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Moving Forward - NCSM and NCTM Joint Statement - National Council of Teachers of Mathematics

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"We live in uncertain times. Public health is at the forefront of our minds, and our schools have been disrupted in ways we have never seen. Although no one can predict how education might

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NCSM and TODOS Joint Statement - Social Justice

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NCSM and TODOS Joint Statement - Social Justice

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Supporting High Quality Math Teaching in Uncertain Times - Jo Boaler

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Supporting High Quality Math Teaching in Uncertain Times - Jo Boaler

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NAEYC Early Learning Position Paper

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When Concourse Village Elementary School (CVES) opened in 2013 in the wake of the planned phaseout of P.S. 385, which the New York City Department of Education had tagged with a D, students were struggling academically.

"When we arrived, we found a major deficit across all content areas," said incoming principal and school founder Alexa Sorden, who was particularly alarmed by the reading scores. "The first year was challenging because we were trying to come up with a plan and say, 'OK, how are we going to make sure that all the children are reading on grade level so that they're prepared?'"

Sorden, a former literacy specialist and teacher, felt that a strong foundation in reading and writing underpinned success across all content areas-and she made it the school's mission to be literacy-first. Today, students employ collaborative literacy strategies to support science and social studies units, for example, and bring their narrative skills to bear while making predictions and inferences as they analyze artwork.

In mathematics, a subject area not traditionally associated with literacy, Concourse Village has developed an especially innovative model that reinforces both reading and computational skills. Students tackle tough mathematical word problems through two literacy strategies: a group reading exercise that relies on what Sorden calls "the power of repeated reading," and a problem-solving procedure developed by Exemplars, Inc, along with the problems, that requires students to produce an organized body of written artifacts.

Despite the statistics stacked against them-the school is situated in the poorest congressional district in the nation, and 96 percent of children at CVES are on free and reduced lunch, while 15 percent are homeless-students are now outperforming the averages in both New York State English and math exams by over 40 percent.

What are the details of the math program? We visited the school and spoke to Sorden and fourth-grade mathematics teacher Blair Pacheco at length, and we provide an outline and some video of the school's practices below.

Translating Math Into Words, and Back Into Numbers

In math classes, CVES students approach challenging word problems by reading, annotating, and writing to tease out the meaning-breaking the problems down into smaller parts and using the power of storytelling and narrative to bolster their insights. Word problems are above grade level to ensure that students are stretching to master difficult concepts.

Before considering solutions to a problem, the students start small by trying to clarify what it is actually saying. Numbers and questions are stripped out, and the class uses a three-read protocol that fosters both group and individual learning: The teacher reads the problem, then the students read it, and then everyone reads it together.

"Sometimes when kids see numbers, they start to get confused," said Pacheco. "If we take out those numbers for a brief moment, they're reading it as a story and they're getting that understanding. It's no longer just about math."

For example, in one of Pacheco's classes, students read: "Jaci and Emma are playing a game on their computer where a player earns points." Students relay the gist of the story back to the teacher, who writes it on the board for reference.

The word problem-now with numbers included, but still without the questions that ask students to perform calculations or mathematical comparisons-is then shown on the interactive whiteboard, and the students read it aloud and process the information together.

One student annotates the word problem on the board with input from the class-underlining important information, including numbers and key words. In the example from Pacheco's class, students underline the repeated word round to indicate that there will likely be several rounds of numbers that might require a comparison or a computation.

Based on the annotations, students then create a "What I Know" chart as a class. For example, Pacheco's students agree on how many points each player made in each round.

Using the information they have already identified, students hypothesize about what questions might be asked. For example, Pacheco's students might guess that the question would ask the total number of points for all rounds. Brainstorming possible questions requires students to call on prior knowledge about what they can do with the numbers-compare through greater or lesser than or equal signs, for example, or compute by adding or subtracting.

Finally, the actual question is revealed on the board-and the class reads the whole problem aloud.

From Group to Independent Problem-Solving

After rereading the above-grade-level problem as a class, each student receives a word problem printout differentiated based on their ability. Students work through a five-step problem-solving procedure based on the reading protocol they use as a class. They work independently, or in small groups if they need more support. A checklist of the steps guides them through the problem.

Students scaffold their understanding-and make it visible to themselves and their teachers-by underlining important words, circling the question the problem is asking, and then writing an "I Have To" statement that clarifies what the student must do to arrive at the answer. For example, a student might write, "I have to find out who made the most points in each round."

Then each student devises a mathematical strategy to solve the problem. They might write, "I will use addition," "I will multiply," or "I will use the comparison strategy."

Finally students solve the problem and double-check their work. They write their answer in a complete sentence, put a box around it, and label it "answer." They write out an explanation of how they solved the problem using at least two math words, like multiply and add, and then write a complete sentence making connections to previous math they have learned. They might comment on an observation they made, a pattern or rule they found, a different strategy they could have used, or a comparison they noticed. Writing their takeaways in words reinforces their prior knowledge and how it can be applied in new ways.

"We ask them to make their thinking visible," says Sorden, explaining the rationale behind all the writing in her school's math courses. "Create a plan. Make your thinking visible and clear on paper so that anyone that picks it up is able to make meaning about what you were trying to share. We want them to be able to communicate orally and in writing so that their ideas are clearly communicated with the world."

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A Game-Changing Practice Fuses Math and Literacy

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When Concourse Village Elementary School (CVES) opened in 2013 in the wake of the planned phaseout of P.S. 385, which the New York City Department of Education had tagged with a D, students were struggling academically. "When we arrived, we found a major deficit across all content areas," said incoming principal and school founder Alexa Sorden, who was particularly alarmed by the reading scores.

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Top 5 Skills Employers Look For - The Nth Degree

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Top 5 Skills Employers Look For - The Nth Degree

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Top 5 Skills Employers Look For | Nth Degree

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Learn what skills employers look for before you commit to a college degree.

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Educational standards describe what students should know and be able to do in each subject in each grade. In California, the State Board of Education decides on the standards for all students, from kindergarten through high school.

Since 2010, a number of states across the nation have adopted the same standards for English and math. These standards are called the Common Core State Standards (CCSS). Having the same standards helps all students get a good education, even if they change schools or move to a different state. Teachers, parents, and education experts designed the standards to prepare students for success in college and the workplace.

The California Department of Education helps schools make sure that all students are meeting the standards. Below you will find information about the standards and the CCSS-related activities taking place in California.

California Common Core State Standards

Current Standards

Search the California Content Standards
This application contains the 12 California content standards. The application is designed so educators can quickly find, search, and sort relevant standards across disciplines to aid in instructional planning and assessment. This is a web view of our available mobile application, which we encourage you to download. You can find more information about the mobile application on the CA Standards Mobile Application web page.

Resources

Common Core Search
Common Core Search is a collection of resources to support implementation of the CCSS. Resources organized by audience are available in the tab sections below.

Parent/Guardian Overview Brochures (Jan-2016)
These brochures explain the CCSS to pa​rents/guardians, providing insights into what students will learn and highlighting progression through the grade levels.

English Language Arts/Literacy (ELA):

Mathematics:

Achieve the Core
Free, high-quality resources compiled by Student Achievement Partners, writers of the CCSS, for educators implementing the CCSS, including professional learning modules, handouts, presentations, sample lessons, lesson videos, and much more.
Instructional Practice Guide
This guide includes coaching and lesson planning tools to help teachers and those who support teachers to make the key shifts in instructional practice required by the CCSS.

Achieve the Core
Free, high-quality resources compiled by Student Achievement Partners, writers of the CCSS, for educators implementing the CCSS, including professional learning modules, handouts, presentations, sample lessons, lesson videos, and much more.

Instructional Leadership and the CCSS Module
This is a 1.5 hour module designed to guide the school-level instructional leader in beginning the work of understanding and implementing the CCSS.

Instructional Practice Guide
This guide includes coaching and lesson planning tools to help teachers and those who support teachers to make the key shifts in instructional practice required by the CCSS.

PACE/CCSESA Regional Leadership Sessions on CCSS Implementation
Policy Analysis for California Education (PACE) and the California County Superintendents Educational Services Association (CCSESA) sponsored regional leadership sessions to highlight a variety of strategies, tools, and resources, including local examples and strategic advice on key issues, to support the successful implementation of the CCSS. On this Web site you can find videos of session presentations and related tools and resources.

Achieve Publications
Achieve publishes national and state reports as well as policy briefs, surveys, and white papers that focus on preparing all students for college and careers. All of these publications are available to the public for free in PDF format.

Parent/Guardian Overview Brochures (Jan-2016)
These brochures explain the CCSS to pa​rents/guardians, providing insights into what students will learn and highlighting progression through the grade levels.

English Language Arts/Literacy (ELA):

Mathematics:

K-8 California's Common Core Standards Parent Handbook
This handbook, created by the California County Superintendents Educational Services Association (CCSESA) in consultation with the California State Parent Teacher Association (PTA), gives parents an introduction to California's CCSS and a summary of what students are expected to learn as they advance from kindergarten through grade eight. This document has been translated into 17 languages. The handbook and translations may be found on theCCSESA Common Core Standards Communication Tools Web page under the General Overview Materials section.

California PTA Common Core Web Page
The California State PTA has made available many resources for parents to learn more about the CCSS and support their child's achievement of the standards. Resources include informational fliers, frequently asked questions, grade level parents' guides, links to additional resources, and articles of interest. The fliers and parents' guides are available in English, Spanish, Arabic, Chinese, Tagalog, and Vietnamese.
National PTA Assessment Resources
The National PTA has released a fact sheet on assessments to provide parents with information about what he assessments should do and what they are trying to accomplish. It has also made available videos about the assessments and test scores.

Council of Great City Schools Parent Roadmaps
The Council of Great City Schools has developed parent roadmaps for understanding the English language arts (ELA) and mathematics CCSS in kindergarten through eighth grade. For each grade and subject, the roadmaps explain to parents what children will be learning and how parents can support learning outside of the classroom.

Questions: Curriculum Frameworks and Instructional Resources Division | cfird@cde.ca.gov | 916-319-0881

Last Reviewed: Wednesday, July 19, 2023

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Information and resources about the new academic content standards for English language arts and mathematics adopted by the State Board of Education on August 2, 2010.

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Cognitively Guided Instruction (CGI) is a student-centered approach to teaching math. It starts with what your students already know and builds on their natural number sense and intuitive approaches to problem solving. Rather than a math program or curriculum, CGI is a way of listening to students, asking smart questions, and engaging with their thinking-all with the goal of uncovering and expanding every student's mathematical understanding.

CGI Professional Books
See All CGI Related Blog Posts
CGI Authors

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CGI Mathematics Resources from Heinemann

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Cognitively Guided Instruction (CGI) is a student-centered approach to teaching math. It starts with what your students already know and builds on their natural number sense and intuitive approaches to problem solving. Rather than a math program or curriculum, CGI is a way of listening to students, asking smart questions, and engaging with their thinking-all with the goal of uncovering and expanding every student's mathematical understanding.

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2013 Mathematics Framework Chapters - Mathematics Framework (CA Dept of Education)

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The State Board of Education adopted the Mathematics Framework on November 6, 2013.

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Using Manipulatives with Classroom Instruction

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Using Manipulatives with Classroom Instruction

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The Coherence Map shows the connections between Common Core State Standards for Mathematics.

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Providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developers since 2011.

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Read recommended questions and answers that will help you better understand and use the Smarter Content Explorer.

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Home

CHALLENGING MATH PROBLEMS WORTH SOLVING

DOWNLOAD OUR FAVORITE PROBLEMS FROM EVERY GRADE LEVEL

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HERE'S OUR GROWING COLLECTION

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CHALLENGING MATH PROBLEMS WORTH SOLVING DOWNLOAD OUR FAVORITE PROBLEMS FROM EVERY GRADE LEVEL Get Our Favorite Problems Take The Online Workshop WANT GOOGLE SLIDE VERSIONS OF ALL PROBLEMS? HERE’S OUR GROWING COLLECTION Get Google Slide Versions WANT TO SHARE OPEN MIDDLE WITH OTHERS? CHECK OUT THESE FREE WEBINARS TO HELP TEACHERS RETHINK CLASSWORK Elementary Version

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Dan Meyer 3 Acts Real World Math Tasks | Perplexing Questions by Dan Meyer

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3 Acts of a Mathematical Story: Real World Math Tasks by Dan Meyer. Perplexing Mathematics Questions Created By Dan Meyer.

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At youcubed, we inspire, educate and empower teachers of mathematics, transforming the latest research on mathematics learning into accessible and practical forms.

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Problem-based lessons that foster students' curiosity

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Short (3-10 minute) videos intended for teacher and student use focused on targeted concepts and skills. Organized by topic.

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Schools are closed. Minds are wide open.

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Major Clusters K-8 with Standards_updated.pdf

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My students had been struggling with how to solve addition and subtraction word problems for what seemed like forever. They could underline the question and they could find the numbers. Most of the time, my students just added the two numbers together without making sense of the problem.
Can you relate?

I am a big proponent of NOT teaching keyword lists. It just doesn't work consistently across all problems. It's a shortcut that leads to breakdowns in mathematical thinking. I talk more in depth about why it doesn't work in The Problem with Using Keywords to Solve Word Problems.

You can read more about the Addition & Subtraction Word Problems Resource that I use in my classroom in this blog post.

Below are five math problem-solving strategies to use when teaching word problems using any resource.

So, how do I teach word problems? It's quite complex, but so much fun, once you get into it.

The main components of teaching addition and subtraction word problems include:

1. Teaching the Relationship of the Numbers - As a teacher, know the problem type and help students solve for the action in the problem

2. Differentiate the Numbers - Give students just the right numbers so that they can read the problem without getting bogged down with the computation

3. Use Academic Vocabulary - And be consistent in what you use.

4. Stop Searching for the "Answer" - it's not about the answer; it's about the process

5. Differentiate between the Models and the Strategies - one has to do with the relationship between the numbers and the other has to do with how students "solve" or compute the problem.

Teach the Relationship of the Numbers in the Word Problems

I teach word problems by removing the numbers. Sounds strange right? Removing the distraction of the numbers helps students focus on the situation of the problem and understand the action or relationship of the numbers. It also keeps students from solving the problem before we talk about the relationship of the numbers.

When I teach word problems, I give students problems with blank spaces and no numbers. We first talk about the action in the problem. We identify whether something is being added to or taken from something else. That becomes our equation. We identify what we have to solve and set up the equation with blank spaces and a square for the unknown number
___ + ___ = unknown
Do you want a free sample of the word problems I use in my classroom? Click here or the image below.

FREE Sample of Word Problems by Problem Type

Differentiate the numbers in the Word Problems

Only after we have discussed the problem do I give students numbers. I differentiate numbers based on student need. At the beginning of the year, we all do the same numbers, so that I can make sure students understand the process.

After students are familiar with the process, I start to give different students different numbers, based on their level of mathematical thinking. I also change numbers throughout the year, from one-digit to two-digit numbers. The beauty of the blank spaces is that I can put any numbers I want into the problem, to practice the strategies we have been working on in class.

At some point, we do create a list of words, but not a keyword list. We create a list of actions or verbs and determine whether those actions are joining or separating something. How many can you think of? Here are a few ideas:

Join: put, got, picked up, bought, made
Separate: ate, lost, put down, dropped, used

Don't be afraid to use academic vocabulary

I teach my students to identify the start of the problem, the change in the problem and the result of the problem. I teach them to look for the unknown. These are all words we use when solving problems and we learn the structure of a word problem through the vocabulary and relationship of the numbers.

In fact, using the same vocabulary across problem types helps students see the relationship of the numbers at a deeper level.

Take these examples, can you identify the start, change and result in each problem?

Hint: Look at the code used for the problem type in the lower right corner.

For compare problems, we use the terms, larger, smaller, more and less. Try out these problems and see if you can identify the components of the word problems.

Stop searching for "the answer"

This is the most difficult misconception to break. Students are not solving a word problem to find "the answer". Although the answer helps me, the teacher, understand whether or not the student understood the relationship of the numbers, I want students to be able to explain their process and understand the depth of word problems.

Okay, they're first and second graders. I know.

My students can still explain, after instruction, that they started with one number. The problem resulted in other another number. Students then know that they are searching for the change between those two numbers.

It's all about the relationship.

Differentiate between the models and the strategies

A couple years ago, I came across this article about the need to help students develop adequate models to understand the relationship of the numbers within the problem.

A light bulb went off in my head. I needed to make a distinction between students use to understand the relationship of the numbers in the problem and the strategies to solve the computation in the problem. Those two things work in tandem but are very different.

Models are the visual ways problems are represented. Strategies are the ways a student solves a problem, putting together and taking apart the numbers.

The most important thing about models is to move away from them. I know that sounds odd.

You spend so long teaching students how to use models and then you don't want them to use a model. Well, actually, you want students to move toward efficiency.

Younger students will act out problems, draw out problems with representations, and draw out problems with circles or lines. Move students toward efficiency. As the numbers get larger, the model needs to represent the relationship of the numbers

This is a prime example of moving from an inverted-v model to a bar model.

Here is a student moving from drawing circles to using an inverted-v.

Students should be solidly using one model before transitioning to another. They may even use two at the same time while they work out the similarities between the models.

Students should also be able to create their own models. You'll see how I sometimes gave students copies of the model that they could glue into their notebook and sometimes students drew their own model. They need to be responsible for choosing what works best for them. Start your instruction with specific models and then allow students to choose one to use. Always move students toward more efficient models.

The same goes for strategies for computation. Teach the strategies first through the use of math fact practice, before applying it to word problems so that students understand the strategies and can quickly choose one to use. When teaching, focus on one or two strategies. Once students have some fluency in a few strategies, have them choose strategies that work for different problems.

Be purposeful in the numbers that you choose for your word problems. Different number sets will lend themselves to different strategies and different models. Use number sets that students have already practiced computationally. If you've taught make 10, use numbers that make 10. If you're working on addition without regrouping, use those number sets. The more connections you can make between the computation and the problem-solving the better.

The examples above are mainly for join and separate problems. It's no wonder our students have so much difficulty with compare problems since we don't teach them to the same degree as join and separate problems. Our students need even more practice with those types of problems because the relationship of the numbers is more abstract. I'm going to leave that for another blog post, though.

Do you want a FREE sample of the resource that I use to teach Addition & Subtraction Word Problems by Problem Type?

Get the FREE Sample of Addition & Subtraction Word Problems by Problem Type

by clicking the link or the image below.

The full resource is also available in my store for purchase and on Teachers Pay Teachers.

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How to Teach Addition and Subtraction Word Problems

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My students had been struggling with how to solve addition and subtraction word problems for what seemed like forever. They could underline the question and they could find the numbers. Most of the time, my students just added the two numbers together without making sense of the problem. Can you relate?

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Math Learning Center Lesson and Publications

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Math Learning Center Lesson and Publications

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Box It or Bag It is a math program for K-2 teachers who want to surround children with a language-enriched, activity-centered learning environment. Students enjoy hands-on experiences with a variety of materials and are encouraged to learn from each other as well as the teacher.

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Graphs, maps and charts from The Times — and an invitation to students to discuss them live.

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Sharing in an app allows educators to pose problems and investigations for students by using an 8-character code or link. Students can share their thinking with their teachers and classmates. Share codes remain available for continued use for 18 months from the date they are last accessed.
Watch the video to learn how sharing works.

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Sharing in an app allows educators to pose problems and investigations for students by using an 8-character code or link. Students can share their thinking with their teachers and classmates. Share codes remain available for continued use for 18 months from the date they are last accessed.

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Hands-On Math Goes Digital In and Beyond the Classroom!

Explore Our Collection of FREE Virtual Manipulatives

From Number Lines to Base Ten, Pattern Blocks to Place Value, Disks our collection of free Virtual Manipulatives gives educators and families access to visual and hands-on digital resources that lead to understanding. Students can use these resources in class and at home to practice math concepts, reinforce their growing math understanding, technology they love in the process.

Free Resources & Instructions for Teachers and Families

We've developed these resources for easy access and easy use:

How-To Videos

There's a short video for each of the Virtual Manipulatives in our collection so teachers can use these digital materials easily and confidently with students.
Watch Now

Activities

Activities from the Didax books that teachers use most for easy download. Engaging challenges address core math operations, concepts and skills, from early numeracy all the way to introductory geometry and algebra.
Access Now

FAQ

Download this document of FAQ's to answer your Virtual Manipulative questions.
Download Now

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Demonstrate key math concepts in your classroom using our new virtual manipulatives!

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The most popular manipulatives at your fingertips. Powerful yet easy-to-use.

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This is Which One Doesn't Belong?, a website dedicated to providing thought-provoking puzzles for math teachers and students alike. There are no answers provided as there are many different, correct ways of choosing which one doesn't belong. Enjoy!

Which One Doesn't Belong?

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This is Which One Doesn't Belong?, a website dedicated to providing thought-provoking puzzles for math teachers and students alike. There are no answers provided as there are many different, correct ways of choosing which one doesn't belong. Enjoy!

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Steve Wyborney's Blog: I'm on a Learning Mission.

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Welcome to Splat! You are only moments away from a VERY POWERFUL, highly interactive number sense strategy that can be used at any grade level!

This post includes 50 (fifty!) free, downloadable PowerPoint math lessons!

Watch the video, download some (or all) of the lessons, and experience what happens when you unleash this resource in your classroom!

I've been excited to click the Publish button on this post for several weeks! It's time!
UPDATE: The Fraction Splat! Series (with 20 more downloadable lessons) is now available!
After reading this blog post, take a look at THE 12 MOST POPULAR MATH STRATEGIES AND DOWNLOADS ON THIS BLOG.

Splat Through 10
How many dots are under the Splat?

Splat Through 20
How many dots are under the Splat?

Multiple Splats
(Note: Splats that are the same color must cover the same number.)
Splat 3.1 - multiple splats Splat 3.2 - multiple splats Splat 3.3 - multiple splats Splat 3.4 - multiple splats Splat 3.5 - multiple splats
Instant Multiple Splat
(Note: An additional feature of this level is the opportunity to ask, "What could the total be?")

Splat 4.1 - Instant Multiple Splats Splat 4.2 - Instant Multiple Splats Splat 4.3 - Instant Multiple Splats Splat 4.4 - Instant Multiple Splats Splat 4.5 - Instant Multiple Splats
2-Color Splat
(Splats of different colors must have different values.)

Splat 5.1 2-color Splat Splat 5.2 2-color Splat Splat 5.3 2-color Splat Splat 5.4 2-color Splat Splat 5.5 2-color Splat Splat 6.2 Instant 2-color Splat Splat 6.3 Instant 2-color Splat Splat 6.4 Instant 2-color Splat Splat 6.5 Instant 2-color Splat
Instant 2-Variable Splat
(Splats of different colors must have different values. Splats of the same color must have the same value.)
Splat 7.1 Instant 2-variable Splat Splat 7.2 Instant 2-variable Splat Splat 7.3 Instant 2-variable Splat Splat 7.4 Instant 2-variable Splat Splat 7.5 Instant 2-variable Splat
Number Splat
(Note: Only the numbers circled on the screen may be used.)
Splat 8.1 - Number Splat Splat 8.2 - Number Splat Splat 8.3 - Number Splat Splat 8.4 - Number Splat Splat 8.5 - Number Splat Splat 9.1 - Instant Number Splat Splat 9.2 - Instant Number Splat Splat 9.3 - Instant Number Splat Splat 9.4 - Instant Number Splat Splat 9.5 - Instant Number Splat
Instant Number Splat with 2 Variables
(Note: Only the numbers circled on the screen may be used, and Splats of different colors must have different values.)
Splat 10.1 - Instant 2-Variable Number Splat Splat 10.2 - Instant 2-Variable Number Splat Splat 10.3 - Instant 2-Variable Number Splat Splat 10.4 - Instant 2-Variable Number Splat Splat 10.5 - Instant 2-Variable Number Splat
NOTE: I wrote each of these lessons using PowerPoint, so I recommend playing them in PowerPoint. If you do not have PowerPoint, you may want to download the PowerPoint viewer so that you can play the lessons.

UPDATE: The Fraction Splat! Series (with 20 more downloadable lessons) is now available!
Other Posts and Resources Which May Be of Interest Tiled Area Questions The Maze Hundreds Chart
Introducing Cube Connectors
Provide Massive Space to Notice
Primary Tile Questions
3 Powerful Tile Strategies (and 40 new downloadable pages)
Please take a moment to subscribe to the blog so you'll be notified each time new resources are posted!

I would treasure hearing about your experiences using Splat! to promote number sense in your classroom!

All my best,
Steve

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Splat! - Steve Wyborney's Blog: I'm on a Learning Mission.

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Welcome to Splat! You are only moments away from a VERY POWERFUL, highly interactive number sense strategy that can be used at any grade level!

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How do I get started? 1 USE THE FREE MATH LESSONS Estimation 180 Tasks 3-Act Tasks 2 SUBSCRIBE Email Newsletter Podcast

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Explore these patterns with your students and watch their natural tendencies to see patterns morph into powerful algebraic thinking and reasoning. It’s an ideal routine to foster mathematical practice #7 - look for and make use of structure.

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MLC Math at Home: Activity of the Day (PK-5)

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MLC Math at Home: Activity of the Day (PK-5)

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Our online teacher tools include a wide range of interactive manipulatives and assessment tools to teach and assess basic math concepts. Additional teacher tools help teach literacy and reading skills. Plus, check out our online timers, spinners, and dice that assist with classroom management.

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Teacher Tools " Toy Theater | Learn * Create * Play

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Our online teacher tools include a wide range of interactive manipulatives and assessment tools to teach and assess basic math concepts. Additional teacher tools help teach literacy and reading skills. Plus, check out our online timers, spinners, and dice that assist with classroom management.

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Draggable Manipulatives using Google Slides

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Draggable Manipulatives using Google Slides

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Access Google Slides with a personal Google account or Google Workspace account (for business use).

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The Mathematics Assessment Project is part of the Math Design Collaborative initiated by the Bill & Melinda Gates Foundation. The project set out to design and develop well-engineered tools for formative and summative assessment that expose students' mathematical knowledge and reasoning, helping teachers guide them towards improvement and monitor progress. The tools are relevant to any curriculum that seeks to deepen students' understanding of mathematical concepts and develop their ability to apply that knowledge to non-routine problems.

More about the Math Assessment Project

100 lessons for formative assessment, some focused on developing math concepts, others on solving non-routine problems. A Brief Guide for teachers and administrators (PDF) is recommended reading before using these lessons for the first time.

A set of 94 exemplar summative assessment tasks to illustrate the range of performance goals required by CCSSM. The tasks come with scoring rubrics and examples of scored student work.

Complete summative test forms and rubrics designed to help teachers and students monitor their progress using a range of task types similar to the 'Tasks' section.

5 Prototype modules that encourage groups of teachers to explore the practical and pedagogical concepts behind the materials, such as formative assessment, collaborative learning and the use of unstructured problems.

The Teaching for Robust Understanding of Mathematics (TRU Math) suite is a set of tools with applications in Professional Development and research based around a framework for characterizing powerful learning environments.

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The Mathematics Assessment Project is part of the Math Design Collaborative initiated by the Bill & Melinda Gates Foundation. The project set out to design and develop well-engineered tools for formative and summative assessment that expose students' mathematical knowledge and reasoning, helping teachers guide them towards improvement and monitor progress.

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About

About Us

Whiteboard.fi is created by Sebastian Laxell and Jaakko Virtanen, and is run by Digital Teaching Tools Finland Ltd - a Kahoot! company. We have experience in teaching and IT-management - so we know the struggle in finding good digital tools.

Certificates

FERPA Certified

COPPA Safe Harbor

California Student Privacy Certified

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Whiteboard.fi - Free online whiteboard for teachers and classrooms

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Whiteboard.fi is an instant formative assessment tool for your classroom, providing you with live feedback and immediate overview over your students.

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COVID-19 LACOE- Curriculum & Instructional Services Open Educational Resources

As Los Angeles County Districts/Schools are taking precautionary measures to ensure that not only the health and safety of their students, staff, and community, but mitigating the CoronaVirus community spread by reducing physical contact. The Los Angeles County Office of Education (LACOE) Curriculum & Instructional Services-Center for Distance and Online Learning recognizes the support districts and schools need with this priority. Below are no-cost Open Educational Resources for teachers and administrators to access and adapt in online learning environments.

Access Resources

No-Cost Professional Development in Arts Integration

The TEAL project offers quality professional development in K-6 arts integration education to Los Angeles County School Districts, Charter Networks and Institutions of Higher Education using the blended learning model.
Find out more

LACOE-Directing Change Program & Film Contest

Elevate student voice and leadership. Get inspired. Get involved. Through our long-standing partnership between LACOE's Center for Distance and Online Learning (CDOL) unit and the Directing Change program, students in Los Angeles County can receive targeted support to participate in Directing Change's categories that uplift student voice and build student leadership around topics related to social justice and health topics (Ages 12 and up), Mental Wellbeing (Middle School), and Suicide Prevention.
Find out more

Get more info

Online and blended professional development courses for grade K-12 teachers.
Course catalog

Information and materials on suicide prevention for the 80 school districts in L.A. County.
Visit website

Strengthening the experience of English Learners by integrating the arts into their education.

Scale Up! MTSS-Arts Integration Academy

Cultivate mindsets, strategize collectively, and build capacity.
Get details

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Center for Distance and Online Learning (CDOL)

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As Los Angeles County Districts/Schools are taking precautionary measures to ensure that not only the health and safety of their students, staff, and community, but mitigating the CoronaVirus community spread by reducing physical contact. The Los Angeles County Office of Education (LACOE) Curriculum & Instructional Services-Center for Distance and Online Learning recognizes the support districts and schools need with this priority.

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Teacher PD and Family Resources

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San Bernardino County Superintendent of Schools

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© 2020 San Bernardino County Superintendent of Schools All Rights Reserved.

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The San Diego County Office of Education Curriculum and Instruction, MEGA, and Innovation Departments have collaborated to design distance learning units of study in grades K-12 that are focused on grade level essential learnings in each content area. These units were purposefully designed to integrate content, provide flexibility and choice.

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Welcome to the Facilitated Learning with Integration & Personalization (FLIP) modules! Click on any of the grade levels below to preview the courses designed for each of those grade levels.

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21st-Century Teaching & Learning (K-12) - Canvas Network | Free online courses | MOOCs

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21st-Century Teaching & Learning (K-12) is a Course Self-paced Enroll Commitment: 3-3.5 hrs/lesson This course is designed to help anyone learn and teach with a 21st-century approach to knowledge and teaching. We hope the ideas will help you as a person and help you learn new teaching ideas to share with learners.

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Explore math with our beautiful, free online graphing calculator. Graph functions, plot points, visualize algebraic equations, add sliders, animate graphs, and more.

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 Math Task Bank: Created by @beatris_mata

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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A Real World Investigation ("RWI") from Conceptua Math is a powerful and engaging learning experience where students learn about the mathematics in "their world".

These activities consist of 3 parts, each requiring a more in-depth application of learning as students move from analysis of provided data to integration of their own data from the real world.

Students learn to analyze data provided for them.

Some data is provided, and the students add some of their own content.

Students analyze data from their own lives, imaginations, and research.

Check out some of the RWIs within Conceptua Math's curriculum and see how your students can incorporate their real life surroundings into their math learning process.

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A Real World Investigation ("RWI") from Conceptua Math is a powerful and engaging learning experience where students learn about the mathematics in "their world". These activities consist of 3 parts, each requiring a more in-depth application of learning as students move from analysis of provided data to integration of their own data from the real world.

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NY Times - What's Going On in This Graph

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NY Times - What's Going On in This Graph

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Graphs, maps and charts from The Times — and an invitation to students to discuss them live.

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Fawn Nguyen Remote Learning Activities PK-8

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Fawn Nguyen Remote Learning Activities PK-8