5 Tips Archives - Beyond the Worksheet with Lindsay Gould

Five Ways to Integrate Self-Care into Your Middle School Math Teaching Schedule

Lindsay — Mon, 04 Dec 2023 14:29:28 +0000

Today, let’s chat about something we all need but often put on the back burner – self-care. As passionate as you are about Pythagorean Theorem and algebraic expressions, it’s crucial to remember that you can’t pour from an empty cup. So, here are five creative, easy-to-implement self-care strategies that fit right into your bustling teaching schedule.

1. Mini Mindfulness Moments: Between classes, take just two minutes for a mindfulness exercise. You can do this right at your desk. Close your eyes, take deep breaths, and focus solely on your breathing. This brief pause can significantly lower stress levels, bringing a sense of calm amidst a busy day of fractions and functions.

2. Math-Themed Yoga Breaks: Who says yoga can’t be math-themed? Stretch out those geometry-teaching muscles with short, five-minute yoga routines. Think of poses like the Triangle Pose to add a fun, math twist. This not only helps in staying physically active but also brings a bit of fun into your daily routine. Share these breaks with your students for a fun class activity!

3. Hobby Time: Allocate a small chunk of your day (even if it’s just 2-3 minutes) to a personal hobby. Whether it’s knitting, reading just one more page of a novel, or even solving puzzles (math puzzles count!), this can be a great way to unwind and do something enjoyable that’s not related to grading papers or preparing lesson plans.

4. Lunchtime Learning: During lunch, step away from work. Use this time to listen to a podcast, watch a short video, or read a chapter of a book. It’s important to give your brain a break from mathematical equations and indulge in learning something new or simply relaxing with your favorite show.

5. Connect with Colleagues: Finally, make time to connect with fellow teachers. A quick coffee break or a brief chat in the staff room during your planning period can do wonders. Share experiences, exchange self-care tips, or just laugh together. This sense of community is invaluable for emotional support and can significantly boost your mood.

Implementing these self-care practices can make a huge difference in your daily routine. Remember, taking care of yourself isn’t a luxury, it’s a necessity, especially in the demanding world of education. So, start today, even if it’s with just one small step. Your mind (and your students) will thank you! Don’t forget, a little self-care goes a long way in making mathematics teaching even more rewarding.

Happy Teaching and Self-Caring!

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Math Stations in Middle School: A Blueprint for Differentiated Learning

Lindsay — Thu, 16 Nov 2023 05:26:00 +0000

Hello, math mavens!

Remember the excitement of musical chairs as a kid? The music, the rush, the… occasional bumped elbows? Well, math stations are kind of like that, but with fewer bruises and more algebra. They’re a dynamic way to ensure every student gets a slice of the math pie (and who doesn’t love pie?).

Ready to set up your math stations? Let’s dive into these five tips to make your classroom buzz with mathematical energy:

Theme Your Stations:
- Just like a good party has a theme (80s, anyone?), your math stations can too! Whether it’s “Space Fractions” or “Geometry Jungle,” a fun theme can make tasks more engaging and memorable.
Rotate, Rotate, Rotate:
- The key to successful math stations is movement. Set a timer, and when it goes off, it’s time to switch! This keeps energy levels high and ensures students experience a variety of tasks. Plus, it’s a great way to burn off that pre-lunch energy!
Incorporate Hands-On Activities:
- Some students learn best by doing. Include manipulatives, puzzles, or even math games. It’s like sneaking vegetables into a smoothie – they’re learning, but it feels like play!
Peer Teaching Stations:
- Ever noticed how sometimes a student can explain a concept in a way that just clicks? Set up a station where students become the teachers. They’ll gain confidence, and their peers might just have an “aha!” moment.
Feedback Folders:
- At the end of each station, have students drop a note in a feedback folder. What did they love? What confused them? This way, you can continuously refine and improve. Plus, who doesn’t love getting mail, even if it’s just across the classroom?

Setting up math stations might seem daunting at first, like trying to fold a fitted sheet or understanding almost anything about teenagers. But with a bit of planning and creativity, they can transform your classroom into a vibrant learning ecosystem.

So, roll up those sleeves and set the stage (or station!) for a differentiated math experience. And remember, in the grand dance of teaching, it’s not just about the steps but the passion you bring to every move.

Keep rocking those math stations, and may your students always find their rhythm in numbers!

To read more about stations, head to these blog posts!

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Differentiation in Math Tasks: Strategies for Meeting the Needs of All Learners

Lindsay — Thu, 02 Nov 2023 05:58:00 +0000

Hello, math enthusiasts!

Have you ever tried explaining to someone why you can’t pause an online game? Or why chocolate should be its own food group? (I mean, it’s obvious, right?) Well, differentiation with math tasks can sometimes feel just as challenging. But fear not! With the right strategies, you can cater to the diverse needs of your middle school mathletes and make every lesson feel like a piece of that aforementioned chocolate.

Here are five tips to help you master the art of differentiation in the middle school math classroom:

Start with Pre-Assessments:
- Before diving into a new topic, gauge where your students stand. Quick quizzes, polls, or even a show of hands can give you a snapshot of their current understanding. This way, you can tailor tasks to challenge the pros and support the beginners.
Flexible Grouping:
- Remember, variety is the spice of life (and the classroom)! Rotate students between heterogeneous and homogeneous groups. Sometimes, students benefit from working with peers of similar abilities, and other times, they thrive in diverse groups where they can learn from each other.
Tiered Assignments:
- Think of this as the Goldilocks approach: some tasks are too easy, some are too hard, but some are just right! Create three versions of the same task, each with a varying degree of complexity. This ensures every student finds their “just right” challenge.
Incorporate Real-World Problems:
- Let’s face it, “When will I ever use this in real life?” is the anthem of every math class. By integrating real-world problems, you not only make math relevant but also allow students to approach problems based on their own experiences and understanding.
Provide Choice:
- Just as some of us are team coffee and others are team tea (or team hot chocolate!), students have preferences in how they learn. Offer a menu of tasks for a particular concept and let students pick. This empowers them and caters to their individual strengths and interests.

Differentiation doesn’t have to be the Loch Ness Monster of the teaching world – elusive and mysterious. With the right strategies, it can be as straightforward as explaining why math teachers are naturally great dancers… because they have algorithm!

Remember, every student is on a unique mathematical journey. With a sprinkle of creativity and a dash of flexibility, you can ensure that journey is both challenging and rewarding.

Happy teaching, and may your lessons always add up to success!

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5 Middle School Math Note-Taking Options

Lindsay — Fri, 21 Jul 2023 13:48:44 +0000

Notes are a critical component in any middle school math classroom. I want to take you inside five of my favorite style of notes. I hope this post will help you (a) learn to use the resources you already have from me, (b) show you ways you can use ANY similar type of resource in your classroom and (c) inspire you!

1) Guided Notes – As an interventionist and teacher of lower level classes, I found that guided notes were the most beneficial form of middle school math notes. Higher level learners can certainly find success with Cornell notes and other less structured forms of note-taking, but lower level learners are often more successful with more scaffolded notes. These notes often begin with vocabulary, then transition to process, guided practice and then independent practice. I have guided notes for 5th – 8th grade, Pre-Algebra and Algebra 1. They are available in grade level bundles and as part of each grade level / course curriculum.

2) Bullet Notes – As much as I love and believe in guided notes, I also know that some students thrive on having more control over their note-taking and some teachers also prefer a more open-ended and creative method. Bullet notes allow students and teachers to bring creativity to taking notes by incorporating doodles, color and offering less structure than guided notes. They are available by grade level. Interested in learning more? I go even deeper into bullet notes in this blog post!

3) Fold and Flip Notes – Fold and flip notes are perfect for interactive notebook users and students who need more tactile learning. They can be used in stations (provide students with pre-filled notes and allow them to create their own foldable), as part of regular note-taking, as a homework assignment or partner practice. If you aren’t an interactive notebook style teacher, you can still have your students use this type of note-taking style by having each student keep a page protector in the notes section of their binder. This provides them with a safe and simple place for storing and accessing fold and flip notes.

4) Mini Flip Books – Mini Flip Books are another hands on way of taking notes. They require a bit more time, so they are more appropriate for 90 minute blocks, high level, quick learners or a math station or center. These books give students a compact way to take notes and prove to be simple, easy study guides. They also come in digital versions! Want more details? Head to this blog post!

5) Quick Reference Sheets – Not all note-taking requires actually taking notes. Quick Reference Sheets are pre-filled summary style notes that are incredibly effective when used as end of unit review, or to send home at the start of a unit to help parents understand what is coming up and to act as an at-home study guide for students.

Of course, there are other forms of note-taking available, but these are my favorite middle school math notes. I truly believe in the power they hold to transform your classroom and accelerate student learning and retention!

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Balancing Instruction and Processing Time in the Math Classroom: Tips and Best Practices

Lindsay — Fri, 03 Feb 2023 19:28:12 +0000

As a math teacher, it can be tempting to fill every moment of class time with instruction and practice. For some of you, it may feel as though you are required to do this in order to fit in everything your school or district has on your calendar.

However, students need time to process what they’ve learned and apply it in meaningful ways. They also need the opportunity to have fun with math and see it as more than just a list of formulas and equations.

Here are a few tips for balancing instruction and processing time in your math classroom:

Build in processing time: After teaching a new concept, allow your students time to process and practice what they’ve learned. This could be as simple as having them complete a few problems on their own or working in pairs to solve a problem.
Incorporate hands-on activities: Hands-on activities are a great way to give students a break from traditional instruction and allow them to apply what they’ve learned in a fun, engaging way.
Use technology: Technology can be a great tool for giving students time to process and apply what they’ve learned. For example, using online simulations, games, or interactive worksheets can make learning math more engaging and enjoyable.
Encourage self-reflection: Encourage your students to reflect on their learning and think about what they understand and what they still need to work on. This can be done through individual or group discussions, journal writing, or other reflective activities.
Make connections to real-world problems: Help students see the relevance of math by making connections to real-world problems and issues. This can help students see math as a useful tool and make learning more meaningful.

By balancing instruction and processing time in your math classroom, you can help your students better understand the material, develop a love for math, and be more successful in their future studies. With the right mix of instruction, processing, and yes, even fun, your students will be well-prepared for the challenges ahead.

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Teaching 5th and 6th Grade Geometry

Lindsay — Tue, 09 Feb 2021 07:00:00 +0000

This post contains affiliate links.

I’ll be honest. When I first checked out the 5th grade standards years ago (I taught 4th and 6th – 8th) I was a bit confused. It seemed as though Geometry was split into two strands – Geometry and Measurement and Data. I couldn’t for the life of me figure out why coordinate planes were in with Geometry. I mean, hello? Coordinate planes are all about displaying functional relationships – right?

But then I realized – with as wonky as CCSS might be for some people, there actually is a method to the madness. Coordinate planes are introduced in 5th grade Geometry and then immediately used again in 6th Grade Geometry (graphing polygons on a coordinate plane) and 8th grade geometry (distance between two points).

5th grade is going to be the first time many students are exposed to Geometry being the study of more than just shapes, angles and lines. 6th grade picks up steam by adding in three dimensional figures, which in my opinion, is SO much fun and allows for so much hands on exploration and learning.

Speaking of hands on.

My #1 tip (shockingly) is to provide hands on experiences with geometry. Many things taught in upper level math don’t really lend themselves to much hands on learning, outside of algebra tiles. 5th and 6th grade geometry still allows students to explore so much with their hands.

Let students explore regular polygons by creating them with toothpicks and marshmallows. Why toothpicks? They’re completely straight and allow students to make perfect(ish) triangles, squares, pentagons, etc. They can see that adding a side means adding an angle. And – they can eat their work when they’re done!
Bring in all the boxes. Empty boxes from cereal, macaroni and cheese, granola bars, etc. The more boxes you can bring in, the better for 3D exploration. Students can see the boxes – understand the difference between what goes inside (volume) and what covers the outside (surface area). Teach them how to gently take the boxes apart to get the idea of what a net is and how – one single piece of folded (although misshapen) cardboard can make a box.
For cubic volume (5th), get some centimeter cubes to allow students to build rectangular prisms with the cubes to see how they come together to form one solid, three dimensional figure.
If your school has money to spend, these 3D manipulatives from amazon are amazing. Not only are the shapes fillable, but they also come with the matching nets. So students can see how they come apart and go together to be filled.
If you have technology in your classroom (or your students are learning virtually), there are so many coordinate plane discovery activities on GeoGebra that your students can check out. Since 5th grade is going to be the first time they’re truly interacting with a coordinate plane, I highly recommend letting them play around with something like this before going into the details about axis names and such. Let them explore and learn to possibly even like the coordinate plane before getting all math-y on them.
- And of course – let them play battleship to practice their newfound coordinate plane plotting skills.

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Tips for Teaching Multi-Step Equations

Lindsay — Wed, 20 Jan 2021 12:00:00 +0000

I’m not currently in the classroom, as most of you know, but I do have a 7th grade daughter who is working through advanced 7/8 math virtually. It is NO fun for her and very difficult since she can’t be with her teacher. So, I’m doing a LOT of teaching with her at home. She recently went through solving multi-step equations and I’m going to share with you some of the things that worked for her, some that didn’t and resources and ideas that worked when I was in the classroom both with struggling and advanced learners.

First – I typically share that my number one tip is to introduce a skill with real life situations. But with solving multi-step equations, my number one tip is to have students show every single step. EVERY SINGLE STEP. If students skip over parts and don’t show each move they make, the probability for errors will grow and grow. There are two online whiteboard options I’ve found that can help you and your students, while you are teaching equations virtually. Both have free options as well as super cheap next level options – Whiteboard.fi seems to be the best based upon my trials – the other, miro, is also a nice option.

Next – I try to drive home the idea that solving multi-step equations is nothing more than a combination of basic facts. All students have to do is add, subtract, multiply and divide – often basic numbers. Students can get so caught up in the steps and how much there is to do that they don’t realize they are truly just utilizing skills they learned many years ago.

Tip 3 – When there are variables on both sides, I have students (and my daughter) move both the variables AND the constants at the same time. It seems confusing, but it actually eliminates one step and combines two others. It lets students see quickly that the variables have to move to one side and the constants to another. Click here for a quick video example!

Great Activity – I came across this activity and think it is genius! Scroll down to the group activity paragraph and watch the video. This teacher uses M&Ms and Gummy Bears to physically model solving equations with variables on both sides. I don’t know that it will work for the distributive property, but definitely for combining like terms and equations with variables on both sides.

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5 Tips – Introducing Equations

Lindsay — Mon, 11 Jan 2021 08:36:00 +0000

This post contains amazon affiliate links.

Whether children realize it or not (ok, they don’t realize it), they start solving equations in FIRST grade. As soon a students begin discussing fact families, they begin getting their brain ready to understand and solve equations.

Children as young as 6 can answer the question, “If 5 + 3 = 8, then 8 minus what equal five?” THAT is an equation.

Here are five tips to helping students begin solving true equations. (Be sure to scroll to the bottom for a freebie!)

First – As with basically all math concepts, I recommend introducing solving equations with a real world situation without even mentioning the word “equation.” For students who are hesitant with math, the word “equation” can instantly make them think about Algebra and higher level math that could frighten them. Here are a few questions you could use to start getting your students solving equations:

“You have $5 in a piggy bank. You add more money after walking the neighbor’s dog. You now have $11 in your piggy bank. How much money did you earn from walking the neighbor’s dog?”
Kevin had $10 on a gift card and spent some money. He now has $7 on the gift card. How much did he spend?
Jasmine bought bags of chips for $2 each. If she spent $8, how many bags of chips did she buy?

Second – Remind them of their younger days. Remind them of fact families. Let your students know that they’ve been solving equations for just about as long as they’ve been in school. And – most of the time they encounter equations in real life, they won’t be written out like they see in math class. They’ll be presented just like the situations in the tip above. Solving an equation, since it involves inverse operations, really is as as simple as remembering how to flip flop fact families.

Third – Use manipulatives! Here is a link to virtual algebra tiles for your students to use online. You could even ask a science teacher to borrow a balancing type scale if they have one. I think middle school teachers sometimes feel as though manipulatives are more reserved for elementary school kids, but that is definitely not the case – especially for struggling learners. I am a big believer in the idea that seeing is believing – so allow your students to SEE what is happening so they can truly understand it!

https://beyondtheworksheet.com/wp-content/uploads/2021/01/DIY-Manipulatives.mp4

Fourth – Drive home the idea of what is being done to one side of the equation, must also be done to the other side of the equation. This teaching bucket scale would be PERFECT for letting students see what happens when something is added or removed from one side and not also added or removed to the other. Algebra tiles would work amazingly well with this scale! This tip also brings tip #3 back into play. Let them SEE it. If you don’t have access to manipulatives, have them either make their own (cutting up pieces of paper) or get in the habit of drawing a line down the equal sign to show the clear division of sides. They cannot write something one one side (after writing the actual equation, of course) without writing it on the other!

Fifth – Show.The.Work. My daughter is currently in 7th grade and will ask me for help with her work. It drives her absolutely nuts that I make her show every single subtraction sign when solving equations. She is currently being educated virtually due to COVID so her teacher cannot see every little thing. But, lucky for my daughter (ha) I can! I expect the same from her as I did from my students. When getting rid of a number by subtraction, WRITE THE SUBTRACTION SIGN! Many students just write the number without the sign. It is SO easy to forget what operation they are doing this way. If the write it, they’ll remember it. I think all teachers should be gifted a t-shirt that says “show your work” to wear during teaching equations.

https://beyondtheworksheet.com/wp-content/uploads/2021/01/Show-Your-Work-Equations.mp4

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5 Tips – Systems of Equations

Lindsay — Fri, 01 Jan 2021 17:03:24 +0000

For all of my life, I’ve been a self-proclaimed math nerd. Math has always come easy to me and I actually ENJOY solving equations. Crazy, right?

For me, systems of equations are simple to solve. It just makes sense to me. But for MANY people, many of your students included, it doesn’t make sense. It isn’t simple. I always used to say that a teacher should actually teach skills they are NOT super confident with because it would require them to find new ways to teach that would help their students understand. When you teach something you are comfortable with, you often lose sight of the potential struggles. It is so clear to you that you are unable to actually understand the mistakes that can be made. In this blog post I’ll share with you some teaching strategies for systems that can help you provide the best instruction possible!

The Tips!

First – Let them figure it out on their own. I always suggest introducing systems with a real world situation. For example, “Two types of tickets are sold to a play. Floor seats cost $45 each and balcony seats cost $25 each. A play sells 107 tickets and makes a total of $3,375. How many of each type of ticket are sold?” Allow students to work in groups of 2-3 to figure out the problem. Have each pair/group share how they found their answer. The point of this type of exploration is to allow students to see that there are multiple ways to arrive at the same answer. This will be a great intro into sharing the multiple ways a single system can be solved.

Second – Break it down. Systems have a lot of moving parts. For many students, too many moving parts. Allow students to focus on one piece of the puzzle at a time, one equation at a time. Stop many times along the way to have them share their steps, ideas, thoughts. The more discussion involved, the better.

Third – Allow exploration with technology. Don’t let students be limited to just solving systems by hand. While yes, it is incredibly important for students to understand how to solve systems using substitution and elimination, it is also important for students to understand what systems look like when graphed – how it is possible for two equations that look different (when written in standard or other forms) to actually represent the same line. They can explore using graphing calculators, but desmos is the most amazing resource to let students see a system.

Fourth – Bring out the pencils. Once your students understand HOW and WHY systems are what they are, they need to understand that solving systems by either elimination or substitution involves nothing more than basic arithmetic. Guided practice is essential with guided notes, teacher-assisted practice and lots of trial and error. Click here to head to my YouTube channel, where I share videos on how to solve systems (among other things) with all three methods! There are many different ways to practice systems on paper (and digitally) available that are engaging and far beyond typical drill and practice.

Fifth – Don’t use a matrix. This might go against what some of your districts tell you do to, and by all means, if it is required of you – please teach it. Otherwise, systems with matrices are confusing, difficult and out of all four possible ways to solve, come in dead last.

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