The math teacher's toolbox : hundreds of practical ideas to support your students

The math teacher's toolbox : hundreds of practical ideas to support your students /

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Bibliographic Details
Main Authors: Wong, Bobson, 1971- (Author), Bukalov, Larisa, 1973- (Author), Ferlazzo, Larry (Author), Hull-Sypnieski, Katie, 1974- (Author)
Corporate Author: ProQuest (Firm)
Format: Electronic eBook
Language:English
Published: Hoboken, NJ: Jossey-Bass, a Wiley brand, [2020]
Series:Teacher's toolbox series.
Subjects:
Mathematics > Study and teaching (Middle school) > Handbooks, manuals, etc.
Mathematics > Study and teaching (Secondary) > Handbooks, manuals, etc.
Online Access:Connect to this title online (unlimited simultaneous users allowed; 325 uses per year)

MARC

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100 1 |a Wong, Bobson,  |d 1971-  |e author. 
245 1 4 |a The math teacher's toolbox :  |b hundreds of practical ideas to support your students /  |c Bobson Wong, Larisa Bukalov, Larry Ferlazzo, Katie Hull Sypnieski. 
264 1 |a Hoboken, NJ:  |b Jossey-Bass, a Wiley brand,  |c [2020] 
300 |a 1 online resource :  |b illustrations (some color). 
336 |a text  |b txt  |2 rdacontent 
337 |a computer  |b n  |2 rdamedia 
338 |a online resource  |b nc  |2 rdacarrier 
490 1 |a Teacher's toolbox series 
504 |a Includes bibliographical references and index. 
505 0 0 |a Machine generated contents note:   |t Our Beliefs about Teaching Math --   |t Structure of This Book --   |t Why Good Math Teaching Matters --   |t Basic Strategies --   |g 1.  |t Motivating Students --   |t What Is ft? --   |t Why We Like It --   |t Supporting Research Common Core Connections --   |t Application --   |t Nurturing Student Confidence --   |t Motivating Through Math --   |t Rewards --   |t Motivating Through `Popular Culture' --   |t Motivating English Language `Learners and Students with Learning Differences' --   |t Student Handouts and Examples --   |t What Could Go Wrong --   |t Using Fear to Motivate --   |t Stereotype Threat --   |t "Why Do We Need to Know This?" --   |t Misreading Students --   |t Limitations to Motivation --   |t Technology Connections --   |t Figures --   |g Figure 1.1   |t Pattern Blocks --   |g Figure 1.2   |t Rotational Symmetry --   |g Figure 1.3   |t Exponential Growth --   |g Figure 1.4   |t Identify a Void --   |g 2.  |t Culturally Responsive Teaching --   |t What Is It? --   |t Why We Like It --   |t Supporting Research --   |t Common Core Connections --   |t Application --   |t Self-Reflection --   |t Building a Collaborative Learning Partnership --   |t What Could Go Wrong --   |t "Color-Blind" Teaching --   |t Good Intentions --   |t Finding the Right Time or Place --   |t Technology Connections --   |g 3.  |t Teaching Math as a Language --   |t What Is It? --   |t Why We Like It --   |t Supporting Research --   |t Common Core Connections --   |t Application --   |t Eliciting the Need for Mathematical Language --   |t Introducing Symbols and Terms --   |t Translating Between Symbols and Words --   |t Making Connections Between Math and English --   |t Examples of Confusing Mathematical Language --   |t Encouraging Mathematical Precision --   |t Vocabulary Charts and Flash Cards --   |t Visual and Verbal Aids --   |t Word Walls and Anchor Charts --   |t Student Handouts and Examples --   |t What Could Go Wrong --   |t Not Treating Math as a Language --   |t Math an a "Bag of Tricks" --   |t Technology Connections --   |t Figures --   |g Figure 3.1   |t Concept Attainment --   |g Figure 3.2   |t Words and Symbols Chart --   |g Figure 3.3   |t Why the Word "Height" Is Confusing --   |g Figure 3.4   |t Draw a Picture --   |g Figure 3.5   |t Functions Anchor Chart --   |g Figure 3.6   |t Polynomials Anchor Chart --   |g Figure 3.7   |t Why the Formula a2 + b2 = c2 Is Confusing --   |g 4.  |t Promoting Mathematical Communication --   |t What Is It? --   |t Why We Like It --   |t Supporting Research --   |t Common Gore Connections --   |t Application --   |t Open-Ended Questions --   |t Guiding Students in Conversation --   |t Four-Step Thinking Process --   |t Mathematical Writing --   |t Differentiating for ELLs and Students-with Learning Differences --   |t What Could Go Wrong --   |t Dealing with Student Mistakes --   |t Dealing with Teacher-Mistakes --   |t Problems in Discourse --   |t Finding the Time --   |t Student Handouts and Examples --   |t Technology Connections --   |t Attribution --   |t Figures --   |g Figure 4.1   |t Algebra Tiles Activity --   |g Figure 4.2   |t Which One Doesn't Belong? --   |g Figure 4.3   |t Error Analysis --   |g Figure 4.4   |t Lesson Summary --   |g 5.  |t Making Mathematical Connections --   |t What Is It? --   |t Why We Like It --   |t Supporting Research --   |t Common Core Connections --   |t Application --   |t Equivalence --   |t Proportionality --   |t Functions --   |t Variability --   |t Differentiating for ELLs and Students with Learning Differences --   |t Student Handouts and Examples --   |t What Could Go Wrong --   |t Technology Connections --   |t Figures --   |g Figure 5.1   |t Addition and-Subtraction of Polynomials --   |g Figure 5.2   |t Multiplication with the Area Model --   |g Figure 5.3   |t Division with the Model --   |g Figure 5.4   |t Completing the Square --   |g Figure 5.5   |t Determining the Center and Radius of a Circle --   |g Figure 5.6   |t Why (a + b)2 [≠] a2 + b2 --   |g Figure 5.7   |t Ratios and Similarity --   |g Figure 5.8   |t Areas of Similar Polygons --   |g Figure 5.9   |t Volumes of Similar. Solids --   |g Figure 5.10   |t Arc Length and Sector --   |g Figure 5.11   |t Proportional Reasoning in Circles --   |g Figure 5.12   |t Four Views of a Function --   |g Figure 5.13   |t Rate of Change --   |g Figure 5.14   |t Characteristics of Polynomial Functions --   |g Figure 5.15   |t Even and Odd Polynomial Functions --   |g Figure 5.16   |t Why [ƒ](x) = sin(x) Is Odd and g(x)= cos(x) Is Even --   |g Figure 5.17   |t Linear Regression --   |g Figure 5.18   |t Long-Run Relative Frequency --   |g Figure 5.19   |t Two-Way Tables --   |g Figure 5.20   |t Conditional Probability --   |g II.  |t How to Plan --   |g 6.  |t How to Plan-Units --   |t What Is It? --   |t Why We Tike --   |t Supporting Research --   |t Common Core Connections --   |t Application --   |t Getting Started --   |t Making Connections Between Big Ideas --   |t Developing a Logical Sequence --   |t Organizing Topics and Problems --   |t Summarizing the Unit Plan --   |t Being Flexible --   |t Developing Students', Social and Emotional Learning --   |t Incorporating Students' Cultures --   |t Differentiating/or ELLs and Students with Learning Differenced --   |t Student Handouts and Examples --   |t What, Could Go Wrong --   |t Technology Connections --   |t Figures --   |g Figure 6.1   |t Unit Plan: List of Skills --   |g Figure.6.2.  |t Unit Plan: Concept Map --   |g Figure 6.3   |t Unit Plan: Sequence of Lessons --   |g Figure 6.4   |t Sample Unit Plan --   |g 7.  |t How to Plan Lessons --   |t What Is It? --   |t Why We Like It --   |t Supporting Research --   |t Common Core Connections --   |t Application --   |t Defining the Lessons Scope --   |t Introductory Activity --   |t Presenting New Material Through Guided Questions --   |t Practice --   |t Differentiating for ELLs and Students with Learning Differences --   |t Summary Activity --   |t Student Handouts and Examples --   |t What Could Go Wrong --   |t Technology Connections --   |t Figures --   |g Figure.7.1.  |t Do Now Problem --   |g Figure 7.2   |t Lesson Plan: Standard Deviation --   |g Figure.7.3.  |t Lesson Plan: Slope-Intercept Form --   |g Figure.7.4.  |t Revised Baseball Field Word Problem --   |g 8.  |t How to Plan Homework --   |t What Is It? --   |t Why We Like It --   |t Supporting Research --   |t Common Core Connections --   |t Application --   |t Sources --   |t Homework Format --   |t Homework as Practice --   |t Homework as Discovery --   |t Homework as Transfer --   |t Discussing Homework --   |t Collecting Homework --   |t Grading Homework --   |t Differentiating for ELLs and Students with Learning Differences --   |t Student Handouts and Examples --   |t What Could Go Wrong --   |t Students Who Don't Do Homework --   |t Mismanaging Class Time --   |t Homework Review Challenges --   |t Choosing the Wrong Problems --   |t Technology Connections --   |t Figures --   |g Figure 8.1   |t Homework as Practice --   |g Figure 8.2   |t Homework as Discovery---Ratios --   |g Figure 8.3   |t Homework as Discovery---Mean Proportional Theorem --   |g Figure 8.4   |t Homework as Discovery---Parabolas --   |g Figure 8.5   |t Homework as Transfer---Similarity --   |g Figure 8.6   |t Homework as Transfer---Bank Account --   |g 9.  |t How to Plan Tests and Quizzes --   |t What Is It? --   |t Why We Like It --   |t Supporting Research --   |t Common Core Connections --   |t Application --   |t Types of Questions --   |t Test Format --   |t Quiz Format --   |t Reviewing for Assessments --   |t Creating Scoring Guidelines for Assessments --   |t Grading Assessments --   |t Analyzing Test Results --   |t Returning Tests --   |t Differentiating for ELLs and Students with Learning Differences --   |t Alternate Forms of Assessment --   |t Student Handouts and Examples --   |t What Could Go Wrong --   |t Poor Scheduling and Preparation --   |t Assessments as Classroom Management --   |t Poorly Chosen Questions --   |t Mistakes on Assessments --   |t Student Cheating --   |t Different Versions of Tests --   |t Grading and Returning Assessments --   |t Test Retakes and Test Corrections --   |t Technology Connections --   |t Test Questions, Answers, and Scoring Guidelines --   |t Test Review --   |t Test Analysis --   |t Figures --   |g Figure 9.1   |t Algebra I Test --   |g Figure 9.2   |t Precalculus Test --   |g Figure 9.3   |t Quiz --   |g Figure 9.4   |t Creating Scoring Guidelines --   |g Figure 9.5   |t Blank Test Corrections Sheet --   |g Figure 9.6   |t Completed Test Corrections Sheets --   |g Figure 9.7   |t Test Reflection Form --   |g 10.  |t How to Develop an Effective Grading Policy --   |t What Is It? --   |t Why We Like It --   |t Supporting Research --   |t Common Core Connections --   |t Application --   |t Standards-Based Grading --   |t Minimum Grading Policy --   |t Point Accumulation System for Grading --   |t Differentiating for ELLs and Students with Learning Differences --   |t More Than Just a Grade --   |t What Could Go Wrong --   |t Student Handouts and Examples --   |t Technology Connections --   |t Figures --   |g Figure 10.1   |t Grade Calculation Sheet --   |g Figure 10.2   |t Completed Grade Calculation Sheet --   |g III.  |t Building Relationships --   |g 11.  |t Building a Productive-Classroom Environment --   |t What Is It? --   |t Why We Like It --   |t Supporting Research --   |t Common Core Connections --   |t Application --   |t Making a Good-First Impression --   |t Learning Names --   |t Getting to Know Students --   |t Classroom Organization --   |t Classroom Rules and Routines --   |t Course-Descriptions --   |t Soliciting Student Opinion --   |t Taking Notes --   |t What Could Go Wrong --   |t Classroom Tone --   |t Mishandling the Teacher--Student Relationship --   |t Taking Notes --   |t Student Handouts and Examples --   |t Technology Connections --   |t Classroom Environment --   |t Student Surveys --   |t Note-Taking --   |t Figures --   |g Figure 11.1   |t Student Information Sheet --   |g Figure 11.2   |t Course Description --   |g Figure 11.3   |t Brief Handout --   |g Figure 11.4   |t Full-Page Handout --   |g Figure 11.5   |t Annotated Work --   |g Figure 11.6   |t Double-Entry Journal --   |g 12.  |t Building Relationships with Parents --   |t What Is It? --   |t Why We Like It --   |t Supporting Research --   |t Common Core Connections --   |t Application --   |t Communicating with Parents --   |t Addressing Parents Math Anxiety --   |t Parent--Teacher, Conferences --   |t Home Visits --   |t Working with Parents of Culturally Diverse Students --   |t Working with Parents of Students with Learning Differences --   |t What Could Go Wrong --   |t Student Handouts and Examples --   |t Technology Connections --   |t Figures --   |g Figure 12.1   |t Parent Communication Scripts --   |g Figure 12.2   |t Parent Communication Log --   |g 13.  |t Collaborating with Other Teachers --   |t What Is It? --   |t Why We Like It -- 
505 0 0 |a Contents note continued:   |t Supporting Research --   |t Common Core Connections --   |t Application --   |t Discussing Values --   |t Planning with Other Math Teachers --   |t Interdisciplinary Collaboration --   |t Observing Other Teachers --   |t Co Teaching --   |t Mentoring --   |t Lesson Study --   |t Professional Learning Community --   |t What Could Go Wrong --   |t Lack of Trust --   |t Reinforcing Negative Stereotypes --   |t Lack of Colleagues --   |t Lack of Time --   |t Technology Connections --   |g IV.  |t Enhancing Lessons --   |g 14.  |t Differentiating Instruction --   |t What Is It? --   |t Why We Like It --   |t Supporting Research --   |t Common Core Connections --   |t Application --   |t Differentiation by Content --   |t Differentiation by Process --   |t Differentiation by Products --   |t Differentiation by Affect --   |t What Could Go Wrong --   |t Student Handouts and Examples --   |t Technology Connections --   |t Figures --   |g Figure 14.1   |t Tiered Lesson---Literal Equations --   |g Figure 14.2   |t Tiered Lesson---Midpoint --   |g Figure 14.3   |t Curriculum Compacting---Coordinate Geometry --   |g Figure 14.4   |t Tiered Test Questions --   |g Figure 14.5   |t Review Sheet --   |g Figure 14.6   |t Fill-In Review Sheet --   |g Figure 14.7   |t Review Booklet --   |g 15.  |t Differentiating for Students with. Unique Needs --   |t What Is It? --   |t Why We Like It --   |t Supporting Research --   |t Common Core Connections --   |t Application --   |t Strengths and Challenges of Students with Unique Needs --   |t Techniques to Support Students with Unique Needs --   |t What Could Go Wrong --   |t Student Handouts and Examples --   |t Technology Connections --   |t Figures --   |g Figure 15.1   |t Frayer Model (Blank) --   |g Figure 15.2   |t Frayer Model---Perpendicular Bisector --   |g Figure 15.3   |t Concept Map --   |g 16.  |t Project-Based Learning --   |t What Is It? --   |t Why We Like It --   |t Supporting Research --   |t Common Gore Connections --   |t Application --   |t Open-Ended Glasswork Problems --   |t Open-Ended Homework-Problems --   |t Projects --   |t What Could Go Wrong --   |t Student Handouts and Examples --   |t Technology Connections --   |t Figures --   |g Figure 16.1   |t Discovering Pi --   |g Figure 16.2   |t Area of a Circle --   |g Figure 16.3   |t Point Lattice Assignment --   |g Figure 16.4   |t Paint a Room --   |g Figure 16.5   |t Project---Bus Redesign Plan --   |g 17.  |t Cooperative Learning --   |t What Is It? --   |t Why We Like It --   |t Supporting Research --   |t Common Core Connections --   |t Application --   |t General Techniques --   |t Differentiating for Students with Unique Needs --   |t Examples --   |t What Could Go Wrong --   |t Student Handouts and Examples --   |t Technology Connections --   |t Figures --   |g Figure 17.1   |t Jigsaw as Practice --   |g Figure 17.2   |t Jigsaw as Discovery --   |g Figure 17:3   |t Factoring Station --   |g Figure 17.4   |t Peer Editing --   |g 18.  |t Formative Assessment --   |t What Is It? --   |t Why We Like It --   |t Supporting Research --   |t Common Core Connections --   |t Application --   |t Asking the Right Questions --   |t Eliciting Student Responses --   |t Responding to Student Answers --   |t Other Methods of Formative Assessment --   |t Differentiating Formative Assessment --   |t What Could Go Wrong --   |t Technology Connections --   |g 19.  |t Using Technology --   |t What Is It? --   |t Why We Like It --   |t Supporting Research --   |t Common Core Connections --   |t Application --   |t Classroom Organization --   |t Mathematical Content --   |t Using Technology for Culturally Responsive Teaching --   |t Using Technology to Differentiate Instruction --   |t What Could Go Wrong --   |t Student Handouts and Examples --   |t Technology Connections --   |t Figures --   |g Figure 19.1   |t Simulation of 1,000 Coin Flips --   |g Figure 19.2   |t Transformations of Functions --   |g Figure 19.3   |t Centroid of a Triangle --   |g Figure 19.4   |t Two Views of a Graph Using Technology --   |g 20.  |t Ending the School Year --   |t What Is It? --   |t Why We Like It --   |t Supporting Research --   |t Common Core Connections --   |t Application --   |t Review --   |t Reflection --   |t Recognition --   |t Maintaining Relationships with Students --   |t Differentiating Year-End Activities --   |t What Could Go Wrong --   |t Year-End Fatigue --   |t What Can I Do to Pass? --   |t Running Out of Time --   |t Technology Connections. 
533 |a Electronic reproduction.  |b Ann Arbor, MI  |n Available via World Wide Web. 
588 |a Description based on online resource; title from digital title page (viewed on April 28, 2020). 
650 0 |a Mathematics  |x Study and teaching (Middle school)  |v Handbooks, manuals, etc. 
650 0 |a Mathematics  |x Study and teaching (Secondary)  |v Handbooks, manuals, etc. 
700 1 |a Bukalov, Larisa,  |d 1973-  |e author. 
700 1 |a Ferlazzo, Larry,  |e author. 
700 1 |a Hull-Sypnieski, Katie,  |d 1974-  |e author. 
710 2 |a ProQuest (Firm) 
776 0 8 |i Print version:  |a Wong, Bobson, 1971-  |t The math teacher's toolbox  |d Hoboken, NJ: Jossey-Bass, [2020]  |z 9781119573296  |w (DLC) 2019051973 
830 0 |a Teacher's toolbox series. 
856 4 0 |u https://ebookcentral.proquest.com/lib/santaclara/detail.action?docID=6173688  |z Connect to this title online (unlimited simultaneous users allowed; 325 uses per year)  |t 0 
907 |a .b38253306  |b 240604  |c 211018 
998 |a uww  |b    |c m  |d z   |e l  |f eng  |g nju  |h 4 
917 |a GOBI ProQuest DDA 
919 |a .ulebk  |b 2020-07-09 
999 f f |i 1837023f-e74a-568d-bcea-38906377a2cd  |s 64336bf2-843b-5b87-9e9d-86437250fe12  |t 0 

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