterest and my local dollar store. I am convinced that the best way to stay organized this year is by keeping materials separate with color-coded labels and containers. My budget: $20 or less.

After removing all of the stuff from the bookshelf, I organized the materials I use most, such as dice, tape measurers, integer chips, and geometric shapes into the bins and baskets I purchased from the dollar store. I used 2 rolls of wrapping paper ($1.00 per roll) to cover the back of the bookshelf. I reshuffled the shelving units to create a smaller space for my smaller containers. I did decide to recycle some items and to throw some of the older, unusable things in the trash. Just over two hours later, I had a brand new, organized bookshelf. It is more student-oriented with fun colors! I think the kiddos will enjoy it. I feel much better about the space and I am determined to keep it neat during the school year.

The new school year is on the horizon (and some teachers and students have already returned to school)! On Monday through Friday of this week, I’ll be sharing some of my other tips and tricks for room organization and a thing or two about assignments and interactive notebooks. I’ll also be offering some free materials on my TPT store. I’m calling this week “Five Days of Freebies.”

Stay tuned…

Creating Effective Student Incentive Plans

It started with the prize box. When students earned good grades or had a wondrous math achievement, I would allow them to choose a prize from the box. After some time, the little odd toys didn’t appeal to them. Once the number of students expanded to more than 100, I couldn’t afford to keep replenishing the box. Next, I chose coupons. A little “homework pass” here and there. You know it’s bad when students lose interest or are not motivated by the prospect of getting some time off from the nightly homework grind. Plus, I gave them out haphazardly. Students didn’t know when they could earn them. Despite these setbacks, I am a firm believer that incentives are important. Students want to receive recognition for their work (that philosophy also applies to adults). When I reflected on my incentives, I discovered that I had to make some changes to make them more effective for student motivation.

Planning for the short and sweet

The first thing I did when revamping my incentives was to make a planner. I needed to have set dates for incentives. I made a list of all the incentives I wanted to offer and if there was a cost associated with acquiring the incentives. I also reviewed the incentives students liked the most. I noticed that students seemed to “get numb” to incentives after 6-8 weeks, so I decided to change what I offered each grading period. I came up with themes and designed posters so students would know what they could get and what they needed to do in order to receive an incentive. I also felt it was important that each student and each class had an opportunity to earn something. So, for example, during the first grading period, students had the chance to “grab a hand.” Oriental Trading offers sticky hands for a decent price, and kids loved using them to grab their papers. To earn a sticky hand, students had to successfully answer a 100 multiplication problems within a certain time period (yes, I have students entering my middle school classroom who do not know how to multiply, but that is a topic worthy of an entirely different post). I created a “hand” bulletin board so once students earned their hands, I would add their name to the board. It was short and sweet, but effective.

So the majority of the incentives I choose have (1) a well-defined goal communicated to students, (2) last a short time to maintain momentum, and (3) give every student and opportunity to obtain an incentive.

Last year’s short term incentives included: sticky hands, the proverbial homework pass, listen in class music pass, sit where you want pass, scratch-offs (Oriental Trading), little Earths, and bendable people. Classes could earn outside learning days or math play days.

Rewarding effort on a consistent basis

Certificates never get old. There’s nothing like being able to go home and show parents or guardians a certificate. That’s why I continue to give them out each grading period and at the end of the year. Of course, I recognize good grades, but I also give certificates for showing improvement and for attending tutoring sessions. I change the design of the certificates each grading period. There are several great websites for creating free certificates, but I will purchase some colorful ones from my local dollar store when they are available. In addition to certificates, I also recognize students “publicly” with a hallway or classroom bulletin board.

If you’re planning your lessons in preparation for the new school year, consider planning an incentive system for your students. Based on what I’ve experienced in my own classroom, incentives increase motivation and enhance the learning environment. Incentives don’t have to be expensive! Remember, showing and telling students they are doing a good job goes a long way.

Yes, a 20-cent Record Can Transform a Math Lesson

Real-world math. If you’re an educator, know an educator, or even if you are a student, you’ve heard about the real-world ad nauseam. I’m quite guilty of using the term. Far too often, that “real world” is something students read about in math problems and not something they experience. As the new school year approaches, I’m beginning to think a lot more about the real world and how I can help students live it in my classroom.

So, I’m working on a unit rate lesson. One of those lessons with the real world on paper. I needed a break, so I decided to visit my local Half-Price Books. I noticed a sign for old records for 20 cents a record. The proverbial light bulb turned on in my brain. I remembered when I used records for a circumference lesson a few years ago. Students were fascinated by the records. Many of them had never seen a record. They wanted to know how the music sounded when a record played. They made me wish I had a record player so they could experience the sound. The connection between those records and circumference may seem a bit far out, but later in the year, students talked about those records in reference to circumference, diameter, and radius. Isn’t that a real-world connection?

I picked up a record. It had two duets by Diana Ross and Marvin Gaye. Yeah, my students would probably give me the blank stare if I mentioned those singers in class. My eyes gravitated towards the length of one of the songs – 2:55. The record wasn’t spinning, but my mind was. My light bulb was getting brighter. I sifted through the records until I found one with 45 R.P.M. on the label. Forty-five revolutions per minute. I thought about the time of the Ross-Gaye duet. I wondered how many revolutions that record spun to play the song from start to finish. I could see my students quickly trying to multiply 2.55 x 45. I would ask them: Does the 55 represent fifty-hundredths or 55 seconds out of 60 seconds? In order to answer this question, it would be easy to type up a problem and print it out. But I want my students to hold records. I want them to look at the times and perform their calculations. Then, I want them to find time length their favorite songs and calculate how many revolutions a record would spin if it included their favorite songs. I started thinking about other record speeds, CD speeds and download speeds. I realized that I could transform my lesson on unit rate and give it a bit of real-world history with a simple 20-cent record.

Truth be told, I spent more than 20 cents. I purchased a class set. The cashier gave me a funny look as I stacked up my set on the cash register. I smiled and told him, “It’s for the kiddos.”  Although I’m not sure if the records could count for bringing technology to the classroom, I’ve been invigorated by the prospect of finishing a good lesson that my students enjoy. Now, if I could only find a record player…

A Lament for Veteran Teachers

I haven’t even returned to school, and I already feel the void. One of my co-workers, a veteran teacher with over 30 years of service, decided to retire at the end of last year. Truth be told, she was more than just a co-worker. She was a friend, a mentor, a force of nature when it came to educating and motivating students. I don’t know what I’ll do without her. I’ve been teaching for 8 years, and I only recently did I begin to feel like I have a foundation on which to effectively educate my students. When I first began teaching, I thought I had all the answers. This veteran teacher humbled my young mind. She made me realize that despite my ambition and body of knowledge, I still had a lot to learn. She listened attentively as a fretted over lesson plans that failed, students that hated my class, and parents that couldn’t understand my teaching methods. She helped me celebrate my successes; she was one of the first people I told about my teacher of the year nomination and grant funding opportunities. She still kept me grounded and forced me to want to learn more and become an even better educator. I can admit, without equivocation, that much of my success stems from her leadership as my mentor.

I shiver at the thought that the next generation of teachers won’t have veteran teachers to look up to. So many of the teachers I started with have moved out of the teaching profession. So many veteran teachers are retiring. I cannot deny the sadness I feel because I know the power these teachers command. And I know even after 8 years, I cannot even begin to match that power.

When I talk to teachers, I often tell them the story of Ms. McGowan. She was not my teacher; she was my father’s math teacher. I met her after a long trip to the middle of nowhere (my father grew up in deep South). At the time, my father had taught math for about thirty years. After all that time, he still felt his high school math teacher was important enough to his life that he took his daughter to see her. I still remember watching my father transform into a respectful young man in her presence. The pride he held in his eyes. All because of a veteran teacher.

Even though Ms. McGowan has passed on and my friend and fellow teacher retired, I can still look to them for inspiration. They are the promise of what education can mean to teachers and students. They are the hope that we can continue to persevere despite the challenges. One day, I want to be a veteran teacher - just like them.

Is Reading Comprehension the Real Problem with Math?

Like many educators, I have become very familiar with all things data. As a math teacher, I am highly concerned with the number of students that have issues with math concepts. Although my experience is based on middle school students, I’ve discussed this concern with elementary and high school teachers, as well as college professors and administrators in math-related fields. I’ve even talked to kids about their issues with math and why some of them hate the very thought of the subject. Several revelations came from these conversations. First, there seems to be a disconnect between understanding a concept (why) and applying the concept (do). Far too many students are entering middle school without knowing how to multiply and divide, and they are entering college without knowing how to find a solution to an algebra problem. Another issue arose that I can best describe with an example:

For every 4 girls in a school, there are 3 boys. What is the ratio of boys to girls?

On an assessment, the percentage of students providing an answer of 4 to 3 is greater than expected. The students that provide this answer have an understanding of ratios. They know it is a comparison of two related quantities. They even know how to represent ratios in different forms. If the question asked for a model, the majority of students would be able to generate one with no problem. The issue is not with the understanding of ratios; the issue is the question itself. Unless students comprehend that the wording of the question asks them to order boys before girls, they will get the question wrong. I can understand how that can lead to frustration. Are the students who get this question wrong being judged on their knowledge of ratios or on their ability to comprehend what they are reading?

I reviewed data from some of the assessments I gave last year, and the reading comprehension problem became more evident. It is particularly problematic with multiple choice problems, when the one shaded circle was the only chance for students to demonstrate their knowledge. When students were given an opportunity to explain their thinking through writing and justification, there was a measured increase in their grades; however, I still found that some students reverted back to the reading errors when given multiple choice problems. This error pattern was most evident with the following math concepts: ratios, rates, measurement conversion, solving for area and perimeter, circumference (including finding radius and diameter), and probability.

Of course, with the increased rigor of test questions, students’ ability to comprehend what they are reading is more important than ever. I don’t know if giving students problem after problem with the same type of question will help them understand (insert math concept here) better if the issue is with how to read problems. That will only lead to resentment and more apprehension towards math class. I realize that I will need to collaborate with my fellow ELA teachers for some methods they use to increase reading comprehension. One challenge will be getting students to make the connection between math and reading. When I introduced journaling in my math classes several years ago, I heard this question from students and parents: “Why are we writing? This is math class.” I’m sure a similar question will arise if I introduce reading comprehension techniques in my math classes.

Despite the upcoming challenges, I know I have to make it happen. When it comes to my students and knowing that they can be successful, it really isn’t an option. It is, however, an opportunity.

Mission Organization - More Organization Containers

When it comes to the digital life, I'm big on organization. I love things neat and orderly in separate folders designated by a combination of words and digits. Organization in my classroom has been a challenge. My classes are lively; many times we work in groups and there is movement everywhere. As the year passes, my room gets more unorganized. This school year, I'm determined to put an organization system in place that lasts the entire year. For my students, that means at least 70% of their work will find a home in their interactive math notebooks. For me, that means making a place for everything we use on a consistent basis. It also means creating a great and inviting classroom atmosphere full of color.

My theme for the year is flower-based. I don't have a title yet, but I have a color scheme. Last week, I displayed my mid-sized containers. This week, I want to share my smaller containers. I found them at my favorite dollar store.

You won't find these storage container treasures in the school supply aisle. They are actually snack and sandwich containers. What I like about them is that both sides snap open. I already have erasers, push pins, and paper clips in them.

The snack containers are 2 for $1.00 and the sandwich containers at $1.00 a piece. It's a pretty good deal for a useful storage piece.

Happy organizing!

Yeah! Organization Containers for Math Class

I've been working a lot this summer - taking professional development and planning for the upcoming school year. I'll have over 150 students this year, so organization is very important. After reflecting on last year, I believe I spent too much time organizing with technology and not enough time organizing the kiddos' physical space. Since my classes do a lot of project-based learning, there were many times my classes were a mess! So, my mission is to create an inviting, colorful classroom with highly visible organization tools my students can use during math class. Of course, one of my first stops on this journey was my favorite dollar store. I don't know what I'd do without it! I found this wonderful small storage containers. I'm going to use them for task cards and for some of my math centers.

I consider 8 bucks for these containers a great deal! Now, I'm venturing to Pinterest to find more organization ideas. It won't be long before I have to put my plan into action.

The Joys of Professional Development

It's summertime, and I am fresh off a week of math professional development. There's more to come, of course. Who started that urban legend that teachers get summers off? I am equally tired and invigorated, if there is such a thing. I love learning new things, so I really enjoy getting information about new approaches to teaching math. On the other hand, the time does tend to weigh me down. After years of these trainings, I'm still surprised that I still hear the same concerns from teachers: (1) How can we apply this new-found knowledge to every child in our classrooms, and (2) When will we have the time to apply this new-found knowledge, given the pressure to prepare students for testing?

I, by no means, have the answer. I struggle with the same issues. Our group completed a very interesting activity on volume and graph relationships. I was blown away. I loved it! My brain started working on all the ways to implement the activity in my classroom. Then, I started thinking about the time. Or, what my evaluator would think by some of the more "off-task" components the lesson requires for success?

Now, I'm thinking I need to take professional development on time management and differentiation, and other subjects critical to my enrichment as an educator. But, I've taken those types of PD sessions before. Some things I've gleaned from those sessions worked, and others...not so much. The realities of a classroom full of students changes the perspective of a teacher working in a room full of other teachers. Maybe therein lies the true lesson, and why we all sign up and attend numerous PD each year. We realize that we'll get something, but not everything. So, we have to go back. Learn. Teach. Repeat.

Ahhh, the joys of professional development.

Kids will Rise to the Challenge

The end of the school year is beyond busy; I can't help but wish for 30 or so hours in the day. It is also a time for reflection. I like to think about what went well this year and what steps I need to take to improve. My students tend to dominate my thoughts. How can I fuel their desire to learn math? How can I help them accept that failure is not an ending, but a beginning and an opportunity?


For our final projects, I gave students the chance to choose among several options. Business plans were the most detailed projects, and videos were the least challenging (or so the kiddos thought). I did not have low expectations, but I am still TOTALLY amazed by some of the projects my students submitted. By law (I think), I cannot choose a favorite, but I'm glad I can brag about the awesomeness of my students. One group decided to create a floor-sized board game where humans were the game pieces. Another group built a spinner out of a trellis. Project after project, I kept thinking, "Wow! Wow! Wow!"

The final project experience reminds me that students will rise to the level of expectations given to them. I could have given them restrictive limits, but I chose not to. They had to submit a preliminary plan for approval, submit other items based on their project, and given a final presentation. I wanted them to explore without worry, learn to iterate without fear of failure, and take pride in their final projects. This year taught me that ALL kids want to succeed, and it is my responsibility as a teacher to nurture their abilities and challenge them to be better students.

Summer is upon us now, and as I prepare for professional development and begin to plan for next year's incoming students, I feel a sense of excitement I haven't felt for some time. The possibilities are endless, and I am quite ready for the ride.

Transforming Dollar Store Toys into Rigorous Math Challenges

I consider my various neighborhood dollar stores an educator's best friend. I have been known to spend too much money at the dollar store (I mean, what could they possibly have that separates me from $50.00?). Truth be told, when it comes to inexpensive school supplies, cute reward stickers and incentives, and various clearning supplies, it's hard not to consider shopping there. I truly love when I find little toys I can transform into math games for my math stations. One of my recent dollar store finds was a mini-connect four game.


We've been working on review for state testing, and I wanted to create additional activities for my math review stations. I used a sharpie to write various equivalent rational numbers on the chips (equivalent to 2, 3, 4 and 5). In less than 30 minutes, I had a challenging game. Total cost: $1.00 plus tax.

The true test came when I introduced the game to my students. They are naturally competitive, and listening to them converse about equivalent rational numbers while trying to block each other from getting four in a row was enlightening.                  

                                 
I'm thinking of purchasing some more so groups can create their own connect four games. So, the next time you're looking for a game for your students or children, considering stopping by a dollar store. The results are more than worth the cost!

Pi and Poetry: introducting students to pilish

March 14th is the annual celebration of everyone's favorite irrational number. While doing some research on pi, I learned about pilish, writing based on the pi's digits. I was immediately intrigued. The key to pilish is matching the words to specific digits. There are special rules for 0 and repeating digits. During a meeting with one of my fellow teachers from the ELA team, I mentioned pilish and offered my first attempt:

Now I fret
A dream abandoned me
Sacred sleep hex

Thankfully, my fellow teacher didn't judge my poetry, but did think it would be a great supplement to the poetry unit. While I reviewed circumference, radius, and diameter, she completed a lesson on pilish poetry. Students had to write a poem that was a minimum of 10 words long. The results: impressive. The kids found it challenging and many rose to meet it. They even added decorations beyond the original assignment.

 

In a follow up meeting regarding the lesson, we agreed that students wouldn't soon forget those pi digits.

Of course, I am by no means an expert on pilish, but it's something I want to use again next year (leading up to pi day this time). The Guardian has a very interesting article on pi haiku. This week's challenge: write some more pilish!

Hooked on Hulas - Using Hula Hoops to Teach GCF and LCM

GCF and LCM are two of the more challenging topics we cover in math. Now that it's time for reviewing concepts for the upcoming standardized tests, I've decided to dust off one of my more popular math-tivities - Hooked on Hulas. I originally purchased a set of 6 hula hoops from the dollar store for a lesson on measuring circumference. While prepping the circumference lesson, I thought about other ways I could use the hula hoops. "Hey," I thought. "If I overlap these hula hoops, I'll have a Venn Diagram."

Using the hula hoops for a math-tivity on GCF and LCM is fairly simple. Add some note cards (I laminate note cards for repeated use), markers, dry erase boards and numbers, and you're ready to go!

Prepare pairs of numbers for students. Before beginning the activity, review factors, multiples, and prime factorization. Then, show students how to find the GCF and LCM using the hula hoop Venn Diagram.

After my first success with this activity, I borrowed more hula hoops so students could work in pairs. As an added bonus, I told students that they would be able to have a hula hoop contest at the end of class if they successfully completed their GCF and LCM assignment. Kids were happy. The lesson was a blast. They left the class telling others that "Math was fun!" It really paid off in their assessment on the topics. The activity has resulted in higher scores and retention of information.

Grab some hula hoops and have some math fun. Who knows, you and your students just may get hooked too!!!

Four-Leaf Factors: A Quick Review Math-tivity

I must admit that I spent WAY too much money at the dollar store today. With St. Patrick's Day and Spring coming, there are a multitude of inexpensive products available to help kiddos better understand math concepts. Luckily, the dollar store had a wide variety of shamrocks available in packs of 12 and 24. I think the clovers are a great way to do a quick factor review in mathematics.

Four-leaf factors in interactive math journal

The clovers are really easy to make. First, you need at least   1-3 clovers. It really depends on how many numbers you choose. You also need seven circular labels that are 3/4" in diameter. Press six circular labels on the ends of the petals and one label in the middle.

Using a marker or gel pen, write a number with a factor of 4 in the middle of each clover. Next, write the factor pairs of the number on the remaining blank labels. Time from start to finish is less than 10 minutes depending on how many numbers you choose.

Finally, attach the clovers to an interactive math journal or notebook with tape. Include a definition of factors. Cost for complete Four-Leaf Factors for a class of 24: $2-3!!!

Pi Day - Preparing for Review of Radius, Diameter, and Circumference

Somewhere in the world, the tau supporters are shaking their heads. Today, March 14th, is the official Pi Day: a celebration of all things 3.14. I am fascinated by one of the world's most famous irrational numbers. When teaching students about pi and its connection to circumference, its easy to slice and dice circles into a shape almost everyone knows: a piece of pie. That being said, students still struggle with understanding some of the nuances of pi and circumference, particularly when it comes to finding radius or diameter when given pi. As we prepare to begin review for state standardized testing, I use short review sheets students can glue into their math interactive notebooks. They use the review sheet as a guide when we complete problems or use math stations in class. I create them even though students have previously taken notes on the subject. They seem to connect with seeing the material in a different format, and it helps them focus on the review and retain aspects so crucial to test preparation. I'm curious about how other educators get students ready during testing season.

An image of the circumference review sheets



Using Online Assignments to Promote Mastery in Math Class

Several years ago, I began noticing a trend in my math classes. I would give students paper-based assignments, and they would return them when completed. On particularly difficult math concepts, such as order of operations, there were more than a few low grades, but I would grade them and return them to students. I would then follow up with the next assignment. One day, some students asked me if they could "do the homework over" for a higher grade. I allowed them to re-do the work. More students took advantage of this offer; soon, I was inundated with past homework assignments. Not only was I grading the new work from class, but I was also re-grading work. How could I make this work and still return graded work to students in a timely manner?

I researched a few websites and decided to use Quia.com as my new class platform. There, I could post homework assignments. Once I set everything up, I told students that my expectations for homework had changed. "Work for 100," I told them. Their assignments were now posted online, and they could re-do them before the due date. If there was a particular problem they were having an issue with on the assignment, the data would show me, and I could address it during class. Quia totally changed students' attitudes about their assignments. It worked so well, I began including some classwork assignments to the platform.

Allowing students to re-do their assignments continues to promote mastery of mathematical concepts. Instead of waiting for me to grade and return their assignments, students receive their grades immediately. They can review their work to determine what they're getting wrong and why. They can also communicate with me for assistance on an as-needed basis.

There are plenty of programs out there that teachers can use for online assignments. Give students the opportunity to take ownership of some of their own learning. The results can be extraordinary.

The Power of Coding

I may be showing my age, but my first experience with coding was using BASIC during my formative years. My parents indulged my extreme desire to have a computer and gave me an IBM portable computer for my birthday and Christmas (those of you with birthdays near Christmas understand my meaning). Back then, DOS ruled the day and I had to use a series of 5.25" floppy disks to run programs. Of course, I wanted to make my own programs too. I wanted to tell my computer what to do. There was no Internet to Google my way to programming excellence. There were books...with way too many pages. My foray into BASIC began. I don't recall making anything extraordinary. With some effort, I recall making my computer emit beeps if a person answered certain questions correctly. Despite my limited programming prowess, my first experiences into coding sparked something deep within me; it still persists today.

I recently participated in the Hour of Code and it really brought back some great memories. I still have that old IBM and those floppy disks. I don't know if it still works. I thought about getting a stern warning from my computer science professor in college because I decided to write a program full of references to Star Trek instead of following an assignment (I still believe it was a great program!). It also reminded me of the strong connection between coding, logic and mathematics. The skills students learn in middle school math through algebra provide a solid foundation for learning to code, but it's never too early to learn.

My middle school and high school didn't offer computer science or programming classes, and I had to learn it on my own. I wasn't alone in my self-education and it makes me wonder where we'd be if students such as myself had those opportunities. We no longer have to guess. We have so many avenues to expose children to the languages that are essential to a tech-driven world. Based on my experience with the Hour of Code, I'm committed to developing and implementing a lesson plan that gives my students the opportunity to learn a skill so crucial in today's society and future societies. Tomorrow's jobs will require knowing how to use programs as well as understanding the languages that make them work. Maybe the meaning of the word "bilingual" will expand to include understanding how to communicate in spoken/written languages and programming languages. Hopefully, my students will experience that same spark I did so many years ago.