March 2014 Teaching Children Mathematics (NCTM)
"Digital Date Equations"
Although this is not a particularly new activity -- use the digits of the date to create an equation -- I have a couple of big take-aways:
- I rant that teachers of reading and writing need to be readers and writers themselves. If I follow the same logic, then I need to create equations, too.
- By making some equations of my own, I know how hard it is to keep the digits in order.
- If we begin the school year making these equations, we will be able to have conversations about order of operations, estimating, mental math, inequalities (and more) all year long instead of during a particular unit of study. Like read aloud, Poetry Friday, and 15 Minutes on Friday blog writing, this seems to be a small but mighty practice.
My equations for 6/24/2014:
(6 ÷ 2) x 4 = (2 + 0 + 1) x 4
(6 + 2 + 4 + 2 +0) = 14
(6 ÷ 24) + (2 x 0) = 1 ÷ 4
62 ÷ 4 = (2 x 4) + 1 + 0
62 x 4 > 20 x 14
March 2014 Language Arts (NCTE)
"Addressing CCSS Anchor Standard 10: Text Complexity"
This article includes a really nice chart that summarizes all the ways a text can be complex:
Level of Meaning and Purpose
Density and Complexity
Text Features and Graphics
Language Conventionality and Clarity
Standard English and Variations
Register (Archaic, formal, domain-specific, scholarly)
Background Knowledge (experiences)
Prior Knowledge (specialized or technical content knowledge)
ReadWriteThink Text Complexity strategy for primary readers (following this link will take you down a really nice rabbit hole of ReadWriteThink resources for all levels)