Tag: College Readiness

What Unfolds in Your Math Class When the Bell Rings?

The bell to start class just rang. Now what? Let’s talk about those classroom openers that go by many names – “bell ringers”, “warm ups”, or “do nows”. After over 35 years in the teaching game, I’ve had my fair share of experiences with these little classroom kickstarters. You could say that bell ringers (or your preferred name) and I have a bit of a “frenemy” relationship. Why? Let me elaborate on the advantages and challenges I’ve experienced with bell ringers throughout my career.

The Value of Bell Ringers 🌟

First things first, let’s acknowledge the credit bell ringers deserve. They can truly elevate your teaching game. Once seamlessly integrated into your daily flow, most students will fall in line. When students enter the room, they dive straight into the bell ringer activity. This gives you some precious moments to tackle all those initial tasks that need attention – like attendance, catching up with absentees, and the never-ending quest for missing assignments.

Wondering how to make this streamlined approach a reality? It’s all about setting the groundwork from day one. Here’s the deal: let your students know that the next time they walk into the classroom, there will be a bell ringer or directions on the board waiting for them, and they should start on it right away. Consistency is key here – when you establish this routine early on, students will come to expect it and know exactly what’s coming their way.

But that’s not all. Having them dive into the bell ringer gets their gears turning. It’s like flipping a switch that says, “Time to learn, folks!” The activity itself helps reel in their focus, and guess what? It prevents those precious minutes from vanishing into thin air. And trust me, we math teachers are all about squeezing every ounce of learning time from the clock.

What adds to the charm of bell ringers is their versatility. They can serve specific purposes within your lesson plan. Whether reviewing a topic, accessing material that might otherwise be overlooked, or even acting as a captivating lesson hook – a purpose-driven bell ringer provides valuable insights to educators while aiding students’ comprehension of topics and sparking their interest.

I often utilize my bell ringers to prepare students for upcoming exams such as in-school ACT, SAT, or state tests. Additionally, I find value in conducting reviews of past topics and addressing areas where I know many students have learning gaps.

Let’s Talk Challenges Now 🤔

It’s important to know that bell ringers don’t always go as planned. One big issue is treating them as just something to pass the time. If students think they’re not important, they might not take them seriously. Have you ever had a student ask, “Does this count for a grade?” That’s their way of saying, “I’ll only do it if it matters.” So, the trick is to make sure they have a clear purpose. Even if grades aren’t involved, helping students understand how the bell ringer helps their learning is key. It is also important that students know that once they are finished with the bell ringer, there’s a good chance that someone in the room will have to explain how to work the problem or even go to the board and work it. If students feel like they might get called on, they will not want to get caught off guard.

I’ve had times when I’ve been in a pinch and had to create a bell ringer on the fly, without much preparation. It’s no secret that students can sense when things are a bit disorganized. You see, the whole “Fake it until you make it” idea doesn’t work well in teaching. You can’t pretend to be organized. With a classroom full of around 28 students, there’s just too much happening. You’ve got to be on your A-game. Teaching requires real organization and being genuinely ready for what’s ahead. So, take it from someone who’s been through it – staying organized is a true game-changer and that applies to having a prepared bell ringer.

There have been times when I decided to stop doing bell ringers altogether, or at least in some classes. When the Pandemic hit and everything went online, my bell ringers didn’t work well in that format, so I took a break. The important thing is, it’s okay to change things up when needed.

Transitioning from one activity to another can make or break the classroom atmosphere. There were years when after the bell ringer, things got a bit crazy until I could get things back on track. Realizing the importance of fewer disruptions in certain classes, I chose to skip bell ringers to stay focused and keep my sanity intact. By the way, transitions can be smooth. If you give clear directions on what to do next and even set a timer, they can go better.

The biggest reason that I have a love-hate relatioship with bell ringers is the significant time investment required to either source or craft them. It can feel counterintuitive to dedicate an hour to creating something that’s intended to occupy just around 10 minutes or less of valuable class time.

Purpose Matters 🎯

If you’re set on doing bell ringers, give them a purpose. Before going any further on your quest for bell ringers, stop and write the purpose the bell ringer will serve. Here are some suggestions:

  • It will be a hook for the lesson.
  • It will be a digital task.
  • It will be a review of the previous day.
  • It will be state testing review.
  • It will be college readiness review.
  • It will be sprial review.
  • It will be a seasonal math task.
  • It will be a writing task

Once you lock in that purpose, you can hunt down the material. You need to think about how much time you want to spend on the bell ringer in class. That will help determine how many questions you want to have. I’ve listed some ways to come up with the problems:

  • Search real-life examples so the problems have meaning.
  • Use Desmos activities and spread them out over a week.
  • Write questions that are similar to the homework.
  • Use released test questions from your state tests or from college entrance exams.
  • Grab problems out of the math book at the end of units for spiral reviews.
  • Use AI generated questions. Beware! AI is not always great with math.

Now that you know your purpose and where your material is coming form, what format do you want to use? I’ve done different things, but my favorite is a three question approach where the first two questions scaffold for the thrid question. You can see an example below:

Another option is “We Do, You Do”. Together with the class, the teacher works through 1 and 2 and then lets the students work by themselves on 3 and 4. In this format, the teacher will begin class working the problems. When students work the other two, she can go do her attendance and other tasks. This approach is good when you have students that have a hard time starting. Check this out here:

Your Bell Ringer Investment 🙌

Most of us do not want to spend our precious teacher planning period on bell ringers, so we end up working on it at home. If you decide to create these bell ringers yourself, then by all means save them so you have them for the next year. Make your time investment work for you in the future.

If you decide that recreating the wheel is not for you, them you can look at what I have. I’ve bundled up all my purpose-driven bell ringers to save you some head-scratching hours. Whether it’s Geometry, Algebra, or even a sprinkle of Trig, there’s plenty of things to choose from. Check out the resource after the final paragraph. You can look at the individual items and purchase them separately too.

In closing, the journey with bell ringers is an exploration of balancing their benefits and challenges. As educators, we adapt and refine our approach, always seeking the best ways to engage our students. Whether you’re harnessing the power of purpose-driven bell ringers, navigating their quirks, or even deciding to take a break when necessary, remember that your dedication to creating a meaningful learning experience remains at the heart of it all. With purpose as your guide, you’re well on your way to transforming those initial moments into impactful stepping stones towards an enriched classroom experience. Keep up the incredible work, and keep those bell ringers ringing with purpose!

From Roots to Fruits: An Engaging Journey for Your Algebra Students

I’m thrilled to introduce a versatile algebra resource that will take your students on an exciting journey through the world of algebra. At the beginning of the year, I like to introduce students to the origins of algebra, give them some idea of why they need it and to give them some relief that they are prepared for this moment because of their background in math. In the past, I’ve addressed this in a disconnected manner. For the first time, I’ve actually created a resource that takes students on this journey in a fun and organized fashion. I’m excited to give you an opportunity to use it in your classroom this year.

The presentation is offered in several ways so that teachers can choose the option that fits their needs. Do you want a teacher-led presentation or do you want self-directed work? Would you rather the students work through a Boom Card activity? The teacher-led journey and the student self-directed exploration are included in one resource. The Boom Card activity is in a separate resource since not all teachers are familiar with this type of application. Check out the descriptions of each below:

  • Teacher-Led Journey:
    The teacher-led journey is captured through a PowerPoint. To make it easy on the presenter, I’ve included a teacher guide that provides clear instructions, ensuring a seamless experience as you navigate the presentation. Your students will participate in the reading of the slides, answering some math questions along the way and they will be creating a picture of a fruit tree that represents their journey. (Roots – origins of algebra, soil and rocks – the foundational skills needed and so forth.)

  • Self-directed Exploration:
    Recognizing that every classroom is unique, I’ve also included alternative options for student-led exploration. The Google Slides version allows your students to take control of their learning, engaging in a “scavenger hunt-style” activity at their own pace. Teamed up with a Google Forms companion, your students can answer questions, solve math problems, and reinforce their understanding while enjoying the freedom to explore independently or collaborate with a partner. While progressing through the Google Forms, students will have the opportunity to simultaneously create the picture of the fruit tree.
  • Boom Card Adventure:
    To add an interactive twist to the learning experience, I’ve created a Boom Card activity. Your students can embark on an exciting adventure through a series of engaging digital cards, answering questions and deepening their understanding in a fun and gamified format. The Boom Cards offer an exciting way to reinforce concepts and keep your students motivated as they progress on their algebraic journey. No tree is created in this activity, but the slides are basically the same as the presentations referred to earlier with the addition of some mulitple choice and matching questions. This self-graded option is perfect if you are fond of Boom Cards and you want your students engaged. They can work through the cards as many times as you will let them.


This resource addresses common student questions, such as “What is algebra?” and “When will I ever need it?” By launching this algebraic adventure, your students will gain a deeper understanding of the subject’s origins, its practical applications, and its relevance in their daily lives. Through a combination of visual aids, interactive activities, and thought-provoking questions, this resource aims to introudce algebra in a fun and eye-opening way. The Algebra Journey Activities are below. The poster is a freebie and fits well with the activity. Go take a look and good luck this year!

Making Mistakes in Math

Say this to yourself: “I make math mistakes and it’s ok!” Most of the mistakes we make as teachers are probably because of being careless. Our minds are processing 20 different things while we are teaching. We are wondering if the students are understanding or if Susie is on her phone or if Johnny is ever going to come back from the restroom. 

Make it known from the beginning of the year that you WILL make mistakes and you need the students to catch those mistakes. If they catch the mistake, then give them bonus points or a sticker or some reward to let them know it’s important that they notice your mistakes. Also tell your students that you do not know everything about math. That might shock them. You need to show vulnerability so that the students feel comfortable about their own mistakes. When you make a mistake and a student points it out, say THANK YOU!

Something that I have said many times this year is that I want the students to be wrong… a lot. I want them to mess up. I want them to make mistakes. I want them to leave the class and say, “Well I made a lot of mistakes today in math.” Weird, I know…but if they can say that, then they worked hard in class. Mistakes are a part of learning. Mistakes mean effort. No mistakes will probably mean no work. 

Have you asked a student a question and they say, “I don’t know?” Tell them they can’t say that anymore. Do not let them write IDK for an answer on a paper. That’s a big no no. I tell the kids to “Fake it until you make it.” Act like you know. Put something down or give some sort of answer. Who cares if you are wrong! 

Next week when you are teaching, look at your students and see who is just sitting. Walk the room. Who has a blank paper. Don’t let this happen. Get the students involved and teach them to be ok with math mistakes. Mistakes are necessary! 

(Here is a gift to you. A digital display poster of Mistakes are Necessary. This is from my Google Drive… if you cannot open it, try from your personal email and not your school email.)

This post was a newsletter first. This is the kind of content that I like to write for my email subscribers. If you’d like to be a part of my email list, sign up here. My goal is to provide tips, ideas and resources for the busy secondary math teacher or tutor. If that’s you, please join.

Texas Success Initiative Assessment in Math 2.0

The new version of the Texas Success Initiative comes out in January. As far as the math goes, there is nothing new on the test. Students will still get a 20 question test, but if they don’t score high enough on that part, they get a second chance to pass it during the diagnostic portion.

If you want to know more about the test, the best place to go is to the Texas Higher Education Coordinating Board. This site is full of information. The specific TSI part is hard to find, so click here and you’ll go right to it.

Why should high school English and math teachers be interested in this? Students must pass the TSIA to take college English and math classes. This includes dual credit math and English classes. The only way students do not have to take the TSIA is if they score high on the SAT or ACT before they are starting their college-level classes.

The math portion covers 4 main areas:

  • Quantitative Reasoning
  • Algebraic Reasoning
  • Geometric and Spatial Reasoning
  • Probabilistic and Statistical Reasoning

I’ve created 6 practice sheets that mimic the College Ready portion of the test which is the 20 question test. Each practice sheet has 20 questions. The first 6 cover quantitative reasoning, the next 7 cover algebraic reasoning, the next 3 over geometric and spatial reasoning and the last 4 cover probabilistic and statistical reasoning. If your students struggle on any part of them, then I have other TSI resources that will help them further.

Here’s a pic of one of the sheets:

If you are not a Texas teacher and just need some good overall reviews for your ACCUPLACER class or your junior or senior math classes, these practice sheets would come in handy!

Go check this resource out or if you are interested in getting all the TSI materials, then check out the bundle!