“Capture It!” Order of Operations Game FREE

Are you always searching for a great new math activity?

This order of operations “Capture It!” game makes kids think as they exercise mental math skills.  Also, it’s fun! 

The game is easy to prepare (simply copy and cut).  Once you have made however many sets of cards you need, the game will always be ready to use … all year long!  It works well for early finishers, to provide extra practice with order of operations, as an activity for a substitute teacher, or on the day before a vacation.

Students race to “capture” a target card.  Each player in turn will roll all three dice.  Then, all players will try to get one of 12 target numbers by using the three numbers on the dice along with the order of operations.  (Example: If the numbers rolled are 5-5-3, a student could “capture” target card 20 because 5 x 3 + 5 = 20.)  Younger students may just use addition, subtraction, multiplication, and division.  Older students could also use exponents, such as 53 – 5 = 120, to “capture” target card 120. 

Detailed instructions are included in the FREE DOWNLOAD located here.

I hope you enjoy using this game for years to come!  

Algebra 1 & Pre-Algebra Course Materials

How do you engage middle and high school math students? 

A mix of sound instruction that promotes learning, combined with activities providing students with appropriate practice, works for me.  It can be a daunting task for teachers to engage, to remediate, and to challenge students simultaneously.  Many of my products accomplish this when incorporated in math centers or when differentiating. 

My Pre-Algebra and Algebra (All Year) Curriculum Bundles are bursting with resources to give your classroom a boost! 

Card sorts, color by numbers, partner activities, task cards, scaffolded notes, instructional presentations, problem trails, riddle worksheets, cut-and-paste puzzles, games, bellwork and more are included.

Promoting Discussion in Math Class with Card Sorts

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!

No Hassle Extra Credit

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.

A Brand New Start!

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?

Get Organized - No More Stacks!

I don't know what's gotten into me recently, but I have been on a mission to organize my classroom.  Although I'm not disorganized, I am a stacker.  Eventually, I need to file away everything in these stacks I've created and it takes a very long time.  This new school year my goal is NO STACKS!

The first grading period has just ended and I'm doing well with this so far.  Remember that motto, "a place for everything and everything in its place"?

How am I accomplishing my goal?  
Making more effective use of my teacher binder, which is very similar to the interactive notebooks/binders my students use, is helping.  My version contains the same table of contents, notes, homework, quizzes, tests, and bellwork as the student one.  I also have labeled tabs just like they do.  So what is the difference?  Basically, my binder contains a copy of each handout plus an answer key for each homework assignment, quiz, test, and bellwork.  At the end of each grading period, my plan is to transfer the original copies and answer keys from my teacher binder into a separate one to store until I need it for the next school year.

What else is helping?  
This year, I decided to give numbering assignments a try.  I've always been skeptical that this would actually be helpful.  I know teachers who post a numbered list of assignments along with the date each was made.  Students then check the list to see what makeup work they've missed when absent.  While this is great, my goal in numbering assignments was different.

I wanted to use the numbering system to keep my handouts organized.  Remember, no stacks!

Here's what I've done:
- I used a filing cabinet (one drawer for Algebra and one for Pre-Algebra) and hanging files with tabs.
- I labeled each file folder with a number or other appropriate label (notes, test, quiz, etc.).
- When I do my planning and copying (hopefully a week in advance), I put the copies in the appropriately labeled file and I'm ready to go!
- If a student needs an extra copy of something, it is easy to find.  I can consult my teacher binder if I don't remember the assignment number.
- I empty the files and start over with assignment #1 each grading period.

The red card stock serves as my bookmark!

My teacher binder combined with the filing system of numbered assignments seems to be working well for me.  I hope it can help you, too!

How to Help Middle School Students Like Math

What response do you receive when you tell someone you teach middle school math?  For thirty-two years, the response I get is always pretty much the same.  "Wow!  I don't know how you can do it.  I couldn't do that!  You must be really patient."  I jokingly respond that since I've never taught any other grade level, I don't know any better!

Maybe you do need a certain personality and a good dose of patience to teach and enjoy middle schoolers, but the rewards are worth it.

I feel that an important part of my job is to help students like math.  Of course, some of them already do enjoy it, but those are not the ones we tend to hear about.  I would dearly love to eliminate the stereotypically negative math jokes and comments I see much too often.  Math can be fun!

So, what can we do to make students want to like math?

Build Their Confidence

Provide opportunities for all students to experience success.  Praise them often both individually and as a class.  With students who struggle a lot or say they don't like math, celebrate small successes.  You may need to work one-on-one with certain students to make an impact.  Look for opportunities to do this.  Remember, pump up their confidence and find things to genuinely compliment.  Any small step of work you can focus on can help.  ("You really know your math facts!  Your steps are shown so neatly!  That was a tricky problem, but you made it look easy!  I have so many students who struggle with that step, but you did it perfectly!")  Many students say they don't like math simply because they aren't experiencing success.  After all, don't we like most things more if we feel we are good at them?

Have Routines Yet Mix It Up

This may sound like a contradiction ... however, middle school students need a balance of established classroom routines and engaging activities.  My students definitely have bellwork, note-taking, and homework procedures in my classroom.  However, the instructional activity, format of notes, and the nature of the bellwork varies.

• Bellwork:  Spiral Review, Problems Focused on a Specific Skill, Cut Out Notes, Pick Up Handouts, Turn in and/or Check Homework, Watch a Motivational Video and Write a Response, Pair & Share
• Notes:  Foldable Notes, Card Sorts, Graphic Organizers, Pre-printed Notes, Handwritten Notes, Cut and Paste Activities, Flashcards
• Instruction:  Traditional Modeling/Lecture/Discussion, Partner Activities, Readings, Video Lessons, Card Sorts, Games, Color by Number Activities, Puzzles, Cut and Paste Activities, Large Group/Small Group/Partner/Individual Work, Stations, Problem Trails, Gallery Walks, Projects, Digital Activities, Demonstrations

Use Manipulatives & Movement
Middle school students thrive on activity so any activity that involves movement of some type is always a hit with this age group.  Many of the suggestions above for bellwork, notes, and instruction incorporate movement.  Math manipulatives of all types are also wonderful for middle school students.  In addition to helping them visualize math problems, hands on objects often help them to focus.  I think that when their hands are busy, they tend to talk less, keep their hands to themselves, and stay on task better.

Let Them Have Fun
Yes, the middle schools years are often awkward.  Students want to be treated as adults, yet not.  They are often torn between wanting to be kids and grownups at the same time.  Is their education and schoolwork important?  Of course!  However, even adults like to play.  Middle schoolers who enjoy school will like school.  If they enjoy math, they will like math.  Incorporate games and humor into your classroom.  Students will remember that they had fun in math class and math will suddenly be infinitely more "likeable".

Let's make math the subject kids love most!