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• Title:The math teacher's toolbox : hundreds of practical ideas to support your students / Bobson Wong, Larisa Bukalov, Larry Ferlazzo, Katie Hull Sypnieski.
  
•    
• Author/Creator:Wong, Bobson, 1971- author.
  
• Other Contributors/Collections:Bukalov, Larisa, 1973- author.
  ProQuest (Firm)
  
• Published/Created:Hoboken, NJ: Jossey-Bass, [2020]
  

• Holdings

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  • Location:ONLINEWhere is this?
    
  • Call Number: QA11.2
    
  • Number of Items:
    0
  • Status:No information available 

   
• Library of Congress Subjects:Mathematics--Study and teaching (Middle school)--Handbooks, manuals, etc.
  Mathematics--Study and teaching (Secondary)--Handbooks, manuals, etc.
  
• Subject(s):Electronic books.
  
• Description:1 online resource () : illustrations (some color).
  
• Series:Teacher's toolbox series.
  
• Notes:Includes bibliographical references and index.
  Description based on online resource; title from digital title page (viewed on April 28, 2020).
  
• ISBN:9781119573241 electronic book
  1119573246 electronic book
  9781119573203 electronic book
  1119573203 electronic book
  9781119573296 paperback
  
• Contents:Machine generated contents note: Our Beliefs about Teaching Math
  Structure of This Book
  Why Good Math Teaching Matters
  Basic Strategies
  1. Motivating Students
  What Is ft?
  Why We Like It
  Supporting Research Common Core Connections
  Application
  Nurturing Student Confidence
  Motivating Through Math
  Rewards
  Motivating Through `Popular Culture'
  Motivating English Language `Learners and Students with Learning Differences'
  Student Handouts and Examples
  What Could Go Wrong
  Using Fear to Motivate
  Stereotype Threat
  "Why Do We Need to Know This?"
  Misreading Students
  Limitations to Motivation
  Technology Connections
  Figures
  Figure 1.1 Pattern Blocks
  Figure 1.2 Rotational Symmetry
  Figure 1.3 Exponential Growth
  Figure 1.4 Identify a Void
  2. Culturally Responsive Teaching
  What Is It?
  Why We Like It
  Supporting Research
  Common Core Connections
  Application
  Self-Reflection
  Building a Collaborative Learning Partnership
  What Could Go Wrong
  "Color-Blind" Teaching
  Good Intentions
  Finding the Right Time or Place
  Technology Connections
  3. Teaching Math as a Language
  What Is It?
  Why We Like It
  Supporting Research
  Common Core Connections
  Application
  Eliciting the Need for Mathematical Language
  Introducing Symbols and Terms
  Translating Between Symbols and Words
  Making Connections Between Math and English
  Examples of Confusing Mathematical Language
  Encouraging Mathematical Precision
  Vocabulary Charts and Flash Cards
  Visual and Verbal Aids
  Word Walls and Anchor Charts
  Student Handouts and Examples
  What Could Go Wrong
  Not Treating Math as a Language
  Math an a "Bag of Tricks"
  Technology Connections
  Figures
  Figure 3.1 Concept Attainment
  Figure 3.2 Words and Symbols Chart
  Figure 3.3 Why the Word "Height" Is Confusing
  Figure 3.4 Draw a Picture
  Figure 3.5 Functions Anchor Chart
  Figure 3.6 Polynomials Anchor Chart
  Figure 3.7 Why the Formula a2 + b2 = c2 Is Confusing
  4. Promoting Mathematical Communication
  What Is It?
  Why We Like It
  Supporting Research
  Common Gore Connections
  Application
  Open-Ended Questions
  Guiding Students in Conversation
  Four-Step Thinking Process
  Mathematical Writing
  Differentiating for ELLs and Students-with Learning Differences
  What Could Go Wrong
  Dealing with Student Mistakes
  Dealing with Teacher-Mistakes
  Problems in Discourse
  Finding the Time
  Student Handouts and Examples
  Technology Connections
  Attribution
  Figures
  Figure 4.1 Algebra Tiles Activity
  Figure 4.2 Which One Doesn't Belong?
  Figure 4.3 Error Analysis
  Figure 4.4 Lesson Summary
  5. Making Mathematical Connections
  What Is It?
  Why We Like It
  Supporting Research
  Common Core Connections
  Application
  Equivalence
  Proportionality
  Functions
  Variability
  Differentiating for ELLs and Students with Learning Differences
  Student Handouts and Examples
  What Could Go Wrong
  Technology Connections
  Figures
  Figure 5.1 Addition and-Subtraction of Polynomials
  Figure 5.2 Multiplication with the Area Model
  Figure 5.3 Division with the Model
  Figure 5.4 Completing the Square
  Figure 5.5 Determining the Center and Radius of a Circle
  Figure 5.6 Why (a + b)2 ≠ a2 + b2
  Figure 5.7 Ratios and Similarity
  Figure 5.8 Areas of Similar Polygons
  Figure 5.9 Volumes of Similar. Solids
  Figure 5.10 Arc Length and Sector
  Figure 5.11 Proportional Reasoning in Circles
  Figure 5.12 Four Views of a Function
  Figure 5.13 Rate of Change
  Figure 5.14 Characteristics of Polynomial Functions
  Figure 5.15 Even and Odd Polynomial Functions
  Figure 5.16 Why ƒ(x) = sin(x) Is Odd and g(x)= cos(x) Is Even
  Figure 5.17 Linear Regression
  Figure 5.18 Long-Run Relative Frequency
  Figure 5.19 Two-Way Tables
  Figure 5.20 Conditional Probability
  II. How to Plan
  6. How to Plan-Units
  What Is It?
  Why We Tike
  Supporting Research
  Common Core Connections
  Application
  Getting Started
  Making Connections Between Big Ideas
  Developing a Logical Sequence
  Organizing Topics and Problems
  Summarizing the Unit Plan
  Being Flexible
  Developing Students', Social and Emotional Learning
  Incorporating Students' Cultures
  Differentiating/or ELLs and Students with Learning Differenced
  Student Handouts and Examples
  What, Could Go Wrong
  Technology Connections
  Figures
  Figure 6.1 Unit Plan: List of Skills
  Figure.6.2. Unit Plan: Concept Map
  Figure 6.3 Unit Plan: Sequence of Lessons
  Figure 6.4 Sample Unit Plan
  7. How to Plan Lessons
  What Is It?
  Why We Like It
  Supporting Research
  Common Core Connections
  Application
  Defining the Lessons Scope
  Introductory Activity
  Presenting New Material Through Guided Questions
  Practice
  Differentiating for ELLs and Students with Learning Differences
  Summary Activity
  Student Handouts and Examples
  What Could Go Wrong
  Technology Connections
  Figures
  Figure.7.1. Do Now Problem
  Figure 7.2 Lesson Plan: Standard Deviation
  Figure.7.3. Lesson Plan: Slope-Intercept Form
  Figure.7.4. Revised Baseball Field Word Problem
  8. How to Plan Homework
  What Is It?
  Why We Like It
  Supporting Research
  Common Core Connections
  Application
  Sources
  Homework Format
  Homework as Practice
  Homework as Discovery
  Homework as Transfer
  Discussing Homework
  Collecting Homework
  Grading Homework
  Differentiating for ELLs and Students with Learning Differences
  Student Handouts and Examples
  What Could Go Wrong
  Students Who Don't Do Homework
  Mismanaging Class Time
  Homework Review Challenges
  Choosing the Wrong Problems
  Technology Connections
  Figures
  Figure 8.1 Homework as Practice
  Figure 8.2 Homework as Discovery
  -Ratios
  Figure 8.3 Homework as Discovery
  -Mean Proportional Theorem
  Figure 8.4 Homework as Discovery
  -Parabolas
  Figure 8.5 Homework as Transfer
  -Similarity
  Figure 8.6 Homework as Transfer
  -Bank Account
  9. How to Plan Tests and Quizzes
  What Is It?
  Why We Like It
  Supporting Research
  Common Core Connections
  Application
  Types of Questions
  Test Format
  Quiz Format
  Reviewing for Assessments
  Creating Scoring Guidelines for Assessments
  Grading Assessments
  Analyzing Test Results
  Returning Tests
  Differentiating for ELLs and Students with Learning Differences
  Alternate Forms of Assessment
  Student Handouts and Examples
  What Could Go Wrong
  Poor Scheduling and Preparation
  Assessments as Classroom Management
  Poorly Chosen Questions
  Mistakes on Assessments
  Student Cheating
  Different Versions of Tests
  Grading and Returning Assessments
  Test Retakes and Test Corrections
  Technology Connections
  Test Questions, Answers, and Scoring Guidelines
  Test Review
  Test Analysis
  Figures
  Figure 9.1 Algebra I Test
  Figure 9.2 Precalculus Test
  Figure 9.3 Quiz
  Figure 9.4 Creating Scoring Guidelines
  Figure 9.5 Blank Test Corrections Sheet
  Figure 9.6 Completed Test Corrections Sheets
  Figure 9.7 Test Reflection Form
  10. How to Develop an Effective Grading Policy
  What Is It?
  Why We Like It
  Supporting Research
  Common Core Connections
  Application
  Standards-Based Grading
  Minimum Grading Policy
  Point Accumulation System for Grading
  Differentiating for ELLs and Students with Learning Differences
  More Than Just a Grade
  What Could Go Wrong
  Student Handouts and Examples
  Technology Connections
  Figures
  Figure 10.1 Grade Calculation Sheet
  Figure 10.2 Completed Grade Calculation Sheet
  III. Building Relationships
  11. Building a Productive-Classroom Environment
  What Is It?
  Why We Like It
  Supporting Research
  Common Core Connections
  Application
  Making a Good-First Impression
  Learning Names
  Getting to Know Students
  Classroom Organization
  Classroom Rules and Routines
  Course-Descriptions
  Soliciting Student Opinion
  Taking Notes
  What Could Go Wrong
  Classroom Tone
  Mishandling the Teacher
  Student Relationship
  Taking Notes
  Student Handouts and Examples
  Technology Connections
  Classroom Environment
  Student Surveys
  Note-Taking
  Figures
  Figure 11.1 Student Information Sheet
  Figure 11.2 Course Description
  Figure 11.3 Brief Handout
  Figure 11.4 Full-Page Handout
  Figure 11.5 Annotated Work
  Figure 11.6 Double-Entry Journal
  12. Building Relationships with Parents
  What Is It?
  Why We Like It
  Supporting Research
  Common Core Connections
  Application
  Communicating with Parents
  Addressing Parents Math Anxiety
  Parent
  Teacher, Conferences
  Home Visits
  Working with Parents of Culturally Diverse Students
  Working with Parents of Students with Learning Differences
  What Could Go Wrong
  Student Handouts and Examples
  Technology Connections
  Figures
  Figure 12.1 Parent Communication Scripts
  Figure 12.2 Parent Communication Log
  13. Collaborating with Other Teachers
  What Is It?
  Why We Like It
  Contents note continued: Supporting Research
  Common Core Connections
  Application
  Discussing Values
  Planning with Other Math Teachers
  Interdisciplinary Collaboration
  Observing Other Teachers
  Co Teaching
  Mentoring
  Lesson Study
  Professional Learning Community
  What Could Go Wrong
  Lack of Trust
  Reinforcing Negative Stereotypes
  Lack of Colleagues
  Lack of Time
  Technology Connections
  IV. Enhancing Lessons
  14. Differentiating Instruction
  What Is It?
  Why We Like It
  Supporting Research
  Common Core Connections
  Application
  Differentiation by Content
  Differentiation by Process
  Differentiation by Products
  Differentiation by Affect
  What Could Go Wrong
  Student Handouts and Examples
  Technology Connections
  Figures
  Figure 14.1 Tiered Lesson
  -Literal Equations
  Figure 14.2 Tiered Lesson
  -Midpoint
  Figure 14.3 Curriculum Compacting
  -Coordinate Geometry
  Figure 14.4 Tiered Test Questions
  Figure 14.5 Review Sheet
  Figure 14.6 Fill-In Review Sheet
  Figure 14.7 Review Booklet
  15. Differentiating for Students with. Unique Needs
  What Is It?
  Why We Like It
  Supporting Research
  Common Core Connections
  Application
  Strengths and Challenges of Students with Unique Needs
  Techniques to Support Students with Unique Needs
  What Could Go Wrong
  Student Handouts and Examples
  Technology Connections
  Figures
  Figure 15.1 Frayer Model (Blank)
  Figure 15.2 Frayer Model
  -Perpendicular Bisector
  Figure 15.3 Concept Map
  16. Project-Based Learning
  What Is It?
  Why We Like It
  Supporting Research
  Common Gore Connections
  Application
  Open-Ended Glasswork Problems
  Open-Ended Homework-Problems
  Projects
  What Could Go Wrong
  Student Handouts and Examples
  Technology Connections
  Figures
  Figure 16.1 Discovering Pi
  Figure 16.2 Area of a Circle
  Figure 16.3 Point Lattice Assignment
  Figure 16.4 Paint a Room
  Figure 16.5 Project
  -Bus Redesign Plan
  17. Cooperative Learning
  What Is It?
  Why We Like It
  Supporting Research
  Common Core Connections
  Application
  General Techniques
  Differentiating for Students with Unique Needs
  Examples
  What Could Go Wrong
  Student Handouts and Examples
  Technology Connections
  Figures
  Figure 17.1 Jigsaw as Practice
  Figure 17.2 Jigsaw as Discovery
  Figure 17:3 Factoring Station
  Figure 17.4 Peer Editing
  18. Formative Assessment
  What Is It?
  Why We Like It
  Supporting Research
  Common Core Connections
  Application
  Asking the Right Questions
  Eliciting Student Responses
  Responding to Student Answers
  Other Methods of Formative Assessment
  Differentiating Formative Assessment
  What Could Go Wrong
  Technology Connections
  19. Using Technology
  What Is It?
  Why We Like It
  Supporting Research
  Common Core Connections
  Application
  Classroom Organization
  Mathematical Content
  Using Technology for Culturally Responsive Teaching
  Using Technology to Differentiate Instruction
  What Could Go Wrong
  Student Handouts and Examples
  Technology Connections
  Figures
  Figure 19.1 Simulation of 1,000 Coin Flips
  Figure 19.2 Transformations of Functions
  Figure 19.3 Centroid of a Triangle
  Figure 19.4 Two Views of a Graph Using Technology
  20. Ending the School Year
  What Is It?
  Why We Like It
  Supporting Research
  Common Core Connections
  Application
  Review
  Reflection
  Recognition
  Maintaining Relationships with Students
  Differentiating Year-End Activities
  What Could Go Wrong
  Year-End Fatigue
  What Can I Do to Pass?
  Running Out of Time
  Technology Connections.