As I have been looking at Pinterest, my newest hobby, I have come across so many wonderful ideas that I just have to share.  You know how you can't go into any store without seeing ideas you can use in your classroom?

The past couple of weeks I began blogging about the 8 Mathematical Practices from the Common core.  I have finished Mathematical Practice # 1, Mathematical Practice # 2, Mathematical Practice #3, Mathematical Practice #4, Mathematical Practice #5, Mathematical Practice #6, and Mathematical #7.  This week the focus is on CCSS Mathematical Practice #8 - Look for and express regularity in repeated

The past couple of weeks I began blogging about the 8 Mathematical Practices from the Common core.  I have finished Mathematical Practice # 1, Mathematical Practice # 2, Mathematical Practice #3, Mathematical Practice #4, Mathematical Practice #5, and Mathematical Practice #6.  This week the focus is on CCSS Mathematical Practice #7 -Look for and make use of structure.  I'll address what this looks like in the classroom,

 The past couple of weeks I began blogging about the 8 Mathematical Practices from the Common core.  I have finished Mathematical Practice # 1, Mathematical Practice # 2, Mathematical Practice #3, Mathematical Practice #4, and Mathematical Practice #5.  This week the focus is on CCSS Mathematical Practice #6 - Attend to Precision.  I'll address what this looks like in the classroom, what students will be doing, what teachers will be d

The past couple of weeks I began blogging about the 8 Mathematical Practices from the Common core.  I finished Mathematical Practice # 1, Mathematical Practice # 2, Mathematical Practice #3, and Mathematical Practice #4.  This week the focus is on CCSS Mathematical Practice #5 -  Use appropriate tools strategically.

 The past couple of weeks I began blogging about the 8 Mathematical Practices from the Common core.  I finished Mathematical Practice # 1, Mathematical Practice # 2, and Mathematical Practice #3.  This week the focus is on CCSS Mathematical Practice #4 - Model with mathematics..  I'll address what this looks like in the classroom, what students will be doing, what teachers will be doing, and the most important, the type of questions teachers will be asking.  Dan Meyer was at ESSDACK where he worked with middle and high school teachers to discuss what this "

The past couple of weeks I began blogging about the 8 Mathematical Practices from the Common core.  I finished Mathematical Practice # 1 and Mathematical Practice # 2.  This week the focus is on CCSS Mathematical Practice #3 - Construct viable arguments and critique the reasoning of others.  I'll address what this looks like in the classroom, what students will be doing, what teachers will be doing, and the most important, the type of questions teachers will be asking.. 

Last week I started a blog regarding CCSS Mathematical Practice #1 - Make Sense of problems and persevere in solving them.  I addressed what this looks like in the classroom, what students will be doing, what teachers will be doing, and the most important, the type of questions teachers will be asking.  This week, I'm addressing these same issues with a focus on CCSS Mathematical Practice # 2 - Reason abstractly and quantitatively. 

2. Reason abstractly and quantitatively.

The common core standards are here and it's time we start reflecting about the necessary changes that will be needed to meet these standards in the classroom.  This blog is designed to first look at the mathematical practice and then to put into what the classroom should look like, feel like, and sound like.  Teacher questioning will be critical to the success of the CCSS vision, so we will also explore this.  If you are interested in this process to facilitate this discussion with your staff, read What Do the Common Core Standards Look Like in the Classroom.

As districts continue to gear up for the CCSS in mathematics the concept of fractions is a hot topic.  Below is a a tool I have been working on to check for students understanding of fractions.  It is a work in progress and aligns to the article, from NCTM,  10 Practical Tips For Making Fractions Come Alive and Make Sense by Doug M. Clarke, Anne Roche, and Annie Mitchell.  As I stated before, it is a work in progress.  The numbers align to the 10 tips from the article.  If you have suggestions, please don't hesitate to contact me at michellef@essdack.org.