{"product_id":"the-math-teachers-toolbox-9781119573296","title":"The Math Teachers Toolbox","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\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","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":48738362065239,"sku":"9781119573296","price":24.65,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781119573296.jpg?v=1723811976","url":"https:\/\/bookcurl.com\/products\/the-math-teachers-toolbox-9781119573296","provider":"Book Curl","version":"1.0","type":"link"}