{"product_id":"the-math-teachers-toolbox-hundreds-of-practical-ideas-to-support-your-students-paperback-softback-9781119573296","title":"The Math Teacher's Toolbox; Hundreds of Practical Ideas to Support Your Students (Paperback \/ softback) 9781119573296","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eThe Math Teacher's Toolbox\u003c\/font\u003e\u003cbr\u003e\r\n\u003cfont size=\"5\"\u003eHundreds of Practical Ideas to Support Your Students\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cem\u003e\u003cp\u003e\"This magnificent book is a must for all mathematics teachers! Its practical value is derived from the fact that the authors are both seasoned and high-quality mathematics teachers who have experienced and have explored every aspect of teaching they discuss in their book. It is comprehensive and challenges the reader to consider the pros and cons of the different strategies described, which go beyond a 'toolbox' of great ideas for teaching!\"\u003cbr\u003e—\u003cb\u003eAlice F. Artzt\u003c\/b\u003e, Queens College of the City University of New York\u003c\/p\u003e \u003cp\u003e\"This resource is a must for all mathematics teachers! New and veteran teachers will find the practical strategies and explicit examples easy to implement in the classroom and helpful in enhancing one's own pedagogy. Authors Bobson Wong and Larisa Bukalov have crafted a fantastic student-focused resource dedicated to ensuring high-quality instruction. Highly recommended!\"\u003cbr\u003e—\u003cb\u003eChristine DeBono\u003c\/b\u003e, K-5 Math Instructional Coach, Higley Unified School District, Arizona\u003c\/p\u003e \u003cp\u003e\"This comprehensive book is an incredible resource for math teachers at any stage of their career. Master Teachers Bobson Wong and Larisa Bukalov do an excellent job describing practical strategies, justifying them with research, and bringing them to life with concrete examples. I highly recommend it.\"\u003cbr\u003e—\u003cb\u003eMichael Driskill\u003c\/b\u003e, Chief Operating Officer, Math for America\u003c\/p\u003e \u003cp\u003e\"As someone who has been teaching for 30 years, I find The Math Teacher's Toolbox to be a very rich reference of teaching strategies and resources for practitioners, especially mentors and mentees. I plan to use this book in my lessons and my professional development.\"\u003cbr\u003e—\u003cb\u003eIrene Espiritu\u003c\/b\u003e, Middle School Teacher, Math for America Master Teacher, New York State Master Teacher\u003c\/p\u003e \u003cp\u003e\"\u003ci\u003eThe Math Teacher's Toolbox\u003c\/i\u003e provides the reader with a summation of research-supported current best practices in mathematics teaching. The layout of this book masterfully helps move the reader from understanding through application of the central ideas most essential to teaching mathematics effectively. Practical ideas for the classroom, as well as discussion about what could possibly go wrong, combine to make this a useful guide for teachers of all experience levels.\"\u003cbr\u003e—\u003cb\u003eTabetha Finchum\u003c\/b\u003e, 2014 Presidential Awardee for Excellence in Mathematics Teaching\u003c\/p\u003e \u003cp\u003e\"\u003ci\u003eThe Math Teacher's Toolbox\u003c\/i\u003e provides concrete, innovative strategies for adapting often intangible pedagogical theories across a wide range of math content areas and grade levels. Larisa Bukalov and Bobson Wong draw extensively from current research as well as their own years of classroom experience to explore the benefits and possible limitations of each strategy.  Having already sought to implement a number of their ideas into my own classroom, I cannot recommend this book enough.\"\u003cbr\u003e—\u003cb\u003eNasriah Morrison\u003c\/b\u003e, Math Teacher, Institute for Collaborative Education and Math for America Master Teacher\u003c\/p\u003e \u003cp\u003e\"This book is truly a 'toolbox' for math instruction. It offers great technology tools and resources for teachers and their students, free online resources for student learning, and practical ideas that every math teacher can use.  I will use this book for years to come.\"\u003cbr\u003e—\u003cb\u003eJendayi Nunn\u003c\/b\u003e, Mathematics Virtual Instructional Specialist, Atlanta Public Schools\u003c\/p\u003e \u003cp\u003e\"\u003ci\u003eThe Math Teacher Toolbox\u003c\/i\u003e provides a map that can guide new teachers as they begin their journey, and help veterans navigate the shifting terrain. The authors summarize current research from many areas of teaching and connect it to structured classroom practices. The experienced writing team organizes complex parts of the profession into a structure that makes it easy for practitioners to put the ideas to use in their classroom.\"\u003cbr\u003e—\u003cb\u003eCarl Oliver\u003c\/b\u003e, Assistant Principal, City-As-School, New York\u003c\/p\u003e \u003cp\u003e\"Both new and experienced teachers will have cause to reach into this box of tools and return time and again to dig deeper - and each time you return, you'll find the box just as organized as the last! You'll keep this book nearby throughout your career for its practical, detailed tips, copious references, and teacher-to-teacher tone.\"\u003cbr\u003e—\u003cb\u003eRalph Pantozzi\u003c\/b\u003e, Ed. D., 2014 MoMath Rosenthal Prize winner, 2017 Presidential Awardee for Excellence in Mathematics Teaching\u003c\/p\u003e\u003c\/em\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eBobson Wong (Author), Larisa Bukalov (Author), Larry Ferlazzo (Series edited by), Katie Hull Sypnieski (Series edited by)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9781119573296, Wiley\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 18 June 2020\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e560 pages\u003cbr\u003e27.2 x 21.6 x 3.3 cm, 1.27 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003e\u003cp\u003e\u003cb\u003eMath teachers will find the classroom-tested lessons and strategies in this book to be accessible and easily implemented in the classroom\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe \u003ci\u003eTeacher’s Toolbox\u003c\/i\u003e series is an innovative, research-based resource providing teachers with instructional strategies for students of all levels and abilities. Each book in the collection focuses on a specific content area. Clear, concise guidance enables teachers to quickly integrate low-prep, high-value lessons and strategies in their middle school and high school classrooms. Every strategy follows a practical, how-to format established by the series editors.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eThe Math Teacher's Toolbox \u003c\/i\u003econtains hundreds of student-friendly classroom lessons and teaching strategies. Clear and concise chapters, fully aligned to Common Core math standards, cover the underlying research, required technology, practical classroom use, and modification of each high-value lesson and strategy.\u003c\/p\u003e \u003cp\u003eThis book employs a hands-on approach to help educators quickly learn and apply proven methods and techniques in their mathematics courses. Topics range from the planning of units, lessons, tests, and homework to conducting formative assessments, differentiating instruction, motivating students, dealing with “math anxiety,” and culturally responsive teaching. Easy-to-read content shows how and why math should be taught as a language and how to make connections across mathematical units. Designed to reduce instructor preparation time and increase student engagement and comprehension, this book:\u003c\/p\u003e \u003cul\u003e \u003cli\u003eExplains the usefulness, application, and potential drawbacks of each instructional strategy\u003c\/li\u003e \u003cli\u003eProvides fresh activities for all classrooms\u003c\/li\u003e \u003cli\u003eHelps math teachers work with ELLs, advanced students, and students with learning differences\u003c\/li\u003e \u003cli\u003eOffers real-world guidance for working with parents, guardians, and co-teachers\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003e\u003ci\u003eThe Math Teacher's Toolbox: Hundreds of Practical ideas to Support Your Students \u003c\/i\u003eis an invaluable source of real-world lessons, strategies, and techniques for general education teachers and math specialists, as well as resource specialists\/special education teachers, elementary and secondary educators, and teacher educators.\u003c\/p\u003e\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cp\u003eList of Tables xix\u003c\/p\u003e \u003cp\u003eAbout the Authors xxi\u003c\/p\u003e \u003cp\u003eAbout the Editors xxiii\u003c\/p\u003e \u003cp\u003eAcknowledgments xxv\u003c\/p\u003e \u003cp\u003eLetter from the Editors xxvii\u003c\/p\u003e \u003cp\u003e\u003cb\u003eIntroduction 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOur Beliefs about Teaching Math 2\u003c\/p\u003e \u003cp\u003eStructure of This Book 3\u003c\/p\u003e \u003cp\u003eWhy Good Math Teaching Matters 4\u003c\/p\u003e \u003cp\u003e\u003cb\u003eI Basic Strategies 5\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1. Motivating Students 7\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 7\u003c\/p\u003e \u003cp\u003eWhy We Like It 8\u003c\/p\u003e \u003cp\u003eSupporting Research 8\u003c\/p\u003e \u003cp\u003eCommon Core Connections 9\u003c\/p\u003e \u003cp\u003eApplication 10\u003c\/p\u003e \u003cp\u003eNurturing Student Confidence 10\u003c\/p\u003e \u003cp\u003eMotivating Through Math 11\u003c\/p\u003e \u003cp\u003eRewards 14\u003c\/p\u003e \u003cp\u003eMotivating Through Popular Culture 15\u003c\/p\u003e \u003cp\u003eMotivating English Language Learners and Students with Learning Differences 16\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 18\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong 18\u003c\/p\u003e \u003cp\u003eUsing Fear to Motivate 18\u003c\/p\u003e \u003cp\u003eStereotype Threat 19\u003c\/p\u003e \u003cp\u003e“Why Do We Need to Know This?” 19\u003c\/p\u003e \u003cp\u003eMisreading Students 20\u003c\/p\u003e \u003cp\u003eLimitations to Motivation 21\u003c\/p\u003e \u003cp\u003eTechnology Connections 21\u003c\/p\u003e \u003cp\u003eFigures 22\u003c\/p\u003e \u003cp\u003eFigure 1.1 Pattern Blocks 22\u003c\/p\u003e \u003cp\u003eFigure 1.2 Rotational Symmetry 23\u003c\/p\u003e \u003cp\u003eFigure 1.3 Exponential Growth 24\u003c\/p\u003e \u003cp\u003eFigure 1.4 Identify a Void 26\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2. Culturally Responsive Teaching 27\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 27\u003c\/p\u003e \u003cp\u003eWhy We Like It 28\u003c\/p\u003e \u003cp\u003eSupporting Research 28\u003c\/p\u003e \u003cp\u003eCommon Core Connections 29\u003c\/p\u003e \u003cp\u003eApplication 30\u003c\/p\u003e \u003cp\u003eSelf-Reflection 30\u003c\/p\u003e \u003cp\u003eBuilding a Collaborative Learning Partnership 32\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong 36\u003c\/p\u003e \u003cp\u003e“Color-Blind” Teaching 36\u003c\/p\u003e \u003cp\u003eGood Intentions 37\u003c\/p\u003e \u003cp\u003eFinding the Right Time or Place 38\u003c\/p\u003e \u003cp\u003eTechnology Connections 38\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3. Teaching Math as a Language 41\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is it? 41\u003c\/p\u003e \u003cp\u003eWhy We Like It 41\u003c\/p\u003e \u003cp\u003eSupporting Research 42\u003c\/p\u003e \u003cp\u003eCommon Core Connections 42\u003c\/p\u003e \u003cp\u003eApplication 42\u003c\/p\u003e \u003cp\u003eEliciting the Need for Mathematical Language 42\u003c\/p\u003e \u003cp\u003eIntroducing Symbols and Terms 43\u003c\/p\u003e \u003cp\u003eTranslating Between Symbols and Words 45\u003c\/p\u003e \u003cp\u003eMaking Connections Between Math and English 46\u003c\/p\u003e \u003cp\u003eExamples of Confusing Mathematical Language 46\u003c\/p\u003e \u003cp\u003eEncouraging Mathematical Precision 48\u003c\/p\u003e \u003cp\u003eVocabulary Charts and Flash Cards 49\u003c\/p\u003e \u003cp\u003eVisual and Verbal Aids 51\u003c\/p\u003e \u003cp\u003eWord Walls and Anchor Charts 52\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 53\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong 53\u003c\/p\u003e \u003cp\u003eNot Treating Math as a Language 53\u003c\/p\u003e \u003cp\u003eMath as a “Bag of Tricks” 54\u003c\/p\u003e \u003cp\u003eTechnology Connections 55\u003c\/p\u003e \u003cp\u003eFigures 57\u003c\/p\u003e \u003cp\u003eFigure 3.1 Concept Attainment 57\u003c\/p\u003e \u003cp\u003eFigure 3.2 Words and Symbols Chart 58\u003c\/p\u003e \u003cp\u003eFigure 3.3 Why the Word “Height” is Confusing 58\u003c\/p\u003e \u003cp\u003eFigure 3.4 Draw a Picture 59\u003c\/p\u003e \u003cp\u003eFigure 3.5 Functions Anchor Chart 60\u003c\/p\u003e \u003cp\u003eFigure 3.6 Polynomials Anchor Chart 61\u003c\/p\u003e \u003cp\u003eFigure 3.7 Why the Formula \u003ci\u003ea\u003c\/i\u003e\u003csup\u003e2\u003c\/sup\u003e + \u003ci\u003eb\u003c\/i\u003e\u003csup\u003e2\u003c\/sup\u003e = \u003ci\u003ec\u003c\/i\u003e\u003csup\u003e2\u003c\/sup\u003e is Confusing 61\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4. Promoting Mathematical Communication 63\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 63\u003c\/p\u003e \u003cp\u003eWhy We Like It 63\u003c\/p\u003e \u003cp\u003eSupporting Research 64\u003c\/p\u003e \u003cp\u003eCommon Core Connections 64\u003c\/p\u003e \u003cp\u003eApplication 64\u003c\/p\u003e \u003cp\u003eOpen-Ended Questions 64\u003c\/p\u003e \u003cp\u003eGuiding Students in Conversation 71\u003c\/p\u003e \u003cp\u003eFour-Step Thinking Process 74\u003c\/p\u003e \u003cp\u003eMathematical Writing 79\u003c\/p\u003e \u003cp\u003eDifferentiating for ELLs and Students with Learning Differences 87\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong 87\u003c\/p\u003e \u003cp\u003eDealing with Student Mistakes 87\u003c\/p\u003e \u003cp\u003eDealing with Teacher Mistakes 88\u003c\/p\u003e \u003cp\u003eProblems in Discourse 88\u003c\/p\u003e \u003cp\u003eFinding the Time 89\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 89\u003c\/p\u003e \u003cp\u003eTechnology Connections 89\u003c\/p\u003e \u003cp\u003eAttribution 90\u003c\/p\u003e \u003cp\u003eFigures 91\u003c\/p\u003e \u003cp\u003eFigure 4.1 Algebra Tiles Activity 91\u003c\/p\u003e \u003cp\u003eFigure 4.2 Which One Doesn’t Belong? 92\u003c\/p\u003e \u003cp\u003eFigure 4.3 Error Analysis 93\u003c\/p\u003e \u003cp\u003eFigure 4.4 Lesson Summary 95\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5. Making Mathematical Connections 97\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 97\u003c\/p\u003e \u003cp\u003eWhy We Like It 97\u003c\/p\u003e \u003cp\u003eSupporting Research 98\u003c\/p\u003e \u003cp\u003eCommon Core Connections 98\u003c\/p\u003e \u003cp\u003eApplication 98\u003c\/p\u003e \u003cp\u003eEquivalence 99\u003c\/p\u003e \u003cp\u003eProportionality 101\u003c\/p\u003e \u003cp\u003eFunctions 102\u003c\/p\u003e \u003cp\u003eVariability 104\u003c\/p\u003e \u003cp\u003eDifferentiating for ELLs and Students with Learning Differences 107\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 108\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong 108\u003c\/p\u003e \u003cp\u003eTechnology Connections 109\u003c\/p\u003e \u003cp\u003eFigures 111\u003c\/p\u003e \u003cp\u003eFigure 5.1 Addition and Subtraction of Polynomials 111\u003c\/p\u003e \u003cp\u003eFigure 5.2 Multiplication with the Area Model 112\u003c\/p\u003e \u003cp\u003eFigure 5.3 Division with the Area Model 114\u003c\/p\u003e \u003cp\u003eFigure 5.4 Completing the Square 115\u003c\/p\u003e \u003cp\u003eFigure 5.5 Determining the Center and Radius of a Circle 115\u003c\/p\u003e \u003cp\u003eFigure 5.6 Why (\u003ci\u003ea\u003c\/i\u003e + \u003ci\u003eb\u003c\/i\u003e)\u003csup\u003e2\u003c\/sup\u003e ≠ \u003ci\u003ea\u003c\/i\u003e\u003csup\u003e2\u003c\/sup\u003e + \u003ci\u003eb\u003c\/i\u003e\u003csup\u003e2\u003c\/sup\u003e 115\u003c\/p\u003e \u003cp\u003eFigure 5.7 Ratios and Similarity 116\u003c\/p\u003e \u003cp\u003eFigure 5.8 Areas of Similar Polygons 117\u003c\/p\u003e \u003cp\u003eFigure 5.9 Volumes of Similar Solids 118\u003c\/p\u003e \u003cp\u003eFigure 5.10 Arc Length and Sector 119\u003c\/p\u003e \u003cp\u003eFigure 5.11 Proportional Reasoning in Circles 120\u003c\/p\u003e \u003cp\u003eFigure 5.12 Four Views of a Function 120\u003c\/p\u003e \u003cp\u003eFigure 5.13 Rate of Change 121\u003c\/p\u003e \u003cp\u003eFigure 5.14 Characteristics of Polynomial Functions 123\u003c\/p\u003e \u003cp\u003eFigure 5.15 Even and Odd Polynomial Functions 124\u003c\/p\u003e \u003cp\u003eFigure 5.16 Why \u003ci\u003ef\u003c\/i\u003e(\u003ci\u003ex\u003c\/i\u003e) = sin (\u003ci\u003ex\u003c\/i\u003e) is Odd and \u003ci\u003eg\u003c\/i\u003e(\u003ci\u003ex\u003c\/i\u003e) = cos (\u003ci\u003ex\u003c\/i\u003e) is Even 126\u003c\/p\u003e \u003cp\u003eFigure 5.17 Linear Regression 127\u003c\/p\u003e \u003cp\u003eFigure 5.18 Long-Run Relative Frequency 129\u003c\/p\u003e \u003cp\u003eFigure 5.19 Two-Way Tables 131\u003c\/p\u003e \u003cp\u003eFigure 5.20 Conditional Probability 133\u003c\/p\u003e \u003cp\u003e\u003cb\u003eII How to Plan 135\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6. How to Plan Units 137\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 137\u003c\/p\u003e \u003cp\u003eWhy We Like It 137\u003c\/p\u003e \u003cp\u003eSupporting Research 138\u003c\/p\u003e \u003cp\u003eCommon Core Connections 138\u003c\/p\u003e \u003cp\u003eApplication 139\u003c\/p\u003e \u003cp\u003eGetting Started 139\u003c\/p\u003e \u003cp\u003eMaking Connections Between Big Ideas 139\u003c\/p\u003e \u003cp\u003eDeveloping a Logical Sequence 140\u003c\/p\u003e \u003cp\u003eOrganizing Topics and Problems 141\u003c\/p\u003e \u003cp\u003eSummarizing the Unit Plan 141\u003c\/p\u003e \u003cp\u003eBeing Flexible 141\u003c\/p\u003e \u003cp\u003eDeveloping Students’ Social and Emotional Learning 141\u003c\/p\u003e \u003cp\u003eIncorporating Students’ Cultures 142\u003c\/p\u003e \u003cp\u003eDifferentiating for ELLs and Students with Learning Differences 143\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 143\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong 143\u003c\/p\u003e \u003cp\u003eTechnology Connections 145\u003c\/p\u003e \u003cp\u003eFigures 145\u003c\/p\u003e \u003cp\u003eFigure 6.1 Unit Plan: List of Skills 146\u003c\/p\u003e \u003cp\u003eFigure 6.2 Unit Plan: Concept Map 147\u003c\/p\u003e \u003cp\u003eFigure 6.3 Unit Plan: Sequence of Lessons 148\u003c\/p\u003e \u003cp\u003eFigure 6.4 Sample Unit Plan 149\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7. How to Plan Lessons 151\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 151\u003c\/p\u003e \u003cp\u003eWhy We Like It 151\u003c\/p\u003e \u003cp\u003eSupporting Research 152\u003c\/p\u003e \u003cp\u003eCommon Core Connections 152\u003c\/p\u003e \u003cp\u003eApplication 152\u003c\/p\u003e \u003cp\u003eDefining the Lesson’s Scope 152\u003c\/p\u003e \u003cp\u003eIntroductory Activity 153\u003c\/p\u003e \u003cp\u003ePresenting New Material Through Guided Questions 154\u003c\/p\u003e \u003cp\u003ePractice 155\u003c\/p\u003e \u003cp\u003eDifferentiating for ELLs and Students with Learning Differences 155\u003c\/p\u003e \u003cp\u003eSummary Activity 156\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 157\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong 157\u003c\/p\u003e \u003cp\u003eTechnology Connections 159\u003c\/p\u003e \u003cp\u003eFigures 162\u003c\/p\u003e \u003cp\u003eFigure 7.1 Do Now Problem 162\u003c\/p\u003e \u003cp\u003eFigure 7.2 Lesson Plan: Standard Deviation 162\u003c\/p\u003e \u003cp\u003eFigure 7.3 Lesson Plan: Slope-Intercept Form 166\u003c\/p\u003e \u003cp\u003eFigure 7.4 Revised Baseball Field Word Problem 168\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8. How to Plan Homework 169\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 169\u003c\/p\u003e \u003cp\u003eWhy We Like It 169\u003c\/p\u003e \u003cp\u003eSupporting Research 169\u003c\/p\u003e \u003cp\u003eCommon Core Connections 170\u003c\/p\u003e \u003cp\u003eApplication 170\u003c\/p\u003e \u003cp\u003eSources 171\u003c\/p\u003e \u003cp\u003eHomework Format 171\u003c\/p\u003e \u003cp\u003eHomework as Practice 172\u003c\/p\u003e \u003cp\u003eHomework as Discovery 173\u003c\/p\u003e \u003cp\u003eHomework as Transfer 173\u003c\/p\u003e \u003cp\u003eDiscussing Homework 174\u003c\/p\u003e \u003cp\u003eCollecting Homework 175\u003c\/p\u003e \u003cp\u003eGrading Homework 176\u003c\/p\u003e \u003cp\u003eDifferentiating for ELLs and Students with Learning Differences 177\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 178\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong 178\u003c\/p\u003e \u003cp\u003eStudents Who Don’t Do Homework 178\u003c\/p\u003e \u003cp\u003eMismanaging Class Time 179\u003c\/p\u003e \u003cp\u003eHomework Review Challenges 179\u003c\/p\u003e \u003cp\u003eChoosing the Wrong Problems 180\u003c\/p\u003e \u003cp\u003eTechnology Connections 180\u003c\/p\u003e \u003cp\u003eFigures 183\u003c\/p\u003e \u003cp\u003eFigure 8.1 Homework as Practice 183\u003c\/p\u003e \u003cp\u003eFigure 8.2 Homework as Discovery—Ratios 184\u003c\/p\u003e \u003cp\u003eFigure 8.3 Homework as Discovery—Mean Proportional Theorem 185\u003c\/p\u003e \u003cp\u003eFigure 8.4 Homework as Discovery—Parabolas 186\u003c\/p\u003e \u003cp\u003eFigure 8.5 Homework as Transfer—Similarity 187\u003c\/p\u003e \u003cp\u003eFigure 8.6 Homework as Transfer—Bank Accounts 188\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9. How to Plan Tests and Quizzes 189\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 189\u003c\/p\u003e \u003cp\u003eWhy We Like It 189\u003c\/p\u003e \u003cp\u003eSupporting Research 190\u003c\/p\u003e \u003cp\u003eCommon Core Connections 190\u003c\/p\u003e \u003cp\u003eApplication 190\u003c\/p\u003e \u003cp\u003eTypes of Questions 190\u003c\/p\u003e \u003cp\u003eTest Format 193\u003c\/p\u003e \u003cp\u003eQuiz Format 196\u003c\/p\u003e \u003cp\u003eReviewing for Assessments 196\u003c\/p\u003e \u003cp\u003eCreating Scoring Guidelines for Assessments 199\u003c\/p\u003e \u003cp\u003eGrading Assessments 202\u003c\/p\u003e \u003cp\u003eAnalyzing Test Results 203\u003c\/p\u003e \u003cp\u003eReturning Tests 204\u003c\/p\u003e \u003cp\u003eDifferentiating for ELLs and Students with Learning Differences 207\u003c\/p\u003e \u003cp\u003eAlternate Forms of Assessment 208\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 208\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong 208\u003c\/p\u003e \u003cp\u003ePoor Scheduling and Preparation 209\u003c\/p\u003e \u003cp\u003eAssessments as Classroom Management 210\u003c\/p\u003e \u003cp\u003ePoorly Chosen Questions 210\u003c\/p\u003e \u003cp\u003eMistakes on Assessments 211\u003c\/p\u003e \u003cp\u003eStudent Cheating 212\u003c\/p\u003e \u003cp\u003eDifferent Versions of Tests 213\u003c\/p\u003e \u003cp\u003eGrading and Returning Assessments 214\u003c\/p\u003e \u003cp\u003eTest Retakes and Test Corrections 215\u003c\/p\u003e \u003cp\u003eTechnology Connections 215\u003c\/p\u003e \u003cp\u003eTest Questions, Answers, and Scoring Guidelines 215\u003c\/p\u003e \u003cp\u003eTest Review 216\u003c\/p\u003e \u003cp\u003eTest Analysis 216\u003c\/p\u003e \u003cp\u003eFigures 217\u003c\/p\u003e \u003cp\u003eFigure 9.1 Algebra I Test 217\u003c\/p\u003e \u003cp\u003eFigure 9.2 Precalculus Test 220\u003c\/p\u003e \u003cp\u003eFigure 9.3 Quiz 224\u003c\/p\u003e \u003cp\u003eFigure 9.4 Creating Scoring Guidelines 225\u003c\/p\u003e \u003cp\u003eFigure 9.5 Blank Test Corrections Sheet 226\u003c\/p\u003e \u003cp\u003eFigure 9.6 Completed Test Corrections Sheet 228\u003c\/p\u003e \u003cp\u003eFigure 9.7 Test Reflection Form 229\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10. How to Develop an Effective Grading Policy 231\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 231\u003c\/p\u003e \u003cp\u003eWhy We Like It 232\u003c\/p\u003e \u003cp\u003eSupporting Research 232\u003c\/p\u003e \u003cp\u003eCommon Core Connections 232\u003c\/p\u003e \u003cp\u003eApplication 232\u003c\/p\u003e \u003cp\u003eStandards-Based Grading 232\u003c\/p\u003e \u003cp\u003eMinimum Grading Policy 234\u003c\/p\u003e \u003cp\u003ePoint Accumulation System for Grading 236\u003c\/p\u003e \u003cp\u003eDifferentiating for ELLs and Students with Learning Differences 237\u003c\/p\u003e \u003cp\u003eMore Than Just a Grade 238\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong 239\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 240\u003c\/p\u003e \u003cp\u003eTechnology Connections 240\u003c\/p\u003e \u003cp\u003eFigures 241\u003c\/p\u003e \u003cp\u003eFigure 10.1 Grade Calculation Sheet 241\u003c\/p\u003e \u003cp\u003eFigure 10.2 Completed Grade Calculation Sheet 242\u003c\/p\u003e \u003cp\u003e\u003cb\u003eIII Building Relationships 243\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11. Building a Productive Classroom Environment 245\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 245\u003c\/p\u003e \u003cp\u003eWhy We Like It 245\u003c\/p\u003e \u003cp\u003eSupporting Research 245\u003c\/p\u003e \u003cp\u003eCommon Core Connections 246\u003c\/p\u003e \u003cp\u003eApplication 246\u003c\/p\u003e \u003cp\u003eMaking a Good First Impression 246\u003c\/p\u003e \u003cp\u003eLearning Names 248\u003c\/p\u003e \u003cp\u003eGetting to Know Students 248\u003c\/p\u003e \u003cp\u003eClassroom Organization 249\u003c\/p\u003e \u003cp\u003eClassroom Rules and Routines 250\u003c\/p\u003e \u003cp\u003eCourse Descriptions 252\u003c\/p\u003e \u003cp\u003eSoliciting Student Opinion 253\u003c\/p\u003e \u003cp\u003eTaking Notes 254\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong 257\u003c\/p\u003e \u003cp\u003eClassroom Tone 257\u003c\/p\u003e \u003cp\u003eMishandling the Teacher–Student Relationship 258\u003c\/p\u003e \u003cp\u003eTaking Notes 259\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 259\u003c\/p\u003e \u003cp\u003eTechnology Connections 259\u003c\/p\u003e \u003cp\u003eClassroom Environment 259\u003c\/p\u003e \u003cp\u003eStudent Surveys 260\u003c\/p\u003e \u003cp\u003eNote-Taking 260\u003c\/p\u003e \u003cp\u003eFigures 261\u003c\/p\u003e \u003cp\u003eFigure 11.1 Student Information Sheet 261\u003c\/p\u003e \u003cp\u003eFigure 11.2 Course Description 263\u003c\/p\u003e \u003cp\u003eFigure 11.3 Brief Handout 265\u003c\/p\u003e \u003cp\u003eFigure 11.4 Full-Page Handout 266\u003c\/p\u003e \u003cp\u003eFigure 11.5 Annotated Work 268\u003c\/p\u003e \u003cp\u003eFigure 11.6 Double-Entry Journal 269\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12. Building Relationships with Parents 271\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 271\u003c\/p\u003e \u003cp\u003eWhy We Like It 271\u003c\/p\u003e \u003cp\u003eSupporting Research 272\u003c\/p\u003e \u003cp\u003eCommon Core Connections 272\u003c\/p\u003e \u003cp\u003eApplication 272\u003c\/p\u003e \u003cp\u003eCommunicating with Parents 272\u003c\/p\u003e \u003cp\u003eAddressing Parents’ Math Anxiety 273\u003c\/p\u003e \u003cp\u003eParent–Teacher Conferences 277\u003c\/p\u003e \u003cp\u003eHome Visits 277\u003c\/p\u003e \u003cp\u003eWorking with Parents of Culturally Diverse Students 278\u003c\/p\u003e \u003cp\u003eWorking with Parents of Students with Learning Differences 279\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong 280\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 281\u003c\/p\u003e \u003cp\u003eTechnology Connections 281\u003c\/p\u003e \u003cp\u003eFigures 282\u003c\/p\u003e \u003cp\u003eFigure 12.1 Parent Communication Script 282\u003c\/p\u003e \u003cp\u003eFigure 12.2 Parent Communication Log 283\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13. Collaborating with Other Teachers 285\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 285\u003c\/p\u003e \u003cp\u003eWhy We Like It 285\u003c\/p\u003e \u003cp\u003eSupporting Research 286\u003c\/p\u003e \u003cp\u003eCommon Core Connections 286\u003c\/p\u003e \u003cp\u003eApplication 286\u003c\/p\u003e \u003cp\u003eDiscussing Values 287\u003c\/p\u003e \u003cp\u003ePlanning with Other Math Teachers 288\u003c\/p\u003e \u003cp\u003eInterdisciplinary Collaboration 288\u003c\/p\u003e \u003cp\u003eObserving Other Teachers 289\u003c\/p\u003e \u003cp\u003eCo-Teaching 291\u003c\/p\u003e \u003cp\u003eMentoring 294\u003c\/p\u003e \u003cp\u003eLesson Study 294\u003c\/p\u003e \u003cp\u003eProfessional Learning Community 295\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong 297\u003c\/p\u003e \u003cp\u003eLack of Trust 297\u003c\/p\u003e \u003cp\u003eReinforcing Negative Stereotypes 297\u003c\/p\u003e \u003cp\u003eLack of Colleagues 297\u003c\/p\u003e \u003cp\u003eLack of Time 298\u003c\/p\u003e \u003cp\u003eTechnology Connections 298\u003c\/p\u003e \u003cp\u003e\u003cb\u003eIV Enhancing Lessons 301\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14. Differentiating Instruction 303\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 303\u003c\/p\u003e \u003cp\u003eWhy We Like It 303\u003c\/p\u003e \u003cp\u003eSupporting Research 304\u003c\/p\u003e \u003cp\u003eCommon Core Connections 305\u003c\/p\u003e \u003cp\u003eApplication 305\u003c\/p\u003e \u003cp\u003eDifferentiation by Content 305\u003c\/p\u003e \u003cp\u003eDifferentiation by Process 313\u003c\/p\u003e \u003cp\u003eDifferentiation by Product 315\u003c\/p\u003e \u003cp\u003eDifferentiation by Affect 320\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong 320\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 321\u003c\/p\u003e \u003cp\u003eTechnology Connections 321\u003c\/p\u003e \u003cp\u003eFigures 323\u003c\/p\u003e \u003cp\u003eFigure 14.1 Tiered Lesson—Literal Equations 323\u003c\/p\u003e \u003cp\u003eFigure 14.2 Tiered Lesson—Midpoint 325\u003c\/p\u003e \u003cp\u003eFigure 14.3 Curriculum Compacting—Coordinate Geometry 328\u003c\/p\u003e \u003cp\u003eFigure 14.4 Tiered Test Questions 331\u003c\/p\u003e \u003cp\u003eFigure 14.5 Review Sheet 331\u003c\/p\u003e \u003cp\u003eFigure 14.6 Fill-In Review Sheet 332\u003c\/p\u003e \u003cp\u003eFigure 14.7 Review Booklet 333\u003c\/p\u003e \u003cp\u003e\u003cb\u003e15. Differentiating for Students with Unique Needs 335\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 335\u003c\/p\u003e \u003cp\u003eWhy We Like It 336\u003c\/p\u003e \u003cp\u003eSupporting Research 336\u003c\/p\u003e \u003cp\u003eCommon Core Connections 337\u003c\/p\u003e \u003cp\u003eApplication 337\u003c\/p\u003e \u003cp\u003eStrengths and Challenges of Students with Unique Needs 337\u003c\/p\u003e \u003cp\u003eTechniques to Support Students with Unique Needs 340\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong 348\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 349\u003c\/p\u003e \u003cp\u003eTechnology Connections 349\u003c\/p\u003e \u003cp\u003eFigures 351\u003c\/p\u003e \u003cp\u003eFigure 15.1 Frayer Model (Blank) 351\u003c\/p\u003e \u003cp\u003eFigure 15.2 Frayer Model—Perpendicular Bisector 352\u003c\/p\u003e \u003cp\u003eFigure 15.3 Concept Map 352\u003c\/p\u003e \u003cp\u003e\u003cb\u003e16. Project-Based Learning 353\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 353\u003c\/p\u003e \u003cp\u003eWhy We Like It 353\u003c\/p\u003e \u003cp\u003eSupporting Research 354\u003c\/p\u003e \u003cp\u003eCommon Core Connections 355\u003c\/p\u003e \u003cp\u003eApplication 355\u003c\/p\u003e \u003cp\u003eOpen-Ended Classwork Problems 355\u003c\/p\u003e \u003cp\u003eOpen-Ended Homework Problems 357\u003c\/p\u003e \u003cp\u003eProjects 358\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong 367\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 368\u003c\/p\u003e \u003cp\u003eTechnology Connections 368\u003c\/p\u003e \u003cp\u003eFigures 369\u003c\/p\u003e \u003cp\u003eFigure 16.1 Discovering Pi 369\u003c\/p\u003e \u003cp\u003eFigure 16.2 Area of a Circle 370\u003c\/p\u003e \u003cp\u003eFigure 16.3 Point Lattice Assignment 371\u003c\/p\u003e \u003cp\u003eFigure 16.4 Paint a Room 374\u003c\/p\u003e \u003cp\u003eFigure 16.5 Project—Bus Redesign Plan 375\u003c\/p\u003e \u003cp\u003e\u003cb\u003e17. Cooperative Learning 379\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 379\u003c\/p\u003e \u003cp\u003eWhy We Like It 380\u003c\/p\u003e \u003cp\u003eSupporting Research 380\u003c\/p\u003e \u003cp\u003eCommon Core Connections 381\u003c\/p\u003e \u003cp\u003eApplication 381\u003c\/p\u003e \u003cp\u003eGeneral Techniques 381\u003c\/p\u003e \u003cp\u003eDifferentiating for Students with Unique Needs 384\u003c\/p\u003e \u003cp\u003eExamples 387\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong 398\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 399\u003c\/p\u003e \u003cp\u003eTechnology Connections 400\u003c\/p\u003e \u003cp\u003eFigures 401\u003c\/p\u003e \u003cp\u003eFigure 17.1 Jigsaw as Practice 401\u003c\/p\u003e \u003cp\u003eFigure 17.2 Jigsaw as Discovery 402\u003c\/p\u003e \u003cp\u003eFigure 17.3 Factoring Station 403\u003c\/p\u003e \u003cp\u003eFigure 17.4 Peer Editing 404\u003c\/p\u003e \u003cp\u003e\u003cb\u003e18. Formative Assessment 405\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 405\u003c\/p\u003e \u003cp\u003eWhy We Like It 405\u003c\/p\u003e \u003cp\u003eSupporting Research 406\u003c\/p\u003e \u003cp\u003eCommon Core Connections 406\u003c\/p\u003e \u003cp\u003eApplication 406\u003c\/p\u003e \u003cp\u003eAsking the Right Questions 407\u003c\/p\u003e \u003cp\u003eEliciting Student Responses 409\u003c\/p\u003e \u003cp\u003eResponding to Student Answers 412\u003c\/p\u003e \u003cp\u003eOther Methods of Formative Assessment 412\u003c\/p\u003e \u003cp\u003eDifferentiating Formative Assessment 413\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong 414\u003c\/p\u003e \u003cp\u003eTechnology Connections 415\u003c\/p\u003e \u003cp\u003e\u003cb\u003e19. Using Technology 417\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 417\u003c\/p\u003e \u003cp\u003eWhy We Like It 417\u003c\/p\u003e \u003cp\u003eSupporting Research 418\u003c\/p\u003e \u003cp\u003eCommon Core Connections 418\u003c\/p\u003e \u003cp\u003eApplication 418\u003c\/p\u003e \u003cp\u003eClassroom Organization 418\u003c\/p\u003e \u003cp\u003eMathematical Content 422\u003c\/p\u003e \u003cp\u003eUsing Technology for Culturally Responsive Teaching 425\u003c\/p\u003e \u003cp\u003eUsing Technology to Differentiate Instruction 425\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong 425\u003c\/p\u003e \u003cp\u003eStudent Handouts and Examples 427\u003c\/p\u003e \u003cp\u003eTechnology Connections 428\u003c\/p\u003e \u003cp\u003eFigures 429\u003c\/p\u003e \u003cp\u003eFigure 19.1 Simulation of 1,000 Coin Flips 429\u003c\/p\u003e \u003cp\u003eFigure 19.2 Transformations of Functions 429\u003c\/p\u003e \u003cp\u003eFigure 19.3 Centroid of a Triangle 431\u003c\/p\u003e \u003cp\u003eFigure 19.4 Two Views of a Graph Using Technology 432\u003c\/p\u003e \u003cp\u003e\u003cb\u003e20. Ending the School Year 433\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat is It? 433\u003c\/p\u003e \u003cp\u003eWhy We Like It 433\u003c\/p\u003e \u003cp\u003eSupporting Research 433\u003c\/p\u003e \u003cp\u003eCommon Core Connections 434\u003c\/p\u003e \u003cp\u003eApplication 434\u003c\/p\u003e \u003cp\u003eReview 434\u003c\/p\u003e \u003cp\u003eReflection 438\u003c\/p\u003e \u003cp\u003eRecognition 439\u003c\/p\u003e \u003cp\u003eMaintaining Relationships with Students 440\u003c\/p\u003e \u003cp\u003eDifferentiating Year-End Activities 440\u003c\/p\u003e \u003cp\u003eWhat Could Go Wrong 441\u003c\/p\u003e \u003cp\u003eYear-End Fatigue 441\u003c\/p\u003e \u003cp\u003e“What Can I Do to Pass?” 441\u003c\/p\u003e \u003cp\u003eRunning Out of Time 442\u003c\/p\u003e \u003cp\u003eTechnology Connections 443\u003c\/p\u003e \u003cp\u003eAppendix A: The Math Teacher’s Toolbox Technology Links 445\u003c\/p\u003e \u003cp\u003eReferences 461\u003c\/p\u003e \u003cp\u003eIndex 515\u003c\/p\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Education [\u003ca title=\"See our other books on Education\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Education%20%5BJN%5D%22\"\u003eJN\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Jossey-Bass","offers":[{"title":"Brand New","offer_id":52173803323672,"sku":"9781119573296","price":22.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/files\/9781119573296.jpg?v=1781172589","url":"https:\/\/freshlyprintedbooks.co.uk\/products\/the-math-teachers-toolbox-hundreds-of-practical-ideas-to-support-your-students-paperback-softback-9781119573296","provider":"Freshly Printed Books","version":"1.0","type":"link"}