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.