I asked my 15-year-old what she learned today at school. She paused for a moment and then answered,  “What did you learn at school today?”

It took me a while to think about what I had learned (which will make me more patient when I ask her again tomorrow), and then I remembered and shared with her:We are working with some teachers who are using the Illustrative Mathematics 6–8 Math curriculum. The 7th grade teachers are in Unit 1, Scale Drawings. They are working with scale drawings and maps. Today I learned to look more closely at the scale given for a map.

Growing up we usually think we are either a math person or not a math person. But, in preparing for this year I saw a picture that said ‘How to be a math person: Step 1: Do math Step 2: Be a person’ and I really started to look at math differently.

NCTM’s Principles to Actions names several productive beliefs about assessments that will promote mathematical success for all. At the top of the list is that the “primary purpose of assessment is to inform and improve the teaching and learning of mathematics (82). Continue reading “Planning to Use Pre-Unit Assessments”

There are always so many things to do in preparation for a new school year.  At this point of the summer, to-do lists start getting made, materials get purchased, rooms are organized, and math class planning begins. Whether you are using the IM 6–8 Math curriculum for the first time or entering your second or third year with the program, there are always new things to learn. While the Illustrative Mathematics blog is packed with great information from curriculum authors, teachers, and coaches, it can often be a job in and of itself to narrow down what to read. Continue reading “IM Preparing for the School Year”

By Kristin Gray, Jenna Laib, Sarah Caban

Open House. Back-to-School Night. Family Welcome. Math Night. No matter what the name of the event that launches the school year, family members will arrive at your school with the same burning questions: What do I need to know to set up my child up for success in math this year? and How can I continue to support them throughout the school year? Continue reading “Building a Supportive Home/School Partnership”

Classroom environments that foster a sense of community that allows students to express their mathematical ideas—together with norms that expect students to communicate their mathematical thinking to their peers and teacher, both orally and in writing, using the language of mathematics—positively affect participation and engagement among all students.

Principles to Action, NCTM

The beginning of the school year offers teachers and students a fresh start full of exciting possibilities. From the first day of class, as we begin to learn about each of the students in front of us, we have the opportunity to set the stage for how learning math will look, sound, and feel throughout the year. We also begin to foster the attitudes and beliefs that are important in shaping a mathematical classroom community in which each and every student is positioned as a capable learner and doer of mathematics, truly believes their voice is valued and heard, and understands that we learn math by doing deep and meaningful mathematics together. Building this classroom community requires a purposeful process that takes time and careful attention. Continue reading “Building a Mathematical Classroom Community”

By William McCallum

“I’m afraid I can’t explain myself, sir.
Because I am not myself, you see?” Alice in Wonderland.

The idea of equivalence in mathematics is tricky for learners, because when we talk about two things being equivalent, for example the fractions $\frac35$ and $\frac6{10}$, we are emphasizing two contradictory things: Continue reading “Fractions: Units and Equivalence”

By Jenna Laib

My sixth graders are weary of pre-assessments.

No matter how many times we discuss the goal of a pre-assessment–for me to learn more about their current strategies and understandings, so that I can design learning experiences that fit them better–all of them seem to want to impress me with perceived “perfection.” (As flattering as this is, they are missing the point.) Continue reading “The Intersection of Fraction Talks and Clothesline Math: Formative Assessment and the 5 Practices”