Why we teach must align with how we teach. In other words, our professional identity (the reasons why we became teachers in the first place) must be congruent with our choices and our practices in the classroom. When purpose and practice are not aligned, both teachers and students waste energy fighting needless friction in the classroom and learning suffers.
One habit where I continue to see a misalignment between purpose and practice centers on how we post, frame, communicate lesson objectives to our students. All teachers want students to be inspired, motivated, engaged, and curious, yet I’ve witnessed a lot of teachers euthanize student intellect by spending the first 5 minutes of a lesson reading aloud and unpacking a lesson objective that is written on the board.
Have you seen the amazing visuals over at www.fractiontalks.com? They’re ideal for any teacher looking to get all students, regardless of ability levels, talking about equivalent fractions (4.NF.1), comparing the value of fractions (4.NF.2), and expressing mathematical reasoning. This activity could also work for 3rd grade students that are exploring fraction equivalence (3.NF.3). We used one of images to introduce 1/2 as a benchmark fraction to some 4th grade students. We learned a lot and the students did too! We’d like to share our learning with you.
Have you seen the amazing visuals over at www.fractiontalks.com? They’re ideal for any teacher looking to get all students talking about fractions and mathematical reasoning, regardless of ability levels. We used one of the images to introduce fractions to some 3rd grade students. We learned a lot and the students did too! We’d like to share our learning with you.
Clothesline math activities are fun for teachers and students! I encourage you to try them out for yourself. To help guide your thinking, I’m writing up what I’ve learned from my experiences using the clothesline as the backbone of some lesson inquiries I’ve conducted.
This write-up is about my experiences in three 6th grade classrooms using the clothesline to encourage students to develop strategies on how to solve equations and reason about the value of expressions. We addressed many of the 6.EE standards. However, this particular lesson pathway is appropriate for 6th-9th grade students depending on their learning needs.