eRiding - Mathematics & Numeracy - Secondary Mathematics & Numeracy - Secondary Resources ' In mathematics you don't understand things. You just get used to them. '- Johann von Neumann (1903 - 1957) Materials to support teaching and learning have been developed and will continue to be developed and displayed on this site. Introduction to the Resources Meme Generator The Fastest Meme Generator on the Planet. Easily add text to images or memes. erase Draw Add Image Add Scumbag Hat ALL STRANDS - Open-Ended Math Problems Open-Ended Math Problems This site is for the specific purpose of preparing Middle School students for OPEN-ENDED problem solving on standardized tests. We have divided each month into the five strands from the Philadelphia math standards:Number Theory Measurement Geometry Patterns, Algebra, and Functions Data, Statistics, and Probability There are three levels of difficulty for each standard. We have written and chosen problems from different sources that lend themselves to more than one way of solving.

Tasks, Units & Student Work - Common Core Library Keywords (optional) Enter keywords (e.g., K.OA.3, informational text, arguments, quadratic equations, etc.) Grade (select at least one) Every Maths Topic - topic by topic Step 1: Click below and choose the number of synced accounts for yourself, colleagues and students. Step 2: Reply to our acknlowledgement with the email address of everyone else to be added, if it's more than you. All instructions will be included in our message. Math Survey – Students I am taking Justin Lanier’s call to action from his talk “Beyond Beauty” at the Global Math Department. I posted over the weekend about the results of my survey of teachers and staff at my school. Today, I gave it to my students.

Problem Solving - Potent Math Problems . . . are problems that have the potential to deepen understanding of significant mathematics through multiple answers approaches to an answer interpretations extensions perspectives on a mathematical idea layers of complexity algorithms Problems with multiple solutions and/or multiple approaches are often called open-ended problems, although many other problems also go by that name. Open and open-ended problems are frequently used in Japanese classrooms to achieve deep understanding of mathematical concepts. In American classrooms, they can be used effectively with teaching methods like the SPOSA model. Although we are developing a database of potent problems, we don't pretend that by themselves the problems will lead to deep understanding. The teacher counts.

Log in When you hear a teacher's stories of classroom instruction, you hear the wisdom of practice through those stories. Classroom stories are a valuable repository of practical knowledge. At LessonSketch we believe that those representations of practice may also provide context for developing capacity for instruction. The LessonSketch collections, tools, and online community are devoted to the creation, examination, and discussion of stories of instructional practice. Sign in and sign up for professional learning experiences where you can start exploring some of the classroom stories in our collection.

Maths resources - Maths Careers This page aims to provide a range of resources to support teachers in the classroom as well as parents at home. Mathematical Trickery (produced by the more maths grads project) Teacher Information (DOC 265Kb, PDF 95Kb) Maths Tricks (PPT 654Kb) Number Puzzles (DOC 25Kb, PDF 46Kb) Mr. B's Blog: I Volunteer as Tribute: The Final HSCN The arena set, the districts formed, the Capitol ready. Sounds like the beginning of the Hunger Games, doesn't it? This was the staging for the final HSCN: The Math Hunger Games. To bring you up to speed if you are not familiar with my HSCN, I hosted evenings three times a month where I instructed parents on math and reading. This is explored more in depth in this blog post. The final HSCN was Students vs.

Probelm Solving - SPOSA The SPOSA model of teaching Larry Copes This is problem-based teaching in the sense that the mathematical ideas grow out of work on the problem, rather than proceeding work on the problem. Set the context. This step is often unnecessary. Standards for Mathematical Practice "Does this make sense?" Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. Norfolk Maths PI Scheme Created by Maths Teachers and Educators in Norfolk This mathematics scheme is based on the 2014 Key Stage 2 and 3 National Curriculum for Mathematics and the 2015 GCSE Mathematics. The Norfolk Progressive Inclusive Scheme is divided into twelve topics to be taught across the academic year.

How to Use Handwriting in Google Documents Earlier this week John Stevens tipped me off to using g(Math) to add handwritten responses to Google Forms. This morning John sent me a direct message on Twitter to tell me that you can now use handwriting in Google Documents through the g(Math) Add-on. John wrote out step-by-step directions with screenshots here. I made a short screencast of the process. That screencast is embedded below. Thanks again to John Stevens for the tip.

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