I love using cards sorts in my classroom!
There always seem to be lively discussions about the topic, and I feel like this is a real benefit for students at all ability levels. Card sorts can really help students grasp concepts.
Recently, I used this cart sort about writing inequalities to solve word problems with my pre-algebra students.
What did I witness as I watched and listened as the kids worked? They did fairly well with matching the inequality to the word problem. However, they didn't understand how the "define the variable" step played into everything. Students were struggling to answer the question because they were ignoring what the variable was representing. They had to pay close attention to how the variable was defined in order to answer the question being asked. This was an "aha" moment for them and for me since I didn't expect that to be the challenging part of the task.
My takeaway from this activity? I need to give tasks like this more often so I can observe, listen, and learn. This is as important for teachers to do as it is for kids!
I've found some free card sorts online and have made others (see them at my TPT store). Here is a free one I love to use about matching a verbal description to a graph, and this absolute value inequalities card sort is an algebra favorite ... so helpful!
As teachers, we always have plenty of work to do!
Prioritizing is essential, so I make extra credit as simple for me as possible ... no hassle.
In my classroom, I set aside a location and make plenty of options available: math puzzles, logic problems, pentominoes (to use in class), a short article about a mathematician accompanied by 4-6 reflection questions, challenging worksheets, pictures to graph on the coordinate plane, and so forth. I make a few of the options easy enough to tempt my struggling students. If everything looks too difficult, they won't even try. Having a variety of choices is important since I want every student to be able to find something of interest. I do need to change the offerings from time to time. The kids let you know when it is time for something new. :)
Students may select something and take it home to complete, do it in study hall, or work on it in class if they finish their classwork early. There is NO DUE DATE other than the end of the grading period! I tell my students to work on the extra assignments as they have time and turn them in whenever they are completed. Whatever they have turned in at the end of the grading period will be taken into consideration if they have a borderline grade at that time.
I don't really grade the work. Remember, this is "No Hassle Extra Credit". All I do is put a check mark on the paper if it looks like a good effort and an "x" if not. I record the check or x in my grade book and that's it until I calculate final grades for the grading period. I've found that kids will put forth a lot of effort for a "check". When I used to score extra credit, many students would shut down or give up if they got wrong answers. With the check system, they continue to try. I can always show them the answer key and let them check their own work. This doesn't seem to have the same negative impact on their confidence.
I do recommend that you come up with some general expectation for the amount of effort necessary for the extra work to influence a student's grade. For example, you might require 5 "checks" of extra credit to get 1% added to a student's final grade or 10 "checks" to earn 2%.
Also, I set a limit on the amount of work that I will "count". Students may do as much as they want, and I will accept it. However, I remind them that the purpose of extra credit is to help them if they have a borderline grade, such as a B+, and really want to earn an A-. If they want to raise their grade beyond that, they need to be putting more time into their studies, not doing more extra credit. This doesn't always make them happy as some students would gladly do 20 or more extra credits, but not complete daily assignments.
An additional perk to this "No Hassle Extra Credit" system is that students can never say that they have nothing to do! You won't be scrambling for something to keep those early finishers busy while other students are pleading for your help.
Questions or comments? Leave them below.
The start of each new school year is exciting, even after 30+ years. :)
I switched rooms this year, due to a new teaching placement. I will be teaching 7th grade pre-algebra and algebra instead of 8th grade. Although packing and unpacking is no one's favorite scenario, it can be energizing as well. In the process of unpacking, I always rediscover teaching materials.
"Why do I not use this anymore?"
"This would be great to use for review!"
"I should use these algebra tiles more often."
"I forgot about these manipulatives!"
Do you experience similar feelings?
