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Countdown Here is a chance to play a version of the classic Countdown Game. Choose any 6 cards. The top row contains the numbers 25, 50, 75, 100 and the bottom row contains numbers from 1 to 10. Click on "play" to set a target. 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.

Teachers toolbox - Professor John Hattie's Table of Effect Sizes Hattie says ‘effect sizes' are the best way of answering the question ‘what has the greatest influence on student learning?'. An effect-size of 1.0 is typically associated with: • advancing learners' achievement by one year, or improving the rate of learning by 50% Countdown Fractions This is a more challenging version of Countdown Choose any 6 cards. The top row always contains the numbers 1, 2, 3 and 4 and the bottom row contains a range of fractions, that changes according to the level of difficulty: Level 1: halves, quarters and eighthsLevel 2: halves, thirds, quarters, sixths and twelfthsLevel 3: halves, quarters, fifths, tenths and twentiethsLevel 4: halves, thirds, quarters, fifths, sixths, tenths, twelfths, fifteenths, twentieths, thirtieths and sixtieths. Select a level and click on "play" to set a target.

Addition de fractions I've included 3 images for the following reasons: 1) "Going in" is a simple unlabeled visual representation of what's going into the black box at the end of Act 1. 2) "Going in (labeled)" is a simple labeled visual representation of what's going into the black box at the end of Act 1. You might refrain from showing this slide as it suggests fractions are the only way to solve this task. Encourage students who want to use decimals or percents in solving this.

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) Subject (select one) NYC educators and national experts are developing Common Core-aligned tasks embedded in a unit of study to support schools in implementing the Citywide Instructional Expectations. Educators may choose to adopt these resources in their entirety or adapt the materials to best address students’ diverse needs. Educational Leadership:Using Assessments Thoughtfully:The Right Questions, The Right Way It is perhaps the most familiar of all classroom routines: A teacher asks the class a question, several students raise their hands, the teacher selects one of those with a hand raised, the student gives a response, the teacher evaluates the student's response, and the cycle begins again. Education researchers call it the standard classroom transaction model or just I-R-E (for initiation-response-evaluation). You will find this model played out it in the vast majority of classrooms in every country in the world. Teachers use this routine to assess where students are so that they can plan next steps.

Power Countdown In the game of Power Countdown, you use a set of numbers to make a target number, but unlike the usual Countdown game where you can use or , the only operations you can use are raising a number to a power, taking the reciprocal of a number, or finding the product of two numbers. Each number can only be used once. You don't have to use all the numbers. There is often more than one way of making a particular target, so see how many different ways you can find. Watch the video to see some examples. 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.

Make It Count: Providing Feedback as Formative Assessment Providing students with feedback on written work can, at times, feel like a burden. Dozens (perhaps even hundreds) of papers clutter your desk, and commenting on each is nearly impossible. Still, we know, both from our experiences and from research, that feedback is essential. John Hattie, Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, believes that feedback must be timely, relevant, and action-oriented. Factors and Multiples Puzzle Stage: 3 Challenge Level: To try this puzzle you will need a copy of the playing board and cards. You can download a copy to print. Cut out the 10 heading cards and put one in each of the 10 spaces round the playing board.

Mathematics K-5 · CCGPS Mathematics Grades K-5 · CCGPS Mathematics Glossary Third grade teachers working on unit revisions at GaDOE (June 2013) 2013-2014 CCGPS Mathematics Unit Frameworks Teacher and Student Editions of the 2013-2014 CCGPS Mathematics Unit Frameworks were posted on July 1, 2013, to GeorgiaStandards.Org and Learning Village. These unit frameworks reflect the thoughtful collaboration and dedication of mathematics teachers, coaches, and supervisors from across the state of Georgia.

How to move your lessons from good to outstanding Where would I be without Twitter? I have decided to elaborate on this AfL strategy, following this tweet from my @TeacherToolkit account on #ukedchat 3.11.11. My tweet said "#ukedchat Missed out tonight, look forward to reading ideas. To use the search facility enter your keywords, separated by spaces, in the box below. The engine will scan through the problem description, details, solution, and a set of topic keywords for every problem. You can further refine your search by requiring an exact match of every word in your list (AND) or any of your keywords (OR). You can also select the difficulty level of the problem, for which guidance is given below. Guidelines to level of difficulty: These problems require nothing more than a logical mind and a willingness to try things out on paper.

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