Questioning My Metacognition | Trying to be a better teacher Me: What’s a half? Students: When you take something and cut it in half. Me: So what’s a half then? Students: When you take a piece of anything and cut it into 2 pieces.Anticipating this response I quickly grabbed the scissors and cut a piece of paper into 2 obviously unequal parts. Students: That’s not a half because they’re not equal. We formalized our definition of a half and this is what the students came up with: “A half is when a shape or noun is cut, shaded, partitioned into 2 EQUAL parts.” They told me I had to underline equal and I gladly obliged. Student 1 defined half using the term shapeStudent 2 said pizzas needed to be included in our definitionStudent 3 said a cake can be cut in half as wellLast student said “well your bedroom should be included because my sister doesn’t keep her half clean and we get in trouble.” And that is how “noun” got added into our 2nd grade definition. Me: So we all have an understanding of what half means, right? Which shapes are shaded in half?
The Math Forum @ Drexel University The Math Forum has a rich history as an online hub for the mathematics education community. A debt of gratitude is owed to the dedicated staff who created and maintained the top math education content and community forums that made up the Math Forum since its inception. NCTM will continue to make many of the most popular parts of the Math Forum content accessible to the mathematics education community. We hope that you will join or continue to be a member of the NCTM community to access even more high-quality resources for teaching and the learning of each and every student. Problems of the Week The Math Forum created Problems of the Week as an integrated program that features problems by standard and additional teacher support materials. Continue Your Math Education Conversations in MyNCTM! MyNCTM is an online community where NCTM members can ask questions, network and connect with each other, start and join discussions, find and upload resources, and interact with education experts.
Foroohar: To Compete, America Needs 6-Year High Schools Back in April of 2012, I wrote a column touting a 6-year high school in Brooklyn as a model for a new kind of secondary education. On Friday, President Obama traveled to New York to visit this same school, the Pathways in Technology Early College High School (P-TECH), where he discussed the importance of ensuring that the next generation of middle class American workers and entrepreneurs have the skills they need to compete and win in a global economy. In his State of the Union Address earlier this year, the President lauded the P-tech school, which is a collaborative effort between New York public schools and City University of New York and IBM, which donates time, expertise and mentors, but no money. In fact, there’s a strong argument to be made that P-tech should be the future of high school nationwide. (MORE: Here’s the Number Everybody Worried About Twitter’s Future Should Care About) Having only a high school degree means a future of $15 bucks an hour or below.
Concrete-Representational-Abstract Sequence of Instruction Concrete - Representational - Abstract Sequence of Instruction Purpose The purpose of teaching through a concrete-to-representational-to-abstract sequence of instruction is to ensure students truly have a thorough understanding of the math concepts/skills they are learning. What is it? Each math concept/skill is first modeled with concrete materials (e.g. chips, unifix cubes, base ten blocks, beans and bean sticks, pattern blocks). [ back to top ] What are the critical elements of this strategy? Use appropriate concrete objects to teach particular math concept/skill (see Concrete Level of Understanding/Understanding Manipulatives-Examples of manipulatives by math concept area). How do I implement the strategy? When initially teaching a math concept/skill, describe & model it using concrete objects (concrete level of understanding). How Does This Instructional Strategy Positively Impact Students Who Have Learning Problems? Additional Information Create seperate pages Concrete What is it? .
Welcome to the Mathematics Assessment Project Pathways to Prosperity Network | Jobs for the Future The Pathways to Prosperity Network develops career pathways that span grades 9-14, enabling students to transition smoothly through high school, into higher education, and onto family-supporting careers—particularly in high-demand sectors like information technology, health care, and advanced manufacturing. The network's nine participating states engage regional employers and educators in building a system of pathways that are designed to launch young people into initial careers, while leaving open the prospect of further education. While pathways include either a comprehensive high school program of study or a career academy within a high school, all programs employ four key implementation strategies: Schools create early and sustained career information and advising systems.Employers provide a continuum of workplace learning opportunities.Intermediaries recruit business, nonprofit, and public employers as partners.Proponents advocate for supportive state policies.
www.turnonccmath.net Step to College | I-SEEED The Step to College (STC) Program’s mission is to increase the number of low-income, first-generation and historically underrepresented students who apply to, attend and graduate from our nation’s colleges and universities. Through college-level courses offered at local high schools, a longitudinal student tracking platform, personalized student mentorships, and case management, STC provides students in Oakland Unified School District and San Francisco Unified School District with the academic, social and emotional support they need to succeed in higher education. STC’s vision is that one day, all students will have the opportunity to earn a college degree that provides them with meaningful economic and personal prospects. STC students are high school juniors and seniors who take courses that train them in critical thinking, academic literacy, and technology, as well as other college preparatory courses for which they receive up to twelve (12) units of transferable credit from SFSU.
Georgia Standards · 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. K-5 CCGPS Mathematics Overview The K-5 standards are organized using domains, overarching ideas that connect topics across the grades, clusters that illustrate progression of increasing complexity from grade to grade and standards which define what students should know and be able to do at each grade level. The K-5 standards are organized in the following domains: counting and cardinality; operations and algebraic thinking; number and operations in base ten; number and operations – fractions; measurement and data; and geometry. The focus in the K-5 standards is comparable to that seen in high-performing countries.