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Fantastic strategy for showing that mistakes are an important part of the learning process.

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Love to use this when introducing a new topic or module. Start with questions !

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Developed by the Right Question Institute, the Question Formulation Technique, or QFT, is a structured method for generating and improving questions. It distills sophisticated forms of divergent, convergent, and metacognitive thinking into a deceptively simple, accessible, and reproducible technique.

The QFT builds the skill of asking questions, an essential - yet often overlooked - lifelong learning skill that allows people to think critically, feel greater power and self-efficacy, and become more confident and ready to participate in civic life.

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What is the QFT? - Right Question Institute

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The Question Formulation Technique (QFT) is a simple but rigorous step-by-step process designed to help […]

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Super fun and really tap into creative problem solving and thinking.  #unitchat on Twitter

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Topics: Mental math, numerical fluency; argument & critique
Materials: White board or projector
Common Core: Variable, but especially MP3, MP1, and NBT

Counting with respect to different units.

Unit Chats are one of the great openers developed in the last few years. The emphasis is on different units within the image. Students can answer "how many" with respect to the different options of units presented by the picture, and also relate the units to each other to build the framework for a deeper understanding of multiplication, division, and fractions.

Truly a knockout opener.

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Topics: Mental math, numerical fluency; argument & critique Materials: White board or projector Common Core: Variable, but especially MP3, MP1, and NBT Counting with respect to different units. Unit Chats are one of the great openers developed in the last few years. The emphasis is on different units within the image.

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Stealing form Language Arts class?

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When math lessons emphasize collaboration and exploration over performance, students become more engaged and confident math thinkers.

Barrie Fanton / agefotostock / Alamy Stock Photo

Writing, discussing, and revising rough drafts is standard practice in language arts classes. But to Amanda Jansen, a junior high math teacher, author, and professor at the University of Delaware's School of Education, "rough draft thinking" is also a powerful tool for making the math classroom an inclusive, engaging place of shared exploration where students feel comfortable thinking aloud as they problem-solve.

Producing rough drafts of math problems, and discussing them in class, is "liberating for students because they can start to see how they're contributing to their colleagues' learning in a lot of different ways," Jansen says in an interview with KQED's MindShift. "After the initial shift, [students] start to get more excited, like, 'Wow, my ideas actually matter.' Everyone feels included in that kind of environment."

When the focus of math class evolves from emphasizing right or wrong answers-and the frequently public judgement that accompanies that high-stakes style of learning-to a collaborative environment where kids feel motivated to explore and take risks, students respond by becoming more engaged and confident about sharing their ideas. "[Students] show up with this sense of just feeling happy to be there," says Jansen. "They are more likely to just put something out there, whether it's in the group work or coming up to the document camera to share their thinking. They tend to feel proud."

Putting rough draft math into practice

When Christine Hubbard, a math teacher in Middletown, Delaware, uses rough draft thinking with her seventh-grade students, she defines the process briefly for her students and then moves directly into a number talk during which she explains the lesson-in this case: visualizing how to chunk sets of dots to make sets easier to count. Then Hubbard briefly shows her students a domino-like figure and asks them how many dots they see.
Courtesy Stenhouse Publishers
"I want you, in your mind, to be thinking about how many dots there are," she says to the class. All her students report seeing eight dots.

Hubbard steers the conversation toward examining students' strategies with questions like "Can anyone be brave enough to share and justify why they think there's eight dots up there?" On a whiteboard-or using Google Slides during synchronous learning-one student draws a set of five dots, like the side of a dice, plus a group of three dots; another student draws two horizontal lines of three dots and an additional two in the middle; and yet another draws a shape that loosely resembles a diamond composed of six dots.
Courtesy of Stenhouse Publishers
Students discuss what to call the diamond-like shape: maybe a "thingy," suggests one student or a "weird rectangle," says another. "Yes, you could describe it that way," Hubbard encourages. Finally, a student suggests that because the shape has two pairs of parallel sides, it could be a parallelogram. Hubbard confirms that yes, it is indeed a parallelogram. Guided by Hubbard, and with multiple students contributing ideas along the way and engaging in the type of verbal exploration that helps learners absorb and connect mathematical concepts, the class arrived at the "correct" answer.

Rough draft thinking can engage more students

Incorporating rough draft thinking into an existing math curriculum can feel like a big lift, but Jansen says the investment pays off: the practice winds up becoming more efficient over time as teachers become more adept at building in revision expectations and experiences.

Getting frustrated students to re-engage with mathematics, after all, is "not as simple as making problems relevant, or connecting them to the real world," writes K-12 math and science coordinator Matthew Beyranevand. "To get students interested in math, we need to provide opportunities for students to authentically inquire. We want kids-not the textbook or the teacher-to ask the questions."

That's where Jansen says framing math as a shared exploration comes into play, giving more students a chance to contribute to collective problem-solving and communal understanding of mathematical concepts. When "everyone's ideas have strengths in them and the teacher points out what's valuable about the drafts, and [students'] peers start to point out what's valuable, then everyone is seeing each other as having some mathematical strengths," Jansen suggests.

It also provides teachers with the opportunity to be more intentional about helping students, who are often riddled with math anxiety and lack confidence in the subject, see themselves as mathematicians. Math is "plagued by stereotypes and many students think math isn't for people who look like them," writes high school math teacher Dylan Kane. "As a math teacher, it's my responsibility to offer counternarratives that help students see themselves as mathematicians and expand what they think it means to 'do mathematics'."

Keeping track of who is being called on in class is critical here so that teachers aren't inadvertently creating new equity dilemmas by positioning the same group of students-girls or Black or LatinX students, for example-as only capable of presenting work that's rough, versus others being consistently recognized for work that's more developed. Refined and brilliant thinking, Jansen says, can come from any student. "We need to make sure not only are [diverse students] having a voice, but their strengths are being really looked at," she says.

For shy, quiet kids who might prefer to keep their math thinking to themselves, Jansen gently challenges them to share in class. She also likes to offer opportunities for writing-usually when the class is working on revision-as a low-stakes way for introverted kids to participate. "Every time we're being asked to articulate our thinking, we make new connections or crystallize our ideas just by trying to put them into words or into writing," Jansen says.

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Rough Draft Thinking Can Make Math Class More Inclusive

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When math lessons emphasize collaboration and exploration over performance, students become more engaged and confident math thinkers. Barrie Fanton / agefotostock / Alamy Stock Photo Writing, discussing, and revising rough drafts is standard practice in language arts classes.

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Great problems for discussing different approaches and making connections.

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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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When asking for answers, an equitable way to include all student thinking and reasoning.  You can also go with good old-fashioned popsicle sticks.

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What To Do Under Quarantine?

You'll have to take our word for it that the wheel landed on Phone an old friend. Your browser cannot display the wheel of choices. Please upgrade to a newer browser that supports HTML5 (most new ones do). Wheel Decide would normally show a wheel right here with choices that you can set (lunch, games, dinner, anything!). You can spin it to get a random decision. Make your own wheel of dinner, wheel of fortune, wheel of lunch, wheel of whatever you want now!

What's Wheel Decide?

Wheel Decide is a free online spinner tool that allows you to create your own digital wheels for decision making, prize giveaways, raffles, games, and more. Browse through our wheels and spin to randomize your life and make the decisions that have no wrong answers.

Decision Making

Let the wheel decide. Save your energy for the big decisions

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Can't decide? Wheel Decide for you! Set your own custom choices and then spin the wheel to make the random decision of lunch, movie, or anything! Make your own wheel of dinner or whatever now!

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Helping students to develop growth mindsets.

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Jo talks about brain pathways during Walk the Graph activity

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How to Learn Math for Students (online course)

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How to Learn Math for Students (online course)

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https://www.youcubed.org/online-student-course/

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How to Learn Math is a free class for learners of all levels of mathematics. There are 6 sessions, the first three are approximately 10 minutes long and the last three approximately 20 mins long. It combines really important information on the brain and learning with new evidence on the best ways to approach and learn math effectively. Many people have had negative experiences with math, and end up disliking math or failing. This class will give learners of math the information they need to become powerful math learners, it will correct any misconceptions they have about what math is, and it will teach them about their own potential to succeed and the strategies needed to approach math effectively. If you have had past negative experiences with math this will help change your relationship to one that is positive and powerful.

The course will feature Professor Jo Boaler as well as videos of math in action - in dance, juggling, snowflakes, soccer and many other applications. It is designed with a pedagogy of active engagement.
Main concepts to learn in this course:

Knocking Down the Myths About Math

Math and Mindset

Mistakes and Speed

Number Flexibility, Mathematical Reasoning, and Connections

Number Patterns and Representations

Math in Life, Nature and Work

There are no prerequisites for this course.

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How to Learn Math is a free class for learners of all levels of mathematics. There are 6 sessions, the first three are approximately 10 minutes long and the last three approximately 20 mins long. It combines really important information on the brain and learning with new evidence on the best ways to approach and learn math effectively.

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My passion project has evolved to an IG and blog. I have always shown kids the people behind the math and I love expanding that past Einstein, Euler, and Newton.
https://mathematicianslooklikeallofus.blogspot.com/

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Learn more about the people who are behind the math. #mathematicianslooklikeallofus

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I have changed my way of speaking to the kids from "what questions do you have?" Where it makes some kids feel like they weren't smart enough to get it the first time to "what information do you need from me to do this on your own?" By putting it back on me I get many more clarifying questions.

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Think necessity is the mother of invention? Not always. There is a very thin line between brilliant innovation and absolute failure, as some of these inventors famously found out.

Some of the most popular products we use today were accidents stumbled on by clumsy scientists, chefs who spilled things, and misguided inventors who--in the case of the glue used on Post-it Notes--were trying to create the opposite of what they ended up with. But we can all take comfort in knowing even some huge mistakes can come with silver linings, sometimes big enough to change entire industries. And sometimes, even forgetting to wash your hands has its advantages.

If Alexander Fleming's mother were around, we all might be a lot sicker.

Like anyone eager to go on vacation, Alexander Fleming left a pile of dirty petri dishes stacked up at his workstation before he left town. When he returned from holiday on September 3, 1928, he began sorting through them to see if any could be salvaged, discovering most had been contaminated--as you might expect would happen in a bacteria lab in a hospital.

As has been well-documented in history books and on the Nobel Prize website, Fleming dumped most of the dishes in a vat of Lysol. But when he got to a dish containing staphylococcus, something odd caught his eye. The dish was covered in colonies of bacteria, except in one area where a blob of mold was growing. Around the mold was an area free of bacteria, as if the mold had blocked the bacteria from spreading. He realized it could be used to kill a wide range of bacteria--and penicillin was identified.

From that minor act of scientific sloppiness, we got one of the most widely used antibiotics today.

Somehow if the song had gone: "A spring, a spring, a marvelous thing! Everyone knows it's Industrial Equipment Stabilizers," it wouldn't have been quite as catchy.

Yet that was the intended use of the springs naval engineer Richard James was developing in 1943. The sensitive springs were meant to keep fragile equipment steady on ships. Then James knocked one of his new springs from a shelf and, like a kid on Christmas morning, watched it do that famous Slinky walk down instead of just hitting the ground, as Time noted in its all-time greatest toys list last year.

He took the creation home to show his wife, Betty, who saw the potential for a new toy. After consulting the dictionary, a name sprung (sorry) to mind: Slinky, a Swedish term meaning "sleek and sinuous." By time the toy was demonstrated in front of Gimbels Department Store in Philadelphia, during the 1945 Christmas season, it was clear it would be the Tickle Me Elmo of its time. The industrial machine James had could coil 80 feet of wire into two inches, and hundreds of Slinkys were already being sold.

That's not all, either: The Slinky has found other uses, including as an antenna by soldiers in Vietnam and as a therapy tool. Whatever the use, everyone knows it's Slinky.

Mmmm, delicious bran gruel...the breakfast of champions? Just try for a second to picture Michael Jordan posing with a slopping spoonful of semiliquid grain dripping from his chin.

The legend behind this famous cereal's creation did actually begin with bran gruel, which was what a clumsy dietician at the Washburn Crosby Company was preparing in 1922 when he spilled some on a hot stove top. The gruel drops sizzled and crackled into flakes. Once he gave a flake a taste, the cook realized his accident had created something that tasted way better than that old gruel. He got the head honchos at Washburn on board, and they tried 36 different varieties of the creation before developing the perfect flake that wouldn't crumble in the box.

Even the name could have gone another way. The cereal was released as Washburn's Gold Medal Whole Wheat Flakes; soon after, an employee contest resulted in the name being changed to Wheaties, allegedly beating out Nukeys and Gold Medal Wheat Flakes, though who would have known 90 years ago that so many gold-medal winners would eventually don the box of that glorified gruel?

You know how when you're done with a Post-it note, you throw it in the wastebasket? Yeah, that was pretty much what Spencer Silver almost did when he was trying to develop a superstrong adhesive for 3M laboratories in 1968 and came up way short. Instead, he had invented the opposite: an adhesive that stuck to objects but could be easily lifted off.

Silver proselytized the potential uses of his new, sort-of-weak glue around 3M for years, all to deaf ears. Finally, a colleague named Art Fry attended one of Silver's seminars in 1974 (3M has long been known for encouraging employees to step outside of their own departments to see what people in other areas of the company are doing). Fry saw a use where no one else did: holding his page in his hymnbook, which his bookmarks kept falling out of. And when you added Silver's mild adhesive to paper bookmarks, a rudimentary Post-it Note was born. Lest you think this is just silly corporate legend, even the Web fact-checker Snopes.com gave this a "True" rating.

3M finally agreed to distribute the Post-it Notes nationwide in 1980, a decade after Silver had first stumbled upon the formula. Thirty years later, they'd be as iconic to the American office as the stapler and the fax machine, with the added bonus of being great for dorm-room pranks and stop-motion animation viral videos.

In 1856, 18-year-old chemist William Perkin turned out to be quite the young prodigy, inventing synthetic dye and going on to help fight cancer. Only, dye was nowhere close to what he intended on making.

Perkin was working on a creating an artificial version of the malaria drug quinine. Instead, his experiments produced a dark oily sludge. Not only did the sludge turn silk a striking shade of light purple, it didn't wash out and was more vibrant and brighter than the existing dyes on the market. Up to that point, dyes were made mostly of insects, mollusks, or plant material. As later chronicled in the book Mauve: How One Man Invented a Color That Changed the World, by Simon Garfield, Perkin's invention of mauve coloring became the hit of the Paris and London fashion scenes; Queen Victoria even wore it to her daughter's wedding in 1858.

Perkin's work with dyes inspired German bacteriologist Paul Ehrlich, who used the inventions to pioneer immunology and the first chemotherapy, eventually winning a Nobel Prize.

Can you imagine carrying water bottles made of clay or using disposable utensils made of eggs and animal blood? The legend of the discovery of plastic says that were it not for two accidents, those might be the materials we'd be stuck with today.

The first tale starts in the lab of Charles Goodyear (yes, that Goodyear), who combined rubber and sulfur and accidentally put it on the stove for a period of time. When he came back, he found a tough and durable material--created through a process eventually called vulcanization.

The second was a spill in John Wesley Hyatt's shop. Inspired by a $10,000 contest to find a replacement for elephant ivory in billiard balls, Hyatt accidentally spilled a bottle of collodion, only to discover that when it dried it formed a flexible-yet-strong material. He didn't win the contest (nor did anyone, for that matter), but by 1872 his brother Isaiah coined the term celluloid to describe what was becoming the first commercially successful plastic--even used in the first motion-picture film used by George Eastman.

The familiar sweetener in the pink packet was discovered because chemist Constantin Fahlberg failed to do what even a high school chemistry student knows: Always wash your hands.

Prepare to be grossed out. Here's the scene: It's 1879, and Fahlberg was sitting in his lab, toying around with new uses for coal tar, to no great success. The work interested him so much he forgot about his supper until late, then rushed off for a meal with his hands all still covered in laboratory goo, as he later admitted in an interview with Scientific American.

He broke a piece of bread, put it to his lips, and noticed it tasted unusually sweet. He rinsed his mouth, wiped his mustache with a napkin, and found the napkin tasted sweeter, too. Even the water in his cup tasted syrupy. Then he did what would surely gross out any scientist passerby: He stuck his thumb in his mouth, then went back to his laboratory and tasted every beaker and dish in the lab until he found the one that contained saccharin.

Luckily for dieters everywhere, he managed not to poison himself along the way.

Dr. John Kellogg and his brother Keith would have fit right into today's world of new agey health fads. In 1894, however, they were probably laughed at as weirdo health freaks who put visitors at their hospital and health spa in Battle Creek, Michigan, through strange health regiments that included abstaining from meat, alcohol, tobacco, and even sex. One part of that regiment was eliminating caffeine by using a coffee substitute made of a type of granola. After cooking some wheat, the men were called away, as happens when you're running a busy sanatorium. When they came back, the wheat had become stale, but, ever the budget-conscious hippies, they decided to force it through the rollers anyway.

Instead of coming out in long sheets of dough, each wheat berry flattened and came out as a thin flake. The brothers baked the flakes, and, boom, a new breakfast cereal fad was born, as the Kellogg's official website points out.

That wasn't the only cereal trend that was born at the Battle Creek sanatorium: Charles William Post, who later founded Postum Cereal Company (aka Post Cereals), was a student of Kellogg's. He developed his own line of products based on the cereal he ate at the clinic. The Post cereal company went on to make Honeycomb, Fruity Pebbles, Waffle Crisp, and lots of other sugary cereals the health-conscious Kellogg probably would have shaken his head at.

Wilson Greatbatch made a classic dumb move: pulling the wrong part out of a box of equipment. It was a major act of numskullery that became a major part of saving millions of lives.

In 1956, Greatbatch was working on building a heart rhythm recording device at the University of Buffalo. He reached into a box and pulled out a resistor of the wrong size and plugged it into the circuit. When he installed it, he recognized the rhythmic lub-dub sound of the human heart. The beat, according to his 2001 obituary in The New York Times, reminded him of chats he had had with other scientists about whether an electrical stimulation could make up for a breakdown in the heart's natural beats. Before then, pacemakers were hulking machines the size of TVs. Greatbatch's implantable device of just 2 cubic inches forever changed life expectancy in the world. Now, more than half a million of the devices are implanted every year. Not bad for a numskull.

The opinions expressed here by Inc.com columnists are their own, not those of Inc.com.

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Think necessity is the mother of invention? Not always. There is a very thin line between brilliant innovation and absolute failure, as some of these inventors famously found out.

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GLAD suggests that some students, especially ELD students can benefit from having questioning phrases posted in the room.
For example:
I wonder about _____________ because ____________?

I noticed  _______________, which makes me think _______________ might be true?

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Holding number talks allows for students to see their thinking.  It also allows students to see how others solve problems.

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GIve students multiple opportunities and multiple types of assessments

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Instead of giving quizzes and tests I have changed to portfolio tasks that students revise as many times as they like with my feedback at every submission. We have created a feedback loop that keeps the kids thinking and working on the math. Then at the end of a unit they compile all of the tasks, reflect on each, add supplemental work to show their growth on tasks they struggle with and then they request and defend their grade for the unit.

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7 Ways to Embrace Mistakes in the Classroom

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7 Ways to Embrace Mistakes in the Classroom

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https://wabisabilearning.com/blogs/critical-thinking/embracing-mistakes-inspired-learning

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Try not to ask questions where the answer could be yes or no. If they do answer yes or no then ask why or why not.

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point out the Carnegie type examples with the thumbs up thumbs down

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Situations with multiple entry points

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Make mistakes in front of students, they converse on correct solution

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Project-based learning

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Puzzles that allow creative thinking and a different way of looking at standards.

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Collection of Free Printable Puzzles for the Math Classroom (or any Classroom)

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Have students create their own questions for a math problem then have the other students answer those questions.

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At table of 4-6, a picture frame holds a reference guide/flowchart/strategies for the lesson or unit.

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https://www.mashupmath.com/

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Under math class is about learning not performing.

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Give students a stop sign to raise in class at any time

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For students who are anxious about making mistake or being perceived by peers or teachers as "dumb",  using padlet, mentimeter or some other anonymous tool to share thinking can lead to good conversations.

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Could be used as group work

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These tasks are grade-level formative performance assessment tasks with accompanying scoring rubrics and discussion of student work samples. They are aligned to the Common Core State Standards for Mathematics. You may download and use these tasks for professional development purposes without modifying the tasks.

The tasks for 3rd Grade through High School were developed by the Mathematics Assessment Resource Service (MARS) of the Shell Centre for Mathematical Education, University of Nottingham, England. The tasks for 2nd Grade were developed by the Silicon Valley Mathematics Initiative's Mathematics Assessment Collaborative (MAC).

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Performance Assessment Tasks | Inside Mathematics

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These tasks are grade-level formative performance assessment tasks with accompanying scoring rubrics and discussion of student work samples. They are aligned to the Common Core State Standards for Mathematics. You may download and use these tasks for professional development purposes without modifying the tasks.

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https://www.amazon.com/dp/1970133414/ref=cm_sw_r_cp_apa_glt_fabc_K73WZKAFEYW3A687RWS9

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Allow students to fix their mistakes.

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post it's on the wall or somehow virtually

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I have students explain why they got a problem wrong.

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I have students explain why they got a problem wrong.

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Have students working in small groups to encourage questioning

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Find a way to plan a lesson that has students do some science and engineering. Having students use the Scratch tool to code their translations they did on paper.

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Say "what questions do you have" rather than "do you get it?"

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Say "what questions do you have" rather than "do you get it?"

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Ask them to explain why their answer makes sense

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Ask them to explain why their answer makes sense

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Celebrate the out of the box or different ideas

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Math Vision Project curriculum focuses on project based learning activities to gain depth.

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the nonprofit provider of quality curriculum, is partnered with us to provide high quality mathematics curriculum for high schools and districts. You can now You will need to register and create an educator account to have access. Resources, find the newest edition of the materials.

Access the beta materials .

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the nonprofit provider of quality curriculum, is partnered with us to provide high quality mathematics curriculum for high schools and districts. You can now You will need to register and create an educator account to have access. Resources, find the newest edition of the materials. Access the beta materials .

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Present problems with multiple solution paths. 

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Present problems with multiple solution paths. 

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When students have the opportunity to use algebra, geometry, logic/reasoning, or even guess and check to solve problems

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10-15 minute daily routine for solving problems using strategies instead of algorithms.

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Making the transition to student-centered learning begins with finding ways to get students to share their thinking, something that can be particularly challenging for math class. Authors Ruth Parker and Cathy Humphreys introduce. Making Number Talks Matter: Developing Mathematical Practices and Deepening Understanding, Grades 3-10, taking the readers into classrooms where their Number Talks routines are taught. Parker and Humphreys apply their 15 minute lessons to inspire and initiate math talks. Through vignettes in the book, you'll meet other teachers learning how to listen closely to students and how to prompt them into figuring out solutions to problems. You will learn how to make on-the-spot decisions, continually advancing and deepening the conversation. Making Number Talks Matter includes: Sample Problems: Filled with a range of Number Talks problems, 10-15 minute warm-up routines that lend themselves to mental math and comparison of strategies Navigating Rough Spots: Learn how to create a safe environment fortrickyor challenging student discussions that can arise when talking through problems and sharing ideas Responding to Mistakes: Ways to handle misconceptions and mathematical errors that come up during the course of Number Talk conversations Making Number Talks Matter is filled with teaching tips for honoring student contributions while still correcting errors, and teaching concepts while nudging independent thinking. Whether you are an elementary, middle school, or high school teacher, through daily practice and open conversation, you can build a solid foundation for the study of mathematics and Make Number Talks Matter.

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Making Number Talks Matter: Developing Mathematical Practices and Deepening Understanding, Grades 3-10

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Making the transition to student-centered learning begins with finding ways to get students to share their thinking, something that can be particularly challenging for math class. Authors Ruth Parker and Cathy Humphreys introduce. Making Number Talks Matter: Developing Mathematical Practices and ...

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I like using gallery walks.  Students display their work at their desk and we walk around the room looking at the various ways to solve. 

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I like using gallery walks.  Students display their work at their desk and we walk around the room looking at the various ways to solve. 

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What is the first question that comes to your mind?

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Have students create their own problems and present to the class.

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Have students create their own problems and present to the class.

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Making mistakes is fine, not learning from our mistakes is not.

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Pause and ask what questions do you have not do you have any questions.

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Worksheets in Google Classroom with the answer key attached (Like the kuta software pdfs) for them to use as extra practice before assessments. Students figure out how many problems they need to complete to feel successful before the test.

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Use these 5 talk moves to facilitate discussions in your classroom.

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Have students show their work so they can go back and see where they made their mistake while solving the problem.

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Create your own Math Squares Puzzle with Discovery Education's Puzzlemaker. Try to fill in the missing numbers.

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Which one doesn't belong

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Projects for 4th grade mathematicians to apply their knowledge.

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21st CENTURY SKILLS

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4th MATH

UNIT 01: Place Value

UNIT 02: Add & Subtract

UNIT 03: Multiplication

UNIT 04: Patterns and Relationships

UNIT 05: Fractions

UNIT 08: Measurement

UNIT 09: Geometry

UNIT 10: Data Analysis

UNIT 11: Personal Financial Literacy

4th SCIENCE

UNIT 1: Ideas & Inventions

UNIT 2: Energy & Matter

UNIT 3: Magnetism and Electricity

UNIT 4: Earth Changes

UNIT 5: Earth's Patterns

UNIT 6: Structures of Life

PBL Projects

Budgeting Inventions!

Selling a Cell

STEAM Challenge

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Problem of the Week

Week 27

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Math & Science

4th MATH

Subpages (9): UNIT 01: Place Value UNIT 02: Add & Subtract UNIT 03: Multiplication UNIT 04: Patterns and Relationships UNIT 05: Fractions UNIT 08: Measurement UNIT 09: Geometry UNIT 10: Data Analysis UNIT 11: Personal Financial Literacy

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After assessments, have students partner up and work with each other through mistakes on work.

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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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Which one doesn't belong activities are good to encourage mathematical discourse.

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Which one doesn't belong activities are good to encourage mathematical discourse.

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Ask students why or how they got their answers.

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Ask students why or how they got their answers.

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STOP giving timed tests and start playing games!

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STOP giving timed tests and start playing games!

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Math Fact Fluency: 60+ Games and Assessment Tools to Support Learning and Retention

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Amazon.com: Math Fact Fluency: 60+ Games and Assessment Tools to Support Learning and Retention: 9781416626992: Bay-Williams, Jennifer, Kling, Gina: Books

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Have students write word problems as potential test questions

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Have students write word problems as potential test questions

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Allow students to retake tests when needed. The goal is demonstrating mastery of content, not mastery by a predetermined deadline.

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Allow students to retake tests when needed. The goal is demonstrating mastery of content, not mastery by a predetermined deadline.

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Have students keep track of their own progress. Rate themselves on the learning targets.

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Have students keep track of their own progress. Rate themselves on the learning targets.

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Have students teach the topic through a lesson that they have to teach to the class or to you.

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Have students teach the topic through a lesson that they have to teach to the class or to you.