8th+Grade+Collaboration+and+Sharing

===We encourage __everyone__ to share ideas and resources (lessons, tasks, 3-Acts, FALs, sample student work, websites, etc.) that you have created or found that may be helpful to 8th grade teachers. Use the EDIT tab above to post resources. The discussion area at the bottom of the page can be used to discuss or inquire about posted resources, or to request resources from fellow 8th grade teachers.===

Center on Standards & Assessment Implementation (WestEd) Exemplar Lesson Plans
https://www.csai-online.org/spotlight/model-lesson-plans-build-teacher-capacity-promoting-deeper-learning-through-formative

Open Middle Problems/Tasks for all grade levels -
http://www.openmiddle.com/


 * Courtesy of Gwinnett County- Open Middle Tasks aligned to AKS (end of coding correlates with MGSE).** [[file:Problem Solving Tasks Open Middle (1).docx]]

Building Multiplication Fluency in Middle School (Part 1) -
http://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/Blog/Building-Multiplication-Fluency-in-Middle-School/

Building Multiplication Fluency in Middle School (Part 2) -
http://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/Blog/Multiplication-Fluency-in-Middle-School_-Part-2/

Building Multiplication Fluency in Middle School (Part 3) -
http://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/Blog/Multiplication-Fluency-in-Middle-School_-Part-3/

Building Multiplication Fluency in Middle School (Part 4) -
http://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/Blog/Multiplication-Fluency-in-Middle-School_-Part-4/

Excellent video of Georgia students engaged in all of the SMPs. The students are part of an Algebra I class at North Hall Middle School in Hall County, Georgia. This video was part of [|Dan Meyer's blog post //Marbleslide Madness//]; a post which called attention to the new Desmos [|Marbleslide activity].

A few other sites which show the SMPs in action are: Inside Mathematics: Mathematical Practice Standards - http://www.insidemathematics.org/common-core-resources/mathematical-practice-standards Illustrative Mathematics: Practice Standards - https://www.illustrativemathematics.org/practice-standards Teaching Channel: Mathematics Videos - https://www.teachingchannel.org/videos?page=1&categories=subjects_math&load=1

===[|Formative Assessment PLUS Practice Activity]===

Courtesy of Camden County:
**1.** One of our ongoing struggles in mathematics classes is getting students to actually READ word problems, and identify relationships in order to solve them. This is demonstrated so well in Robert Kaplinsky’s [|“How Old is the Shepherd” video.]

**2.** We stumbled in to Brian Stockus’s blog (thank you, Graham Fletcher) and a wonderful strategy for prompting students to engage with the problem solving before plucking numbers from among words and randomly trying some operations with them! By taking out all of the numbers, students talk and debate and make sense out of the situation. They might suggest numbers that could be inserted into the problem, and even try their own and compare with classmates. Rich sense-making! Then provide them with the numbers, one at a time, and watch them reason, persevere, attend to precision… ah, those standards for mathematical practice! []

**3.** Two subsequent blog posts provide additional information and samples for Numberless Word Problems: [] []

**4.** We have taken problems from some of the GaDOE Framework tasks, as well as from the Georgia Milestones Study/Resource Guides and tried this strategy. Take away the numbers, figure out what is being asked, then replace the numbers and see what happens.

Sample Item 13, Georgia Milestones Grade 7 EOG Study/Resource Guide for Students and Parents: A bicycle training wheel has a certain radius. The bicycle wheel has a larger radius. Approximately how much smaller, in square inches, is the area of the training wheel than the area of the regular wheel?

What do you wonder? What do you notice? What is the problem asking for? What numbers might be in the problem?


 * A bicycle training wheel has a radius of __3 inches__. The bicycle wheel has a radius of __10 inches__. Approximately how much smaller, in square inches, is the area of the training wheel than the area of the regular wheel? **


 * [|The Need for Change - Classroom Structure: Homework] **

**Great Classroom Projects & Assessment Tasks at** http://www.bowlandmaths.org.uk/index.html
=== Haralson County Middle School has placed resources in one livebinder:[| http://www.livebinders.com/play/play?id=380192] and 8th grade specific resources in another: ===

As we work tasks and gain experience with the materials we update the livebinder resources.
=== Courtesy of Gwinnett County- MathShell Formative Assessment Lessons listed by quarters and aligned to AKS (end of coding correlates with MGSE).===