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What Works in Math 4-8 from What Works Clearinghouse

What Works in Math 4-8 from What Works Clearinghouse
Related:  Theories and Teaching

CCSS Math - Resources for all State Standards Free Fractions Tools | Conceptua Fractions Conceptua Math includes interactive, visual tools that are ideal for teacher-facilitated, whole-class instruction, "Number Talks" and for parents supporting their students at home. These tools, available free of charge, are located under the Tool Library tab in our full curriculum. The full Conceptua Math curriculum includes integrated teacher supports, adaptive teaching, student investigations, and much more. Teachers Build Instructional Expertise with Supports Teachers start with scripted Lesson Openers to introduce concepts and generate fraction Number Talks with the whole class. Lesson Closers help students to summarize their learning. Sample Opener > Students Learn through Guided Lessons The Guided Lessons form the foundation of the program. Sample Guided Lesson > Students Apply Knowledge through Investigations Real World Investigations provide opportunities for students to use authentic data and apply their mathematical knowledge. Sample Investigation >

Interactive Whiteboard Resources: Maths, Key Stage 2 - Topmarks Education Caterpillar OrderingTablet friendly A flexible game for ordering numbers and for number sequences. Fantastic on an interactive whiteboard and tablet friendly. Varying levels of difficulty make it suitable for use throughout the primary age range. OrderingFlash You'll love this ordering game! Compare Numbers on a Number LineFlash Compare numbers on two different number lines and decide which is bigger. Comparing NumbersFlash A teaching tool which is good for demonstrating greater than and less than with 2 and 3 digit numbers and rounding to 10 and 100. CountersquareFlash A hundred square with movable counters and lots of different ideas on how you can use this as a teaching aid. Higher and LowerFlash Lots of examples of ordering numbers from simple ordering numbers to 10 to fractions, decimals or negative and positive numbers. Thinking of a NumberFlash Children need to guess a number below 100 from clues on the clouds. Chinese Dragon GameTablet friendly SequencesFlash EstimateFlash Number LineFlash

English - Leerplanevaluatie Formative evaluation Curriculum developers use a cyclical approach to increase the quality of the product. In order to test the quality of draft products and to gain suggestions for improvement, data is collected during formative evaluation activities. Planning and conducting formative evaluation activities take a number of steps. For a closer look at this iterative or cyclical curriculum development approach, please have a look at the following 2-minute clip: Evaluation Matchboard To support the planning of formative evaluation Nieveen, Folmer and Vliegen (2012) developed the 'Evaluation Matchboard'. Please refer to the following source for more details: Nieveen, N., & Folmer, E. (2013). The back of the matchboard provides the definitions of the various development stages, the quality criteria, the methods and the activities. Brief instructions for using the Evaluation Matchboard: More information

Bridges, Meander Patterns, and Water Sports « Math Munch This past week the Math Munch team got to attend the Bridges 2012. Bridges is a mathematical art conference, the largest one in the world. This year it was held at Towson University outside of Baltimore, Maryland. Participants gave lectures about their artwork and the math that inspired or informed it. To see more, you should really just browse the Bridges online gallery. A shot of the gallery exhibition I know that Paul, Anna, and I will be sharing things with you that we picked up at Bridges for months to come. David Chappell One person whose work and presentation I loved at Bridges is David Chappell. David shared some thinking and artwork that involve meander patterns. Instead of saying where curves sit in the plane using x and y coordinates, David describes them using more natural coordinates, where the direction that the curve is headed in depends on how far along the curve you’ve gone. Look at how the Cauto River “meanders” across the Cuban landscape. Stay cool, and bon appetit!

Mathematics Assessment Project News New – TRU Math: Teaching for Robust Understanding of Mathematics is a suite of tools for professional develompent and research - the alpha versions of these documents are available here… More International Awards for Team: Hugh Burkhardt and Malcolm Swan, leaders of the Shell Centre team, have been chosen by the International Commission on Mathematical instruction (ICMI) as the first recipients of the Emma Castelnuovo Medal for Excellence in the Practice of Mathematics Education. This complements the award by ICMI to Alan Schoenfeld of the 2011 Felix Klein Medal for Lifetime Achievement in research. The project is working to design and develop well-engineered assessment tools to support US schools in implementing the Common Core State Standards for Mathematics. Products Tools for formative and summative assessment that make knowledge and reasoning visible, and help teachers to guide students in how to improve, and monitor their progress. The Team What's on this site? More about MAP

Teaching 4 Real: Common Core Math Fact Practice Common Core and Math Fact Practice Can I just say that I love finding videos of great teaching practices? Lately, in my world, math facts have been a hot topic. Assessing math fact fluency is done in a variety of ways. I found a great video on Teacher Tube that shows how a 3rd grade teacher implements daily fact practice in her classroom. This video is directly from The Teaching Channel and in no way endorses my blog. Teaching Practice Third Grade Math: A Complete Lesson (26 min) Grade 3 / Math / Planning Ready to Learn: Creating a Positive Classroom Culture (2 min) All Grades / All Subjects / Community Lesson Idea (Common Core) Talking About Math: Sharing Strategies (5 min) Grade 3 / Math / Student Voice

Encouraging Mathematical Thinking: Introduction Being a professional educator takes time -- time to plan, time to practice, time to grade, time to communicate -- and I never have enough time. However, I now realize that adding reflection and research to my agenda have made my life as a teacher easier, not more difficult. -- Judith Koenig, Project teacher This paper reflects our working knowledge about how teachers engage students in mathematical thinking, and why this is important. We focus in particular on discourse in the classroom. By this we mean the use of questioning, listening, writing, and reflection as a means of encouraging reciprocal conversation -- the kind of teaching that allows every person to have a voice in creating mathematical understanding. We are a group of mathematics teachers and Math Forum staff who differ in our perspectives and backgrounds. How can teachers guide students' oral communication, for example, through active listening and careful paraphrasing of their language?

CC Resources 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. 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 focus in the K-5 standards is comparable to that seen in high-performing countries.

Teacher Guide Below is a guide to using the NRICH website on Desktops and tablets, a mobile phone guide will be available soon. At NRICH we believe that: Our activities can provoke mathematical thinking.Students can learn by exploring, noticing and discussing.This can lead to conjecturing, explaining, generalising, convincing and proof.In a classroom, the students' role is to focus on the mathematics while the teacher focusses on the learners.The teacher should aim to do for students only what they cannot yet do for themselves. Problems and resources linked to the Primary Curriculum, with support for teachers, can be found here. This is what a typical teacher's home page looks like. Mouse over the boxed areas for further explanation. We suggest that you find the teacher home that suits you best and go there regularly for updates: This is the button that gets you to this teacher guide. This button gets you to the home page for secondary teachers (shown here). Latest Collections Trending Past Features Related

Secondary Maths Collection – Tarsia – An Introduction to Tarsia Comment:5 average rating | Comments (3)Last Updated:25 February, 2014Section:Resources TES Secondary maths resource collections Collection Author: Craig Barton - Maths AST and creator of (TES Name: mrbartonmaths) What is it? Tarsia is a piece of freely available software which allows teachers to create a wide range of jigsaws, domino and follow-me activities very easily. How can I get the software? The software is available to download from via this link: Scroll down to the bottom of the page for “Formulator Tarsia Installation Package” The download software also includes a comprehensive user-guide Screen shots and instructions are available via this link: How can teachers use it? The advantages of this software are: Having selected what type of activity they wish to create, teachers use the Input screen to input as many questions and answers as they like. Tarsia Jigsaw activities are incredibly versatile, and can be used for many mathematical topics and all ability levels.

4.2.1 Making Triangles Task Using one band for each triangle, make as many different sizes and shapes of triangles, as you can on the computer geoboard. Explain to a friend the ways in which these triangles are different and how they are alike. [Stand-alone applet] How to Use the Interactive Figure We will refer to the pegs that the rubber band is attached to as nodes. To attach the rubber band to more than two nodes, drag the rubber band from the middle.To move a rubber band to a new node, click on the current node and drag the rubber band to the desired node.To remove a rubber band from a node, click on the node to select it (a double circle appears), then click on the Delete Node button.To delete a rubber band, click on it to select it, then click the Delete Band button.To clear the geoboard, click on the Clear All button.To color the interior of a shape, click on the rubber band and then click on a color. Students enjoy working with geoboards, whether they are interactive computer geoboards or physical ones.

PARCC Assessment System and Math, Part 2 « PARCC in Massachusetts In Part 1 on the PARCC assessment system I tried to provide an overview of the design principles and the general architecture of the assessment system, and in Part 2 I attempted to share what I learned specifically about the ELA portion of the assessment. In this post I will mirror the ELA post by starting with a brief review of the general evidence-centered design principle and transition to what this means for mathematics. Below is the picture of evidence-centered design construction: Evidence-Centered Claims Driving Design of Math Assessment The math assessment has a broad set of claims about what students should know and be able to do that should be supported by the evidence collected through the assessment tasks. These claims are intended to support the intent of the PARCC assessment system’s larger function of determining if students are on-track or ready for college and careers. Broad Mathematics Task Types As more concrete, certain, information is made available I will share.

50 Important Links for Common Core Educators Educators across the nation are working hard this summer to begin developing updated curricula that will fit into the new Common Core State Standards, which will be fully applied in 45 U.S. states (Texas, Alaska, Nebraska, Virginia, and Minnesota have opted out of statewide participation) by 2015. Yet despite the hubbub about the new standards, which were created as a means of better equipping students with the knowledge they need to be competitive in the modern world, many teachers still have a lot of unanswered questions about what Common Core will mean for them, their students, and their schools. Luckily, the Internet abounds with helpful resources that can explain the intricacies of Common Core, offer resources for curriculum development, and even let teachers keep up with the latest news on the subject. Groups and Organizations Useful Resources Curriculum Development Blogs State Tools Some states have created helpful websites for teachers all about Common Core.