Examples: 4/4 times 4/4 =1

square root of 4 + square root of 4 + 4/4 = 5

I loved doing this activity and I found out all the answers from 1- 20.

4 x √4 – 4 / 4 = 7

4 / 4 ÷ 4 / 4 = 1

4 / 4 + 4 / 4 = 2

√4 (4 – 4/4) = 6

√4 + √4 – 4/4 = 3

( 4 +4 ) + 4 / 4= 9

√4 + √4 + 4 / 4 = 5

√ ( 4+4+4+4) = 4

√(4×4) + √( 4×4) = 8

√(4×4×4×4) = 16

(4×4) + 4/4 = 17

(4×4) – 4/4 = 15

√4 (4 + 4/4) = 10

4 ( 4 – 4/4)= 12

4 (4 + 4/4) = 20

There are several myths that we need to dispel in our classooms, the most important being that if you are not fast in math you are not good. Research says that several great mathematicians were slow and took their own time to solve problems. Also students think that if they made a mistake they are not good in math. Research studies have shown that HW has no effect on a child’s achievements P46.

A third of the students stress out during timed tests and make them want to shut down and give up. p38

Instead of giving repetitive problems to solve as HW we can give them reflective questions to answer. p47 ]]>

I see both sides to this statement. I have a daughter that can figure out the answers by reasoning in her head. IF she takes the time to write it all down, she gets lost in the process. Yes, she is diagnosed ADD, which is apparently some of that issue. Her brain is working faster than her hand writes. That causes a disconnect. If she is allowed to do it in her head only, she gets the right answer. I’ve taught her to go back and write out her work afterward as a check, though. This is something I think is critical and she understands it better by doing it after answering the problem.

Now on the other side, I STRONGLY believe that kids should learn how to show their work. I had many conversations with kiddos last year that demanded they had the correct answer. I asked them to prove it. It never failed, they would figure out their mistake while explaining it to me. By the end of the year, I had kids showing me extra work just because they wanted to convince me just in case they got the answer wrong. Yes it’s a lot of work, but they were prepared. Parents never argued with me when I told them this is why.

The one student I had that couldn’t write his work did well by talking me through it. I would sit with him and grade all his work and he would tell me what he was thinking before I told him if it was right or wrong.

Keeping a monitoring notebook helps me see students’ overall strengths and struggles. I also use it to look at individual students and class trends covering the TEKS.

In my notebook I include:

Names, Sub-population, Gender, Test Scores with analysis of TEKS, and Fact Checks

Any other ideas you guys add to yours would be appreciated!

]]>I think as educators we need to take a proactive approach and research growth mindset on our own. The more we know the more we can guide students to think for themselves without thinking for them. Encouraging that struggling and making mistakes is okay as long as we learn from them will be very important as we transition our teaching.

I really liked some of the encouraging examples they used instead of saying “good job” or “you’re so smart”, using “it’s great you have learned that” or “I love how you are thinking about the problem.” These statements will feel much more personalized to students and in return they will work hard and be more engaged during class time.

Also, when students partner up to practice their facts they always create a game to play. ]]>