{"product_id":"good-questions-great-ways-to-differentiate-mathematics-instruction-in-the-standards-based-classroom-paperback-softback-9780807764664","title":"Good Questions; Great Ways to Differentiate Mathematics Instruction in the Standards-Based Classroom (Paperback \/ softback) 9780807764664","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eGood Questions\u003c\/font\u003e\u003cbr\u003e\r\n\u003cfont size=\"5\"\u003eGreat Ways to Differentiate Mathematics Instruction in the Standards-Based Classroom\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eMarian Small (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9780807764664\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 2 October 2020\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e304 pages\u003cbr\u003e25.4 x 17.7 x 1.5 cm, 0.53 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cem\u003e\u003cfont size=\"3\"\u003e“When I read Marian Small’s work, I see the power of math revealed, but I also see her work opening that power to so many students who might never otherwise experience it…I am a disciple of her approach to differentiating math!”- From the Foreword by Carol Ann Tomlinson, University of Virginia;\u003cbr\u003e\u003cbr\u003e“Successful instruction causes students to wonder, conjecture, investigate, collaborate, and talk math. Good questioning is central to all the above, and for ‘knowing what students know.’ Small’s book focuses on the big ideas of mathematics, with questions, examples, and parallel tasks that assess student understanding and promote learning. This book is a must-read for every preservice and inservice teacher.”- Carole Greenes, professor emerita, mathematics education, Arizona State University;\u003cbr\u003e\u003cbr\u003e“In a classroom full of students, it can be hard to meet the needs of all learners. That is where this book has your back. Marian Small provides meaningful tasks while modeling how simple tweaks and intentional number choice can unlock students’ mathematical potential.”- Graham Fletcher, math specialist;\u003cbr\u003e\u003cbr\u003e“Throughout her career, Marian Small has shown that ‘differentiation’ in math class does not mean ‘ability grouping’ or breaking mathematics down into tiny, digestible subskills. Marian’s kind of differentiation means focusing on big ideas, offering students choice, and being curious about students’ thinking. In the 4th edition of this essential book, Marian teaches us powerful questioning techniques with her trademark clarity and provides plenty of specific examples across the content strands and grade bands. We can use these questions with our students immediately and internalize Marian’s teaching strategies through practice. How lucky for us that she has crafted these questions that will encourage student thinking, build our curiosity, and teach us to craft good questions of our own.”- Tracy Johnston Zager, math coach;\u003cbr\u003e\u003cbr\u003e“I just finished teaching an elementary math methods course to teacher candidates in a graduate program. I wish I had had Marian Small’s \u003ci\u003eGood Questions: Great Ways to Differentiate Mathematics Instruction in the Standards-Based Classroom\u003c\/i\u003e to use with these preservice teachers. Small covers all the key content in the Common Core PreK–8 math curriculum, and she addresses the topic of open questions in a very accessible way. She walks the reader step-by-step through how to teach the big ideas in the CCSS PreK–8 math curriculum using specified open questions. At the same time, she provides a menu of choices so teachers can draw from their own expertise to select the open questions that they see fit. Each chapter explains math content in an easy-to-reference manner. It is like having a reference book and a teaching coach all in one book. This semester, I watched teacher candidates struggle with how to lead a Number Talk, because they were not sure which open questions to ask to facilitate learning. Small’s book provides the guidance that they need. I look forward to using Small’s book the next time I teach Elementary Math Methods to teacher candidates. Inservice teachers will also benefit from the practical ideas about how to promote higher-order math thinking by asking the open questions outlined in \u003ci\u003eGood Questions\u003c\/i\u003e.”- Felicia Darling, math instructor at Santa Rosa Junior College\u003c\/font\u003e\u003c\/em\u003e\u003c\/p\u003e\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003eNow in its Fourth Edition?with more than 50 new questions and a new chapter on financial literacy?this bestselling resource helps experienced and novice teachers effectively and efficiently differentiate mathematics instruction in grades K–8. Math education expert Marian Small shows teachers how to get started and become expert at using two powerful and universal strategies: Open Questions and Parallel Tasks. This edition is even easier for teachers to use in all quality state standards environments, including direct links to content standards and standards for mathematical practice. Parallel tasks and question examples are provided at each grade band: K–2, 3–5, and 6–8. Along with each example, the text describes how teachers can evoke productive conversations that meet the needs of a broad range of learners.\u003cbr\u003e\u003cbr\u003eBook Features:\u003cul\u003e\n\u003cli\u003eNew tasks and questions to develop financial literacy.\u003c\/li\u003e\n\u003cli\u003eConnection of tasks and questions to standards and mathematical big ideas.\u003c\/li\u003e\n\u003cli\u003eAbout 500 tasks and questions that teachers can adapt or use as-is.\u003c\/li\u003e\n\u003cli\u003eTeaching tips and task variations.\u003c\/li\u003e\n\u003cli\u003eA template to help teachers build new tasks.\u003c\/li\u003e\n\u003cli\u003e“Look-fors” to see student thinking and diagnose difficulties.\u003c\/li\u003e\n\u003cli\u003eGuidance for using follow-up questions and math conversations to create a rich math classroom.\u003c\/li\u003e\n\u003c\/ul\u003e\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cul\u003e\n\u003cli\u003eContents\u003c\/li\u003e\n\u003cli\u003eForeword ix\u003c\/li\u003e\n\u003cli\u003e\u003cem\u003eby Carol Ann Tomlinson\u003c\/em\u003e\u003c\/li\u003e\n\u003c\/ul\u003e\u003c\/font\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003ePreface xi\u003cli\u003eOrganization of the Book xi\u003c\/li\u003e\n\u003cli\u003eMathematical Practice Standards xii\u003c\/li\u003e\n\u003cli\u003eChanges in the Fourth Edition xiii\u003c\/li\u003e\n\u003cli\u003eAcknowledgments xiv\u003c\/li\u003e\n\u003cli\u003eIntroduction: Why and How to Differentiate Math Instruction 1\u003c\/li\u003e\n\u003cli\u003eThe Challenge in Math Classrooms 1\u003c\/li\u003e\n\u003cli\u003eWhat It Means to Meet Student Needs 3\u003c\/li\u003e\n\u003cli\u003eAssessing Students’ Needs 4\u003c\/li\u003e\n\u003cli\u003ePrinciples and Approaches to Differentiating Instruction 4\u003c\/li\u003e\n\u003cli\u003eTwo Core Strategies for Differentiating Mathematics Instruction: Open Questions and Parallel Tasks 6\u003c\/li\u003e\n\u003cli\u003eCreating a Math Talk Community 13\u003c\/li\u003e\n\u003cli\u003e1  Counting \u0026amp; Cardinality and Number \u0026amp; Operations in Base Ten 17\u003c\/li\u003e\n\u003cli\u003eTopics 17\u003c\/li\u003e\n\u003cli\u003eThe Big Ideas for Counting \u0026amp; Cardinality and for Number \u0026amp; Operations in Base Ten 18\u003c\/li\u003e\n\u003cli\u003eOpen Questions for Prekindergarten–Grade 2 19\u003c\/li\u003e\n\u003cli\u003eOpen Questions for Grades 3–5 28\u003c\/li\u003e\n\u003cli\u003eParallel Tasks for Prekindergarten–Grade 2 36\u003c\/li\u003e\n\u003cli\u003eParallel Tasks for Grades 3–5 43\u003c\/li\u003e\n\u003cli\u003eSumming Up 48\u003c\/li\u003e\n\u003cli\u003e2  Number \u0026amp; Operations—Fractions 49\u003c\/li\u003e\n\u003cli\u003eTopics 49\u003c\/li\u003e\n\u003cli\u003eThe Big Ideas for Number \u0026amp; Operations—Fractions 50\u003c\/li\u003e\n\u003cli\u003eOpen Questions for Grades 3–5 51\u003c\/li\u003e\n\u003cli\u003eParallel Tasks for Grades 3–5 57\u003c\/li\u003e\n\u003cli\u003eSumming Up 64\u003c\/li\u003e\n\u003cli\u003e3  The Number System 65\u003c\/li\u003e\n\u003cli\u003eTopics 65\u003c\/li\u003e\n\u003cli\u003eThe Big Ideas for The Number System 65\u003c\/li\u003e\n\u003cli\u003eOpen Questions for Grades 6–8 66\u003c\/li\u003e\n\u003cli\u003eParallel Tasks for Grades 6–8 70\u003c\/li\u003e\n\u003cli\u003eSumming Up 74\u003c\/li\u003e\n\u003cli\u003e4  Ratios \u0026amp; Proportional Relationships 75\u003c\/li\u003e\n\u003cli\u003eTopics 75\u003c\/li\u003e\n\u003cli\u003eThe Big Ideas for Ratios \u0026amp; Proportional Relationships 76\u003c\/li\u003e\n\u003cli\u003eOpen Questions for Grades 6–8 76\u003c\/li\u003e\n\u003cli\u003eParallel Tasks for Grades 6–8 84\u003c\/li\u003e\n\u003cli\u003eSumming Up 90\u003c\/li\u003e\n\u003cli\u003e5  Operations \u0026amp; Algebraic Thinking 91\u003c\/li\u003e\n\u003cli\u003eTopics 91\u003c\/li\u003e\n\u003cli\u003eThe Big Ideas for Operations \u0026amp; Algebraic Thinking 92\u003c\/li\u003e\n\u003cli\u003eOpen Questions for Prekindergarten–Grade 2 93\u003c\/li\u003e\n\u003cli\u003eOpen Questions for Grades 3–5 98\u003c\/li\u003e\n\u003cli\u003eParallel Tasks for Prekindergarten–Grade 2 108\u003c\/li\u003e\n\u003cli\u003eParallel Tasks for Grades 3–5 111\u003c\/li\u003e\n\u003cli\u003eSumming Up 116\u003c\/li\u003e\n\u003cli\u003e6  Expressions \u0026amp; Equations and Functions 117\u003c\/li\u003e\n\u003cli\u003eTopics 117\u003c\/li\u003e\n\u003cli\u003eThe Big Ideas for Expressions \u0026amp; Equations and for Functions 118\u003c\/li\u003e\n\u003cli\u003eOpen Questions for Grades 6–8 118\u003c\/li\u003e\n\u003cli\u003eParallel Tasks for Grades 6–8 128\u003c\/li\u003e\n\u003cli\u003eSumming Up 134\u003c\/li\u003e\n\u003cli\u003e7  Financial Literacy 135\u003c\/li\u003e\n\u003cli\u003eTopics 135\u003c\/li\u003e\n\u003cli\u003eThe Big Ideas for Financial Literacy 136\u003c\/li\u003e\n\u003cli\u003eOpen Questions for Prekindergarten–Grade 2 137\u003c\/li\u003e\n\u003cli\u003eOpen Questions for Grades 3–5 139\u003c\/li\u003e\n\u003cli\u003eOpen Questions for Grades 6–8 143\u003c\/li\u003e\n\u003cli\u003eParallel Tasks for Prekindergarten–Grade 2 147\u003c\/li\u003e\n\u003cli\u003eParallel Tasks for Grades 3–5 149\u003c\/li\u003e\n\u003cli\u003eParallel Tasks for Grades 6–8 151\u003c\/li\u003e\n\u003cli\u003eSumming Up 156\u003c\/li\u003e\n\u003cli\u003e8  Measurement \u0026amp; Data 157\u003c\/li\u003e\n\u003cli\u003eTopics 157\u003c\/li\u003e\n\u003cli\u003eThe Big Ideas for Measurement \u0026amp; Data 158\u003c\/li\u003e\n\u003cli\u003eOpen Questions for Prekindergarten–Grade 2 159\u003c\/li\u003e\n\u003cli\u003eOpen Questions for Grades 3–5 169\u003c\/li\u003e\n\u003cli\u003eParallel Tasks for Prekindergarten–Grade 2 181\u003c\/li\u003e\n\u003cli\u003eParallel Tasks for Grades 3–5 187\u003c\/li\u003e\n\u003cli\u003eSumming Up 196\u003c\/li\u003e\n\u003cli\u003e9  Geometry 197\u003c\/li\u003e\n\u003cli\u003eTopics 197\u003c\/li\u003e\n\u003cli\u003eThe Big Ideas for Geometry 198\u003c\/li\u003e\n\u003cli\u003eOpen Questions for Prekindergarten–Grade 2 199\u003c\/li\u003e\n\u003cli\u003eOpen Questions for Grades 3–5 205\u003c\/li\u003e\n\u003cli\u003eOpen Questions for Grades 6–8 211\u003c\/li\u003e\n\u003cli\u003eParallel Tasks for Prekindergarten–Grade 2 224\u003c\/li\u003e\n\u003cli\u003eParallel Tasks for Grades 3–5 227\u003c\/li\u003e\n\u003cli\u003eParallel Tasks for Grades 6–8 231\u003c\/li\u003e\n\u003cli\u003eSumming Up 240\u003c\/li\u003e\n\u003cli\u003e10  Statistics \u0026amp; Probability 241\u003c\/li\u003e\n\u003cli\u003eTopics 241\u003c\/li\u003e\n\u003cli\u003eThe Big Ideas for Statistics \u0026amp; Probability 242\u003c\/li\u003e\n\u003cli\u003eOpen Questions for Grades 6–8 243\u003c\/li\u003e\n\u003cli\u003eParallel Tasks for Grades 6–8 252\u003c\/li\u003e\n\u003cli\u003eSumming Up 262\u003c\/li\u003e\n\u003cli\u003eConclusions 263\u003c\/li\u003e\n\u003cli\u003eThe Need for Manageable Strategies 263\u003c\/li\u003e\n\u003cli\u003eDeveloping Open Questions and Parallel Tasks 264\u003c\/li\u003e\n\u003cli\u003eThe Benefits of These Strategies 266\u003c\/li\u003e\n\u003cli\u003eAppendix A: Mathematical Practices Addressed in This Resource 267\u003c\/li\u003e\n\u003cli\u003eAppendix B: Worksheet for Open Questions and Parallel Tasks 268\u003c\/li\u003e\n\u003cli\u003eGlossary 270\u003c\/li\u003e\n\u003cli\u003eBibliography 280\u003c\/li\u003e\n\u003cli\u003eIndex 283\u003c\/li\u003e\n\u003cli\u003eIndex of Subjects and Cited Authors 283\u003c\/li\u003e\n\u003cli\u003eIndex of Big Ideas 286\u003c\/li\u003e\n\u003cli\u003eAbout the Author 290\u003c\/li\u003e\u003c\/strong\u003e\u003c\/p\u003e\u003c\/font\u003e\r\n\r\n\r\n\r\n\r\n","brand":"Teachers College Press","offers":[{"title":"Brand New","offer_id":52739504832792,"sku":"9780807764664","price":28.59,"currency_code":"GBP","in_stock":true}],"url":"https:\/\/freshlyprintedbooks.co.uk\/products\/good-questions-great-ways-to-differentiate-mathematics-instruction-in-the-standards-based-classroom-paperback-softback-9780807764664","provider":"Freshly Printed Books","version":"1.0","type":"link"}