For 5/2 - Response to Chapter 23

What strategies can you use to help students understand and appropriately use the order of operations?

For 5/2 - Response to Chapter 5

How can you incorporate observational assessments into your daily lessons?  What is at least one method of recording observations?

For 4/18 - Response to Chapter 21

Data should be collected to answer questions.  What are some examples of questions that students might explore with data at the K-2 level? 3-5? 6-8?

For 4/18 - Response to Chapter 6

How is equity in the classroom different from teaching all students equally?

For 4/11 - Response to Chapter 20

Find one of the suggested applets or explore GeoGebra and explain how it can be used.  What are the advantages of using the computer instead of hands on materials or drawings?

For 4/11 - Response to Chapter 19

Three reasons were offered for using nonstandard units instead of standard units in instructional activities.  Which of these seem most important to you and why?

For 4/4 - Response to Chapter 18

Make up a realistic proportional situation that can be solved mentally by a scale-factor approach and another that can be solved mentally by a unit-rate approach.  Explain why you think these situations would be good ones to use with students?

For 3/28 - Response to Chapter 14

What misconceptions or limited conceptions do students have regarding the equal sign? What causes these misconceptions, and how can instruction clear these up?

For 3/28 - Response to Chapter 7

Explain at least three ways that technological tools have affected the mathematics curriculum and how it is taught.  Give examples to support your explanation.

For 3/21 - Response to Let's Be Rational Math Background

Comment on a section of the LBR Math Background that was helpful to you.  Describe the content and format of the section.  Explain how it would be helpful in preparing you to teach the concept to students.

For 3/21 - Reponse to Chapter 17

How can we help students think about very small place values such as thousandths and millionths in the same way we get students to think about very large place values such as millions and billions?

For 3/7 - Response to Fractions Progressions Document

Comment on something that you learned by reading the Fractions Progressions Document.  How might this learning impact your teaching?

For 3/7 - Response to Chapter 15

Fractions are often named by adults (and depicted in cartoons) as a dreaded math topic.  Why do you think this is true?  How might your fraction instruction alter this perception for your students?

For 2/21 - Response to Chapter 13

You notice a student is estimating by doing the computation and rounding the answer.  Why might the student be using this strategy?  What experiences might you plan to improve the student's ability to estimate?

For 2/21 - Response to Chapter 12

Why is an assessment that gets at student understanding so important when teaching standard algorithms?

For 2/14 - Response to Chapter 9

Why is the use of key words not a good strategy to teach children?

For 2/14 - Response to Chapter 3

Of the many suggestions provided in this chapter, which three do you want to remember when it comes to selecting a worthwhile task?  Justify your answer.

For 2/7 - Response to Fluency Without Fear by Jo Boaler

Comment on one of the ideas that Jo Boaler shares in her article.  Explain why you agree or disagree with her idea.

For 2/7 - Response to Chapter 10

Describe advantages of a developmental approach to helping students develop fluency with their basic facts.

For 1/31 - Response to Chapter 11

How can students learn to write two- and three-digit numbers in a way that is connected to the base-ten meanings of ones and tens or ones, tens, and hundreds?

For 1/31 - Response to Chapter 2

Select three of the verbs for doing mathematics.  For each, think about what it looks like when a student is "doing" it, then explain what it might look like.

For 1/24 - Response to Chapter 8

How can a teacher assess part-whole number relationships?

For 1/24 - Response to Chapter 1

Pick one of the Standards for Mathematical Practice.  List the standard.  Explain what it means in your own words.  How does this standard relate to the Common Core State Standards content expectations?  How might you incorporate this standard into math instruction in your classroom?