More Good Questions

We know that Differentiated Instruction helps all students to learn. Yet DI challenges teachers, and nowhere more than in mathematics. In this new book, written specifically for secondary mathematics teachers, the authors cut through the difficulties with two powerful and universal strategies that teachers can use across all math content: Open questions and Parallel tasks. Showing teachers how to get started and become expert with these strategies, this book also demonstrates how to use more inclusive learning conversations to promote broader student participation. Strategies and examples are organized around Big Ideas within the National Council of Teachers of Mathematics (NCTM) content strands. With particular emphasis on Algebra, chapters also address Number and Operations, Geometry, Measurement, and Data Analysis and Probability, with examples included for Pre-Calculus.

Marian Small is the former dean of education at the University of New Brunswick. A longtime professor of mathematics education and bestselling author, she speaks widely and consults with schools and districts to help teachers and coaches in the United States and Canada. She is the author of Good Questions: Great Ways to Differentiate Mathematics Instruction, co-published by Teachers College Press and NCTM. Visit Marian Small's website: http://www.onetwoinfinity.ca. Amy Lin is a mathematics consultant for the Halton District School Board in Ontario, Canada. A former research engineer and award-winning high school teacher, she has authored mathematics textbooks and student resources for commercial publishers and for the Ontario Ministry of Education.

Preface	p. vii
Organization of the Book	p. vii
Organization of the Content Chapters	p. ix
Acknowledgments	p. xi
Why and How to Differentiate Math Instruction	p. 1
The Challenge in Math Classrooms	p. 1
The Particular Challenge in Grades 6-12	p. 2
What It Means to Meet Student Needs	p. 2
Assessing Students' Needs	p. 2
Principles and Approaches to Differentiating Instruction	p. 3
Two Core Strategies for Differentiating Mathematics Instruction: Open Questions and Parallel Tasks	p. 7
Creating a Math Talk Community	p. 16
Algebra	p. 17
Topics	p. 17
The Big Ideas for Algebra	p. 18
Open Questions for Grades 6-8	p. 19
Open Questions for Grades 9-12	p. 29
Parallel Tasks for Grades 6-8	p. 46
Parallel Tasks for Grades 9-12	p. 52
Summing Up	p. 61
Number and Operations	p. 63
Topics	p. 63
The Big Ideas for Number and Operations	p. 64
Open Questions for Grades 6-8	p. 64
Open Questions for Grades 9-12	p. 73
Parallel Tasks for Grades 6-8	p. 78
Parallel Tasks for Grades 9-12	p. 84
Summing Up	p. 88
Geometry	p. 89
Topics	p. 89
The Big Ideas for Geometry	p. 90
Open Questions for Grades 6-8	p. 91
Open Questions for Grades 9-12	p. 100
Parallel Tasks for Grades 6-8	p. 109
Parallel Tasks for Grades 9-12	p. 115
Summing Up	p. 122
Measurement	p. 123
Topics	p. 123
The Big Ideas for Measurement	p. 124
Open Questions for Grades 6-8	p. 124
Open Questions for Grades 9-12	p. 132
Parallel Tasks for Grades 6-8	p. 141
Parallel Tasks for Grades 9-12	p. 145
Summing Up	p. 151
Data Analysis and Probability	p. 153
Topics	p. 153
The Big Ideas for Data Analysis and Probability	p. 154
Open Questions for Grades 6-8	p. 155
Open Questions for Grades 9-12	p. 163
Parallel Tasks for Grades 6-8	p. 172
Parallel Tasks for Grades 9-12	p. 178
Summing Up	p. 186
Conclusions	p. 187
The Need for Manageable Strategies	p. 187
Developing Open Questions and Parallel Tasks	p. 188
The Benefits of These Strategies	p. 189
Appendix: Worksheet for Open Questions and Parallel Tasks	p. 191
Glossary	p. 193
Bibliography	p. 206
Index	p. 208
Index of Subjects and Cited Authors	p. 208
Index of Big Ideas	p. 210
About the Authors	p. 212
Table of Contents provided by Ingram. All Rights Reserved.

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