Most Misunderstood Math Standards in Grade 5. In my last posts we explored the Most Misunderstood Elementary Mathematics Standards in Grades 3 and 4. I have loved the conversations I’ve engaged in with math educators and welcome more people to join in! I can be found on Twitter here: @few_rebecca or leave me a comment below! In this post, we will dive into the most misunderstood elementary school standards in Grade 5. Again, this is not about judging our colleagues, but looking deeply at the practice of mathematics instruction in Grade 5 and learning more about the standards together.
How many times have we heard someone say, “When we multiply, the product is always larger” or, “When I divide, my answer is always smaller.” Probably several times during our tenure in education. Making generalizations about mathematics that are inaccurate promote misunderstandings about important math concepts. The first one is 5.NF.B.4: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. Recognizing and Alleviating Math Anxiety.
In class, this may look like misbehaving, off-task behavior, or frequent visits to the nurse. But avoidance may be hard to recognize because some of our math-anxious students have perfected the skill of doing very little math without drawing too much attention to themselves. Lack of response: Do you have students who seem to freeze when asked a question involving math? When students have math anxiety, any math-related question can make them feel extremely stressed. They lack full access to their working memory, making it nearly impossible for them to think clearly.
They may even have this reaction when they know the answer—it’s the fear that is standing in the way, not the math. Tears or anger: Tears or anger might signal anxiety, especially if they appear only during math. Negative self-talk: Students suffering from math anxiety have negative thoughts about the subject and their own abilities. Strategies to Support Healthy Math Identities.
Mathematics anxiety and the affective drop in performance. Finding the Beauty of Math Outside of Class. A math trail is an activity that gets students out of the classroom so they can (re)discover the math all around us. Whether out on a field trip or on school grounds, students on a math trail are asked to solve or create problems about objects and landmarks they see; name shapes and composite solids; calculate areas and volumes; recognize properties, similarity, congruence, and symmetry; use number sense and estimation to evaluate large quantities and assess assumptions; and so on.
This is one of those creative, yet authentic activities that stimulate engagement and foster enthusiasm for mathematics—and so it can be particularly useful for students in middle and high school, when classroom math becomes more abstract. A math trail can be tailored to engage students of any age and of all levels of ability and learning styles. Its scope and goals can be varied, and it can include specific topics or more general content. A Day of Exploration Back at School.
Productive struggle. Grade 3. Enrich & extend. Cool math ideas & thoughts. Teaching time. Grade 4. Number sense. Five Places for Trusted Resource Recommendations. There are huge benefits to be had from dipping your toe (or plunging headfirst) into the world of Open Educational Resources (OER). Maybe you need to supplement your existing curriculum to identify gaps; maybe you need find a new way to reach a struggling student; maybe you’re curious about harnessing digital technology to discover exciting, tech-based ways to teach age-old content.
Whatever the case, the OER and ed-tech universe can seem magical (limitless lessons and tools – and they all seem free!) Until reality sets in and you realize you don’t know where to start or how to discern good from bad. Everything claims to be standards-aligned and promises to work miracles in helping your students understand everything from fractions to debate strategy. Here are five places you can visit to quickly narrow your search: 1. The Right Tool for the Job – This report from the Thomas B. 2. 3. 4. 5. Save. Best Math Websites for the Classroom, As Chosen by Teachers. We recently sent the call out on our Teacher HELPLINE! For teachers to tell us the best math websites. And wow, did you all come through! We’ve gathered all the links and included a short description of each math website, along with a grade level recommendation and the cost, if any. Our list covers grades K–12 and is full of resources, games, freebies, and innovative programs.
Here are the best math websites, according to teachers. Best Math Websites – Comprehensive Math Programs These websites provide standards-based math curricula, practice activities and games, assessment tools and instructive insights, and professional development. From McGraw-Hill, a web-based assessment and learning system that uses adaptive questioning to determine students’ needs. Grades: 3–12 Cost: $ Buzz Math BuzzMath focuses on helping middle schoolers practice their math skills. Grades: 6–9 Cost: Free demo; $ subscription for students and families.
Corbettmaths Grades: K–12 Cost: Free DragonBox Grades: K–6 Dreambox SumDog. Avoiding "Learned Helplessness". We all have students that just want to "get it right. " We all have students that constantly seek the attention of the teacher. "Did I get this right? " "Is this what you want? " Now while it's certainly a good thing to affirm students in their learning, many times we want students to be creative with their learning. We allow them to own their learning and create assessment products where they can show us what they know in new and inventive ways. Because of this, there isn't "one right answer," yet our students are often trained to think that there can be only one. Similarly, we want students to be reflective, to ask themselves, "How do I know if I'm on the right track? " Curate and Create Learning Resources If we want to have students seek out other information from sources other than the teacher, then we must make sure those resources are available.
Questions "For" (Not "About") Learning What do I mean by this? What else could you try? Stop Giving Answers Allow for Failure.
Intervention. Early Childhood. HW. Mental math. Fractions. Math research. Homework. Supporting Excellence: Real Support for Teachers Starts With the District’s Curriculum – Achieve the Core Aligned Materials. Through my work with the Council of the Great City Schools, I’ve had the opportunity to visit school districts throughout the country, speaking with leaders and staff at all levels of the system. Often, what we hear in these conversations is a wide range of interpretations of district standards and instructional expectations. What is consistent, however, is that teachers and principals do not feel they have the resources and support they need. This is one of the reasons we at the Council of Great City Schools have shifted our focus over the last year or so to ensuring that clear guidance and standards-aligned resources are actually making it into classrooms.
And we feel that this work begins with the development and implementation of a strong district curriculum. When we look at curriculum documents and guidance materials written by districts, we often see missed opportunities for clarifying the district’s vision and supporting instructional staff. What is a Curriculum? Annotated Examples. Homepage | LTLT. Education Week. It's a question that most math teachers have probably heard. Why do I have to learn this? What is math even for?
On Twitter, I asked math teachers from various grade levels to share how they answer that question. Here's what they said: I also asked a handful of math teachers to share their answers more in-depth. Nicole Smith, a high school math teacher in North Carolina, said she tries to proactively address this question before students even ask: "I look for connections between upcoming topics and the real world to show students how the skill is used outside of this class.
Here's what John Trout McCrann, a high school math teacher in New York and a blogger for Education Week Teacher, said he tells students when they ask why they need to learn a math concept: "You don't. Justin Minkel, an elementary teacher in Arkansas, said he uses simulations to make math fun and relevant for his young students: Teachers, share your answers to the question "Why do I have to learn this?