I found this Area, Perimeter, and Volume Task Card Game and loved how rigorous and engaging the activity was for my students. The activity kept my students on task, talking about the problems, and…

I stumbled across this resource and loved how rigorous and engaging the activity was for my students. The activity kept my students on task, talking about the problems, and working together to determine the correct answers for each set of cards.

# What is Sum Fun?

I almost overlooked this teaching resource initially, because I thought that it was an activity for students to practice addition problems. Yes!

Yes! They will have to “sum” in the activity…

…but only after applying their knowledge of perimeter, area, and volume.

### How do Students Play Sum Fun?

• Students find the answers to a set of problems on the task cards.
• They add all of their answers together and check with the teacher to determine if their sum is correct.
• If the students are correct, they move to a new set of cards.
• If an error was made in their calculations, the students will re-work the problems to find which part of their sum is not correct.

This process allows for collaboration about the mathematics, and teacher support as needed.

# Ways to Use Sum Fun

The best part of Sum Fun is the collaborative nature of the task cards!

### Groups of Four

I had my students work in groups of four for this activity. Each set of cards has four questions and that allowed each person in the group to be accountable for one problem.

The accountability in this task card game increased engagement. There were no students off task.

Students who struggled had the support of their teammates to help guide them through their problem as needed. Students were working their problem, trading and checking each other before asking the teacher to confirm their sum.

### Paired and Individual Practice

I could also see this working for pairs of students, individual students, small group instruction, or split entirely and used as a task card activity.

Sum Fun is definitely an activity I would want to use again. I look forward to seeing what other topics will be available using the Sum Fun teaching activity.  Check out this

# Check out Sum Fun on Teachers Pay Teachers.

## Guest Post: Increase the Impact of your Feedback as Instructional Coach

A teacher was talking to me this week about her instructional coach. She said, “You can’t just give feedback to me. Giving feedback in the wrong way has no impact.” Wow. You have so many delicate r…

# What is action research?

As an aspiring administrator, I had no idea what it meant when my principal said to base my professional development on action research. I had no idea as to what it even entailed.

I envisioned researchers with lab coats and paperwork. Where was I suppose to begin my path to action research? How would it benefit me professionally within my classroom?

I started off by reading a few chapters in the book Action Research: Improving Schools and Empowering Educators. I was wowed at what I learned and how it can truly benefit my classroom instruction, my students, and my own professional growth.

### When Professional Development Doesn’t Make Sense

As educators, we are forced to sit through professional development that we find irrelevant and unrealistic. It just doesn’t fit with our day-to-day interactions in the classroom.

We are presented with educational best practices that are so high-level. It feels like we are given the impossible task of implementing things we don’t clearly understand. And we are not given enough time to truly implement the task.

### Taking Ownership Through Action Research

Action research has one focus: improvement. It gives you permission to focus on your issues. Take the challenges you are facing in your own classroom, study them, and understand how to improve them.

Action research is a way you can critically reflect on your teaching practices. You will use data to analyze your instructional approaches and  logically increase your own effectiveness.

Going through this process is real professional development. It is not just sit-and-forget training. It is not pie-in-the-sky research. It is about action.

# How you can do it!

Action research is a cycle in which you plan, act, develop, reflect, and repeat or improve as needed. Find something that you want to improve in your classroom. Then study the impact. Because yes, you have an impact in your classroom!

You have an impact in the lives of your students!

### Action Research: Finding My Impact

Action research is about measuring your impact and increasing it. Here’s how.

1. Plan: Create a simple plan. What teaching strategy do you want to improve? What do you think is having the best impact on student learning? Start there.
2. Act: Implement an adjustment or small change to your teaching strategy. Use the changed strategy with one group of students. Use the older version with another group of students. That’s the research part.
3. Develop: Gather data to measure the results. Give a pretest to each group. After a few weeks of developing the new strategy, give a posttest to each group. Average the scores for each group.
4. Reflect: Which group had the biggest growth from the pretest to posttest? Why do you think this is so? Do you or the students think the changed strategy was part of the cause?
5. Repeat: Do the cycle again. Keep the change if there was evidence that the newer strategy is having a bigger impact. Discard the changed strategy if it is not having a bigger impact. Make one more adjustment and continue the cycle.

### My Action Research in Middle School Math

My principal and I have decided to research the effects of small group instruction in the secondary math classroom. I’m tweaking a few aspects of this strategy. Hopefully, the students will learn more and learn deeper as a result.

I’ve used small group instruction in my secondary math classroom for the past year. I work with middle school students, some of whom struggle in math. I have seen success with using this approach, but it’s mostly been trial and error. I have not done any research.

Is there a way to gain even more success in my classroom using this small group approach? Timing, previewing, direct instruction, spiral review?  What works best? What combinations of strategies should I use? These are the overarching questions guiding my action research.

What is it that you are hoping to improve in your classroom? How could you use action research to take your students to high levels of learning? Do you already use action research in your classroom? What advice would you give? Please share your thoughts. Thanks @mafost for co-authoring!

## Cool Math Games

As a math teacher, you strive to make your classroom engaging for students.  I began trying to make my classroom more engaging for students by taking ordinary worksheets and turning them into a cool math games!  Here are some of the cool math games we play in my classroom.

• Revenge of the Nerds
• Speed Mathing
• Kahoot
• Quizzlet Live
• Quizizz
• Desmos
• Nearpod

These cool math games are fun and engaging for students.  When I use these games, I see increased participation and students who are enjoying math.

To find more information and ideas on Why Games in the Classroom, check out Team Tom Education.  For more on Cool Math Games, keep reading below.

## Revenge of the Nerds

This is a review game that I play with my students.  I split my students into 6-7 teams (approximately 4 students per team).  I draw 10 colorful nerds (using Expo Markers) under each team name on the board.  I randomly call out a number from their review sheet.  Each student in the group must work the problem on their desk with an Expo Marker.  If one of the students does not get the same answer, they have to work together to make sure each person has the same answer.  All teams that get the correct answer are allowed to erase 1-2 nerds (teacher’s choice) from another team or two separate teams.

## Speed Mathing

This is a fun twist on Speed Dating.  You give each student a problem to solve.  They are the experts of that problem.  Once everyone knows how to work their problem, you rotate either the inside group or outside group to another partner.  The students will switch cards.  If they do not know how to work the problem, they ask their expert.

## Technology Games

Kahoot, Quizizz, Quizlet Live, Desmos, and Nearpod are all websites that offer a variety of ways for you to insert your worksheet and use your questions, or search by topic/standard and find ready made practice and review problems.  The sites are user friendly and easy to use.  These work nicely in one-to-one classroom settings, but can also be used with a classroom set of devices, cell phones, or in group settings with one device per group.

All of these cool math games are engaging for students.  The students enjoy coming to my math class because it is not a boring lecture and worksheet.  Practice is fun and exciting, yet challenging and beneficial.

I hope you find this information helpful.  Please share and comment below.

## You Have That Student…Good Luck!

Every year begins with a fresh set of names on your roster, students you don’t know, and past teacher inputs. I find the later the most difficult and frustrating part about getting to know my new group of students.  Previous teachers mean well when they stop by your room and say “watch out for that one” or “oh you have so and so…good luck”.  I automatically get the feeling of dread before I have ever met the student or had a chance to see how they fit into my classroom.  I am just as guilty!  I have had difficult students over the years and when the new grade asks for recommendations about the student, I would unload all of my frustrations about the students behavior and not give them enough credit for the areas that they did well in.  I have made the face above when talking to other teachers about a particular student.  This year I decided I am not going to influence other teachers about my past opinions of students; I was not going to allow their input to influence my opinion of my new students.

I saw this quote on a friends Facebook page and it really spoke to me. “Don’t be the teacher that relies too heavily on what the previous teacher said about that kid. Maybe that child just needs a fresh start and…YOU!!” – @teachingandmuchmoore

In January last year, a teacher on my campus came to me to let me know I was getting one of her students. She was apologizing because he was no longer eligible to stay in her class and he had to be moved to my classroom.  She let me know her concerns about his math skills and that he had always been difficult in her classroom, talked a lot, slept, and that he was a fighter.  That same week, his other teachers were sending out emails asking if he was disruptive in others  classes or sleeping the entire period.  I was now really concerned. After meeting this student, I realized he was harmless.  He loved my classroom and did all of his work for me.  I never had to redirect him or make him wake up to do his work.  I was worried for nothing.

On the first day of school this year, the bell rang at 4:00 and in came running this student.  It was his first day of High School Algebra and he wanted to thank me for being a supportive teacher last year.  He said I made a difference! He had a rough home life, and he felt like I truly cared about him.  For me that is what teaching should be about. Not relying on someone else’s judgment of our students, but building relationships with students to show them your passion for teaching and that you care about their success and future.  Let’s work this year to build our own relationships with our students, and give them a chance to grow in our classrooms. We make a difference!

## Guided Math Groups with Middle School Students

I am a middle school 8th grade math teacher, and I love the students I teach. When I hear the words “Guided Math,” I instantly think elementary levels. This past year, I implemented guided math groups/small group instruction into my 8th grade middle school math classroom and their growth was amazing. My students were asking when they would get to go to small group.  They saw the benefits and so did I!

# Getting Started

I can’t stress enough that you have to create a classroom environment that is respectful of the varying levels of students in your classroom.  I set high expectations for my students from day one.  In middle school, many students walk into my class and tell me “I hate math!  It’s always been my worst subject.”  Open house is generally full of many parents telling me that they can’t help their kids with math, because they were not good at math themselves. My students feel they are destined to fail before I have ever had a chance to see what they already know.

I try to counter this mindset from their first time meeting me in my classroom.  I tell my students, “It doesn’t matter if you don’t like math, or that your parents struggled and don’t feel they can help you, because I LOVE MATH!!! I am good at it, and together we are going to be successful and WE are going to grow this year!”  I want to instill a Growth Mindset into my students.  I want them to know that I believe in them, and I must portray a confidence that they can trust.

Additionally, students in my classroom never tease other students as dumb for having to go to small group, because they all go to small group at some point.  Students feel safe to participate freely and small group time is not a punishment.  My students want to have that one on one instruction with me, because they can see themselves growing.

# Large Group Activities

When you are pulling a small group of no more than 6 students, what do you do with the other 24 students.  It sounds daunting, but I set really high expectations for my classes and they know what to expect from day one of instruction.  I am also consistent with the types of activities that I give my large group so that they can be more independent when I am working with my small group of students.

On a typical day in my class, I will pull 6 students at a time to go over materials that I have already taught and feel students need additional support.  My district has one to one technology, so I try to utilize their devices in a way that keeps my large group of students engaged and on task.  If you don’t have the technology available, just plan an activity that students can do independently or with a shoulder partner so that the noise is at a minimum and they will not need your assistance.  If you have technology available, try implementing one of these sights into your lesson plan for the large group.  It could be as simple as putting your worksheet online and letting the kids use their device to access it.

# Small Group Instruction

I don’t spend hours planning my small group instruction.  I plan for the large group activity.  I generally pull 3-6 really good questions to use in my small group.  I do 1-2 guided problems with the students, and then let them try 1-2 problems on their own to show me that they understand the concept. Once they can show me they’ve got it, I send them back to complete the large group activity for the day and pull 6 more students.

I do not typically make copies for this instruction.  I plan my questions, give the students expo markers and they do their work on the desks.  If I need to copy something, I make 3-6 copies and use sheet protectors so the students can use their expo marker, erase and it’s ready for the next student.  I do not have a horseshoe table in my room, so I make my own using 6 desks, and I put a chair for myself in the middle.

# Who is in the Small Group

I use Exit Tickets from the day before to determine who still needs additional assistance, who is on the right track, and who are my experts.  I seat my experts with my novice students in the large group, and pull all my beginners first.  If I have time remaining, I start pulling my novice students, and then my experts.  I plan one challenging problem for my expert group to help them push deeper into the content.  I try to get to every student, but my beginners are my priority for the day.

Small group instruction is my passion!  I love seeing the excitement my students share when they experience success.  More to come on the successes and failures with this upcoming school year, how to utilize a co-teacher effectively, and station approaches with small group instruction.  See my earlier post on how and when I document during small group instruction. Please comment and share below.

## Document, Document, Document…

We hear it every year, but what, how, and when we should document is sometimes unclear. I recently…

We hear it every year, but what, how, and when we should  document is sometimes unclear.  I recently had the privilege to lead a professional development class in my district on Guided Math Groups in the Middle School Classroom, more to come on that session later.  The big question I received in every session was, “How do you document what you do for every student?”  I stumbled with this question because I have tried to document in notebooks, file folders with sticky notes, pieces of paper that I was going to file for every student, and they were all epic fails.  I have over a hundred students, so documenting the success of every student in my small group is impossible. I started thinking, do I really need to document every student?  My final answer was that I already document for every student.  Here’s how.

# Documenting for Every Student

The question, “How do you document what you do for every student?” is simple.  We all create lesson plans, and that shows my plan for every student in my class.  That is what I am doing to measure their success daily.  Proof of them mastering the lessons that I have taught are reflected in my gradebook.  Did the individual student master the concepts that I taught?  Look at your gradebook.

That lead me to start thinking of when should I document, what should I document, and how can I do this quickly and effectively?

# When and What Should I Document

Of course we have to document for  IEP and 504 purposes, but I would also want to document certain students who continually seem to struggle with areas in the content that I teach.  For example, if I have a student that counts on their fingers to calculate in middle school and doesn’t seem to be able to complete tasks during the small group, that is worth documenting.  It is hindering his ability to be successful.  Another example, I have a student that sleeps during my class and is failing because they are unable to stay awake and focus, that is worth documenting.  If a student has attended tutorials for three weeks and they are still unable to be successful, document.  Students that are struggling with reading the problems and understanding what is needed, or that seem to have a language barrier you should document.  This documentation is needed to support the student and notify parents/administration of your concerns for the student’s success.  These scenarios and others can not be reflected in the lesson plan for each individual student.  You need the information and it will be supported by the student’s results in your gradebook.

# How Can I Document Quickly and Effectively

I think this is the real question teachers are wanting answered when they ask this in trainings.  We are told to document, document, document, but there is not a standard form that we all fill out as teachers that just seems to be appropriate for every situation and that is actually beneficial for every campus.  On my campus, we have an online program to document behavioral concerns, contact to parents when a student is failing, and any other documentation that links to all of a student’s teachers.  It sounds fantastic and is a great concept, but with only certain fields that you can edit, and not every imaginable concern listed in a drop down box, it is not the most beneficial tool for me to use.  I update it as best  I can, but in the classroom it doesn’t offer me very many benefits.

Like you, I need to know specifics for what I am doing and how to help the student in my class.  This year I plan to keep a OneNote notebook for my classes that I can easily add to during a small group lesson with my students.  I don’t need to have every student that I teach in my notebook, just those who I have IEP’s, 504’s, and notable concerns about.  This could change throughout the year and that’s okay.  I update that student if I need to, but if they have been successful and I don’t have any concerns, no documentation is necessary.  I have a tablet or my phone handy, and I update it during the small group.  No need to transfer notes later or try to file a million little post it notes in folders.

As teachers, we sometimes stress out and put to much extra work on ourselves.  Sometimes we are not clear on what is being asked of us, and instead of seeking clarification we stress and try to do it all.  It’s in our nature, but after reflecting on this topic, I can see a little stress falling off my shoulders this year.  Goodbye stress of documentation, I will not miss you!