and GROWTH MINDSET!
     Why Do Mindsets Matter?

    In 1988, Dr. Dweck first presented a research-based model to show the impact of mindsets. She showed how a person’s mindset lay the foundation for either performance goals or learning goals. A student with a performance goal might be worried about looking smart all the time, and avoid challenging work. On the other hand, a student with a learning goal will pursue interesting and challenging tasks in order to learn more. In subsequent studies, Dr. Dweck found that people’s theories about their own intelligence had a significant impact on their motivation, effort, and approach to challenges. Those who believe their abilities are malleable are more likely to embrace challenges and persist despite failure. This model of the fixed vs. growth mindset shows how cognitive, affective, and behavioral features are linked to one’s beliefs about the malleability of their intelligence. The graphic below demonstrates this research, and how different mindsets lead to different patterns of behavior.

    Dweck, C.S. & Leggett, E.L. (1988). A Social-Cognitive Approach to Motivation and Personality
    We will also be using the Expressions math program this year.
    Unit 1  - Rates, Ratios and Proportions
    Unit 2  - Area of Polygons
    Unit 3  - Operations with Whole Numbers 
    Unit 4  - Surface Area of Prisms and Pyramids
    Unit 5  - Expressions and Equations
    Unit 6  - Volume of a rectangular Prism
    Unit 7  - Rats and Ratios with Fractions, Decimals, and Percents
    Unit 8  - Analyzing Statistics
    Unit 9  -Rational Numbers and the Coordinate Plane
     What will my child do in Math? What if he/she is struggling?

    Our district adopted a new Math program last year, Math Expressions Common Core (Houghton Mifflin Harcourt). Typically, we will begin with a mini-lesson (10-20 minutes of skill introduction and direct teaching). The InterWrite (Smart) board is often used during this time for practice. Students use their dry erase boards regularly to make sure that all students are actively participating in the lesson.  After the mini-lesson, students will separate into 3-4 small groups or partner up to practice the skill.  These stations often include hands-on practice, including computer and InterWrite technology and a variety of math manipulatives and games.  This is also my opportunity to re-teach and meet with small groups or individuals that may need extra reinforcement of the skill.  We usually close the lesson by applying the skill or skills they have learned in a real world situation (Math Menu).  Homework is also discussed and assigned at the conclusion of the lesson.  The next morning, the homework will be reviewed or collected. Every Friday, students will do our “Fast Facts” multiplication/ division routine (2 min. timed/ 50 facts) and Math Box Checkpoint. The IXL Math program and FAST FACTS computer program are used each week to practice math computation and applications.

    Our Math curriculum includes the following:  Numbers and Operations in Base 10; Operations and Algebraic Thinking; Addition, Subtraction, Multiplication and Division of Fractions and Geometry.

    Math Marvels
    IXL focus for Unit 9
Last Modified on September 7, 2017