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Word walls are great visuals for students and help with proper use of mathematical vocabulary. Both printable and ready-to-post versions are available for purchase from TPT.

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After a lot of thinking, I settled on compiling real images into Google Slides to make each digital math word wall feel as much like a real classroom as possible.

Each image from the home wall is clickable so that students can zoom in on the references they need. Teachers are sending the digital versions to students and even projecting them onto their white boards. They've proven to be handy on-the-go math vocabulary references.

If you are looking for written definitions of the vocabulary words, they won't be here. I have found math word walls showing concepts in action, instead of explicit written definitions, allow more students to access the math vocabulary. With 15-20% of our kids having reading difficulties ( and up to 80% in students with specific learning disabilities), showing the concepts in context allows more students to make the connections that are critical for conceptual understanding.

That last reason is probably the most important impact I have seen since adding a word wall to our classroom. The supports are there for kids who need them, allowing more students to feel that maybe math is for them after all.

Every math word wall comes in printable color, black & white and interactive digital in Google Slides. The Slides versions can be downloaded as PowerPoint files if you are not in a Google school.

Each word wall includes printable color, printable black & white and no-prep digital in Google Slides.

"This product keeps getting better and better! I colored a lot of them last summer, then the color versions came out! and now the digital versions! This resource has been incredibly helpful to have up and reference and add to during the year. I worked with students who struggled and students who accelerated, this was a great resource for all of them!" -Chelsie S

I've written a lot about math word walls on my blog over the years. The post 5 Ways Math Word Walls Have Changed My Teaching highlights the 5 major benefits I have seen in my teaching and my students' learning since adding math word walls to our classroom walls:

◉ Greater student independence
◉ Keeping the class on track
◉ They make a classroom inviting
◉ Connections to previous topics
◉ Low floor, high ceiling

Seeking out and finding answers to their questions on their own by using our classroom word walls is empowering. This is one of my favorite things about math word walls.

Even with lots of encouraging that their voices matter, some of my students wouldn't speak up when they had a question. Adding visual supports to our classroom walls has given all of my students, and maybe especially these students, the tools to help them take charge of their education.

I know that when a student is confused her learning stops. That student won't hear anything else I say until her question is answered. This is why I would always stop to answer student questions. With visual aids on the walls, I can now point at a reference and get that student over his hurdle a lot faster.

Whenever a student was confused, I used to stop class to catch up that student. This, of course, gave a sense of free time to the rest of the class, and reeling everyone back in became time-consuming and pretty frustrating.

Students can find the information they need more independently, which leads to greater feelings of confidence and success. To me, confidence in math is everything. In my own classroom, I can focus on the students who need more intense help while directing others to use the walls for help.

With pictures, examples and reminders, math is more accessible to more students.

I have found that presenting math vocabulary in this way increases math confidence and lowers math anxiety in students who struggle with reading, while still communicating the vocabulary and concepts we are learning in class.

My students reference our walls during independent work and I reference them during lessons, especially when needing to make a connection back to a previous topic or moving a student past confusion.

In my experience as a general education, inclusion and special education teacher, an effective word wall shows examples and pictures. If we are learning about shifting a quadratic function in vertex form, for example, I can quickly point to our wall to remind students which way the vertex will shift. This has supported my classroom management by helping me keep my students on track. To make each math word wall, I think hard about how best to remove all unnecessary words and make the visuals as clear and descriptive as possible.

This gives more students access to the math, especially our visual learners, students with reading disabilities and English Language Learners.

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fun math teaching ideas and activities for middle school and high school

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math pennants and free reference sheets.

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After a lot of thinking, I settled on compiling real images into Google Slides to make each digital math word wall feel as much like a real classroom as possible. Each image from the home wall is clickable so that students can zoom in on the references they need.

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Canva is a fantastic resource for making fancy worksheets and learning infographics.

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Google Slides can be used to make great presentations for lessons but also easily used to create practice activities for formative assessment.

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10 BEST Google Slides HACKS for Teachers

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1. Tic-Tac-Toe Show What You Know (pairs or 2 vs. 2)

2. Stir up a math debate (give a fake scenario and have students decide who is correct and why or post a sometimes-always-never question)

3. Brown Paper Bags & Envelopes - super versatile - use it to "unlock" the answer or hide something like a manipulative inside

4. Make it a game!

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4 Tips to Boost Student Engagement When Teaching Math

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Unconventional Quizzes that Liven Up My Classroom - National Council of Teachers of Mathematics

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Math quizzes can be engaging, affirming, and even fun! These quizzes are collaborative (group work), formative (identifies what still needs work), or full information (students have complete prior knowledge of the questions). These quizzes can boost self-confidence, reward persistence, and encourage a growth mindset.

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We all want our kids to succeed in math. In most districts, standardized tests measure students' understanding, yet nobody wants to teach to the test. Over-reliance on test prep materials and "drill and kill" worksheets steal instructional time while also harming learning and motivation. But sound instruction and good test scores aren't mutually exclusive. Being intentional and using creative approaches to your instruction can get students excited about math. These essential strategies in teaching mathematics can make this your class's best math year ever!

1. Raise the bar for all

For math strategies to be effective, teachers must first get students to believe that they can be great mathematicians. Holding high expectations for all students encourages growth. As early as second grade, girls have internalized the idea that math is not for them. It can be a challenge to overcome the socially acceptable thought, I'm not good at math, says Sarah Bax, a math teacher at Hardy Middle School in Washington, D.C.

Rather than success being a function of how much math talent they're born with, kids need to hear from teachers that anyone who works hard can succeed. "It's about helping kids have a growth mindset," says Bax. "Practice and persistence make you good at math." Build math equity and tell students about the power and importance of math with enthusiasm and high expectations.

(Psst ... you can snag our growth mindset posters for your math classroom here.)

2. Don't wait-act now!

Look ahead to the specific concepts students need to master for annual end-of-year tests, and pace instruction accordingly. Think about foundational skills they will need in the year ahead.

"You don't want to be caught off guard come March thinking that students need to know X for the tests the next month," says Skip Fennell, project director of Elementary Mathematics Specialists and Teacher Leaders Project and professor emeritus at McDaniel College in Westminster, Maryland. Know the specific standards and back-map your teaching from the fall so students are ready, and plan to use effective math strategies accordingly.

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3. Create a testing pathway

You may not even see the results of standardized tests until next school year, but you have to prepare students for it now. Use formative assessments to ensure that students understand the concepts. What you learn can guide your instruction and determine the next steps, says Fennell. "I changed the wording because I didn't want to suggest that we are in favor of 'teaching to the test.'"

Testing is not something separate from your instruction. It should be integrated into your planning. Instead of a quick exit question or card, give a five-minute quiz, an open-ended question, or a meaningful homework assignment to confirm students have mastered the math skill covered in the day's lesson. Additionally, asking students to explain their thinking orally or in writing is a great way to determine their level of understanding. A capable digital resource, designed to monitor your students in real-time, can also be an invaluable tool, providing actionable data to inform your instruction along the way.

4. Observe, modify, and reevaluate

Sometimes we get stuck in a mindset of "a lesson a day" in order to get through the content. However, we should keep our pacing flexible, or kids can fall behind. Walk through your classroom as students work on problems and observe the dynamics. Talk with students individually and include "hinge questions" in your lesson plans to gauge understanding before continuing, suggests Fennell. In response, make decisions to go faster or slower or put students in groups.

5. Read, read, read!

Although we don't often think of reading as a math strategy, there's almost nothing better to get students ready to learn a new concept than a great read-aloud. Kids love to be read to, and the more we show students how math is connected to the world around us, the more invested they become. Reading books with math connections helps children see how abstract concepts connect to their lives.

6. Personalize and offer choice

When students are given the opportunity to choose how they learn and demonstrate their understanding of a concept, their buy-in and motivation increase. It gives them the chance to understand their preferred learning style, provides agency over their own learning, and allows for the space to practice different strategies to solve math problems. Give students a variety of options, such as timed exercises, projects, or different materials, to show that they've mastered foundational skills. As students show what they've learned, teachers can track understanding, figure out where students need additional scaffolding or other assistance, and tailor lessons accordingly.

7. Plant the seeds!

Leave no child inside! A school garden is a great way to apply math concepts in a fun way while instilling a sense of purpose in your students. Measurement, geometry, and data analysis are obvious topics that can be addressed through garden activities, but also consider using the garden to teach operations, fractions, and decimals. Additionally, garden activities can help promote character education goals like cooperation, respect for the earth, and, if the crops are donated to organizations that serve those in need, the value of giving to others.

8. Add apps appropriately

The number of apps (interactive software used on touch-screen devices) available to support math instruction has increased rapidly in recent years. Kids who are reluctant to practice math facts with traditional pencil-and-paper resources will gladly do essentially the same work as long as it's done on a touch screen. Many apps focus on practice via games, but there are some that encourage children to explore the content at a conceptual level.

Communicating about math helps students process new learning and build on their thinking. Engage students during conversations and have them describe why they solved a problem in a certain way. "My goal is to get information about what students are thinking and use that to guide my instruction, as opposed to just telling them information and asking them to parrot things back," says Delise Andrews, who taught math (K-8) and is now a grade 3-5 math coordinator in the Lincoln Public Schools in Nebraska.

Instead of seeking a specific answer, Andrews wants to have deeper discussions to figure out what a student knows and understands. "True learning happens a lot around talking and doing math-not just drilling," she says. Of course, this math strategy not only requires students to feel comfortable expressing their mathematical thinking, but also assumes that they have been trained to listen respectfully to the reasoning of their classmates.

Learn more: Free Let's Talk Math Poster

10. The art of math

Almost all kids love art, and visual learners need a math strategy that works for them too, so consider integrating art and math instruction for one of the easiest strategies in teaching mathematics. Many concepts in geometry, such as shapes, symmetry, and transformations (slides, flips, and turns), can be applied in a fun art project. Also consider using art projects to teach concepts like measurement, ratios, and arrays (multiplication/division).

11. Seek to develop understanding

Meaningful math education goes beyond memorizing formulas and procedures. Memorization does not foster understanding. Set high goals, create space for exploration, and work with the students to develop a strong foundation. "Treat the kids like mathematicians," says Andrews. Present a broad topic, review various strategies for solving a problem, and then elicit a formula or idea from the kids rather than starting with the formula. This creates a stronger conceptual understanding and mental connections with the material for the student.

12. Give students time to reflect

Sometimes teachers get so caught up in meeting the demands of the curriculum and the pressure to "get it all done" that they don't give students the time to reflect on their learning. Students can be asked to reflect in writing at the end of an assignment or lesson, via class or small group discussion, or in interviews with the teacher. It's important to give students the time to think about and articulate the meaning of what they've learned, what they still don't understand, and what they want to learn more about. This provides useful information for the teacher and helps the student monitor their own progress and think strategically about how they approach mathematics.

13. Allow for productive struggle

When giving students an authentic problem, ask a big question and let them struggle to figure out several ways to solve it, suggests Andrews. "Your job as a teacher is to make it engaging by asking the right questions at the right time. So you don't take away their thinking, but you help them move forward to a solution," she says.

Provide as little information as possible but enough so students can be productive. Effective math teaching supports students as they grapple with mathematical ideas and relationships. Allow them to discover what works and experience setbacks along the way as they adopt a growth mindset about mathematics.

14. Emphasize hands-on learning

In math, there's so much that's abstract. Hands-on learning is a strategy that helps make the conceptual concrete. Consider incorporating math manipulatives whenever possible. For example, you can use LEGO bricks to teach a variety of math skills, including finding area and perimeter and understanding multiplication.

15. Build excitement by rewarding progress

Students-especially those who haven't experienced success-can have negative attitudes about math. Consider having students earn points and receive certificates, stickers, badges, or trophies as they progress. Weekly announcements and assemblies that celebrate the top players and teams can be really inspiring for students. "Having that recognition and moment is powerful," says Bax. "Through repeated practice, they get better, and they are motivated." Through building excitement, this allows for one of the best strategies in teaching mathematics to come to fruition.

16. Choose meaningful tasks

Kids get excited about math when they have to solve real-life problems. For instance, when teaching sixth graders how to determine area, present tasks related to a house redesign, suggests Fennell. Provide them with the dimensions of the walls and the size of the windows and have them determine how much space is left for the wallpaper. Or ask them to consider how many tiles they would need to fill a deck. You can absolutely introduce problem-based learning, even in a virtual world.

17. Play math games

Student engagement and participation can be a challenge, especially if you're relying heavily on worksheets. Games, like these first grade math games, are an excellent way to make the learning more fun while simultaneously promoting strategic mathematical thinking, computational fluency, and understanding of operations. Games are especially good for kinesthetic learners and foster a home-school connection when they're sent home for extra practice.

18. Set up effective math routines

Students generally feel confident and competent in the classroom when they know what to do and why they're doing it. Establishing routines in your math class and training kids to use them can make math class efficient, effective, and fun! For example, consider starting your class with a number sense routine. Rich, productive small group math discussions don't happen by themselves, so make sure your students know the "rules of the road" for contributing their ideas and respectfully critiquing the ideas of others.

19. Encourage teacher teamwork and reflection

You can't teach in a vacuum. Collaborate with other teachers to improve your math instruction skills. Start by discussing the goal for the math lesson and what it will look like, and plan as a team to use the most effective math strategies. "Together, think through the tasks and possible student responses you might encounter," says Andrews. Reflect on what did and didn't work to improve your practice.

20. Move!

Adding movement and physical activity to your instruction might seem counterintuitive as a math strategy, but asking kids to get out of their seats can increase their motivation and interest. For example, you could ask students to:

Make angles with their arms

Create a square dance that demonstrates different types of patterns

Complete a shape scavenger hunt in the classroom

Run or complete other exercises periodically and graph the results

The possibilities of these strategies in teaching mathematics are limited only by your imagination and the math concepts you need to cover. Check out these active math games.

21. Be a lifelong learner

Generally, students will become excited about a subject if their teacher is excited about it. However, it's hard to be excited about teaching math if your understanding hasn't changed since you learned it in elementary school. For example, if you teach how to divide fractions by fractions and your understanding is limited to following the "invert and multiply" rule, take the time to understand why the rule works and how it applies to the real world. When you have confidence in your own mathematical expertise, then you can teach math confidently and joyfully to best apply strategies in teaching mathematics.

What do you feel are the most important strategies in teaching mathematics? Share in the comments below.

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21 Essential Strategies in Teaching Math

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We all want our students to be successful in math. These essential strategies in teaching mathematics can help.

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When kids and adults have trouble with math, assistive technology (AT) can offer a lot of support. Many AT tools for math - like calculators - are common, inexpensive, and easy to get. Others are lesser known, but can be just as useful.

Use this guide to learn about what tools are available, and where to get them.

Dive deeper

Types of assistive technology tools for math

Where to get assistive technology for math

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There are many assistive technology (AT) tools that can help people with math. Use this guide to learn about options for math AT.

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textgiraffe.com

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https://www.facebook.com/groups/113674342553157/permalink/1455019208418657/?mibextid=W9rl1R

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https://www.facebook.com/groups/113674342553157/permalink/1449483078972270/?mibextid=W9rl1R

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"After learning about UDL, I try to offer something for my students to read and something for them to listen to/watch for every lesson. The read part is always my infoNotes and the notes we took from class/consolidation. The listen/watch portion is either a video made by me or something I have previewed on youtube and found to be acceptable. I actually like when I can find a video that does things slightly different than I do. I think it’s good for students to see multiple ways to approach a problem. My infoNotes and videos are intended to be supplemental to the class and also work for students who are absent."

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I know I post infoNotes all the time and I explained why I use them the very first time I shared. Since it's been a minute, let me share they WHY of my infoNotes. In Universal Design for Learning, representation matters. Here is a quote from the UDL guidelines about representation.

Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also learning, and transfer of learning, occurs when multiple representations are used, because they allow students to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for all learners; providing options for representation is essential.
https://udlguidelines.cast.org/representation

After learning about UDL, I try to offer something for my students to read and something for them to listen to/watch for every lesson. The read part is always my infoNotes and the notes we took from class/consolidation. The listen/watch portion is either a video made by me or something I have previewed on youtube and found to be acceptable. I actually like when I can find a video that does things slightly different than I do. I think it's good for students to see multiple ways to approach a problem. My infoNotes and videos are intended to be supplemental to the class and also work for students who are absent.

Ok, on to the infoNotes for Limits. Remember, this is for an introduction to Calculus class so we do not include Trig. The infoNotes could easily be adapted if you wanted to add Trig.

I would love to know if you have adopted the infoNote idea. Please share if you have.

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I know I post infoNotes all the time and I explained why I use them the very first time I shared. Since it's been a minute, let me share they WHY of my infoNotes. In Universal Design for Learning, representation matters. Here is a quote from the UDL guidelines about representation.

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This is such a controversial topic amongst teachers: Test corrections and retakes. My group of teachers at work gets very frustrated that incoming freshmen are used to being allowed to retake assessments over and over again until they are happy with their grade because that is the way it was in middle school. At the same time, I understand the argument to allow retakes to show student growth and the main goal at the end of the day is for students to learn from their mistakes and retain the content. However, we know students cheat and ask each other what questions are on assessments and this just seems to be opening a can of worms that I am just not ready to tackle.

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Do you allow students to retake assessments? Do you allow them to correct to earn credit back? I have done both and I there are pros and cons for each. Not allowing students the opportunity to learn from their mistakes and improve demonstrates to the student that the information was not important enough to learn. Yes, I've heard ALL the arguments. What if they simply didn't prepare, why should they get another chance? What if they are gone all the time? I spent this time preparing a test, whey should they get to waste my time again? How many second chances do you get? Most people get A LOT! And when it comes to learning, we know not everyone learns at the same time in the same way. We don't know everything that goes on in the life of our students. They deserve grace and the opportunity to learn. Our job is not to be gradekeepers, our job is to help students become thinkers and problem solvers.

Retakes

Retaking an assessment allows students to work through the problems they did not understand and actually learn how to do them. If a student makes a simple mistake, I allow them to work with me 1:1 and earn the credit back for that problem. If a student lack conceptual understanding then we need to spend more time on it and they need to demonstrate their understanding again.

Pros: A retake gives the students that opportunity to review their misconceptions and demonstrate understanding. I allow students to earn full credit on a retake.

If you are overwhelmed with the amount of work you are doing, not as many students will retake an assessment. (I put this in pro for teacher but it is a con for students)

Cons: These are usually done outside the class period. This places a burden on the student and their family. They may have to miss a practice, miss work, or arrange for an alternative ride home. A retake can be viewed as a privileged opportunity and this practice may be creating inequity in your classroom. If possible, try to provide opportunities within the school day for this too happen to reduce inequity.

Students may also have test anxiety. A retake does not alleviate this anxiety and may actually cause more.

Test Corrections

If structured correctly, test corrections allow students to reflect on their misconceptions and correct the problem. I give full credit back for my test corrections (see document below).

Pros: Everyone can have the same opportunity to correct their assessments. It can be completed in class or as an outside assignment.

Cons: This will be more work for everyone involved. Students may still need to work with you if they don't understand how to do something so this will require time inside or outside the classroom. You will probably have more students participate in corrections (once again, con for teachers, pro for students). Students may also be tempted to have someone else give them the answers to the corrections. I let my students know that they will be conferencing with me and should be able to explain any work they have on their test corrections. If I think a students has not learned from their misconceptions (i.e. copied work from someone else), I will give them an opportunity to work with me outside the school day on the information. Yes, it's more work for both of us, but I want my students to think and learn.

When I allow test corrections, I have the students complete the form below. It requires them to reflect on why they missed the problem, rework the problem, then work another problem that is similar. We talk about what would be acceptable answers and what would not earn them their credit back. I also have examples written in the document.

Students really like test corrections. It alleviates some of the anxiety and I feel like their reflections are better than when they retake the assessment. So how does this prepare them for the standardized tests they will be required to take? Hopefully it has helped them THINK about the math and not just DO the math. But honestly, I don't want to prepare then for a test, I want to prepare them to think critically about anything they encounter. If they can think critically they will be more successful on assessments and math they encounter in life.

Have I resorted to test retakes over test corrections when I'm short on time? Yes! Is it better than not allowing students to learn from their misconceptions at all? Yes! I am trying to be more aware of inequities in my classroom and providing equal opportunities for all students. This requires me to restructure some of my practices so I do better. Test corrections are a way to do this. Hopefully you are on the same journey of reflection and inclusion and hopefully this retake form helps you too.

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Do you allow students to retake assessments? Do you allow them to correct to earn credit back? I have done both and I there are pros and cons for each. Not allowing students the opportunity to learn from their mistakes and improve demonstrates to the student that the information was not important enough to learn....

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I love to create my own digital manipulatives. I've created balance scales, algebra tiles, and rtd problem scenarios just to name a few. I know not everyone wants to take the time to create these, that's why I share mine.

There are also some online resources where you don't have to create your own. Polypad by Mathigon is a great resource. They continue to add to their selection, but I'm partial to the geometry and statistics portions. I like that it's simple to use and creates nice, professional looking graphics.

I have used this to create graphs for activities, test questions, and notes for my students. I haven't had students use this for statistics because we have a dedicated (though very clunky) website with all the features they need for the course but if you teach a statistics section in your curriculum, this has some nice features.

I LOVE this site when introducing geometric solids. You can take a 3D figure and it will unfold into the net with the slide of a button. It's a great way to see the visual without cutting out tons of shapes (although, I like doing that too LOL).

I have an activity where students can measure angles with a protractor. Polypad also has a protractor manipulative. It is easier to move around than the activity I have created.

There is a student dashboard so you can assign content. I haven't used it so I can't comment on ease of use but I plan to use it soon with the protractor activity. Then I can compare their protractor activity with the one I created.

Mathigon also has interactive textbooks for grades 6-8. 9-10, and 11-12 available under the courses tab. Some of the grade 9-10 and most of 11-12 topics are still under construction, but that just means they have more great things to offer soon.

The textbook content opens up new sections once a student has completed the section before. It has speech arrows that will read the content to students, pop-out boxes to read more about a person or object, and built-in activities.

This is page one of the Geometry series.

And this is one of the interactive activities that teaches concepts as a student completes the tasks.

I wish it followed our district curriculum better because I would love to use this feature.

I hope you find this site useful. I don't utilize all of the features but it is very robust. I love the features I do use and plan to use more this year.

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I love to create my own digital manipulatives. I've created balance scales, algebra tiles, and rtd problem scenarios just to name a few. I know not everyone wants to take the time to create these, that's why I share mine. There are also some online resources where you don't have to create your own.

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TikTok

Tamara Hancock - Teaching_MrsH

engineer2educator

cottentechcoach

emily_karst

ellamenohpea

YouTube

Pocketful of Primary

Blog

Scaffolded Math

NCTM

We Are Teachers

Understood.org

Infinitely Teaching

Make Math Not Suck

Facebook

Delta Math Official Group

Middle & High School Math Teachers

Visual Math

Math Teachers Professional Learning Network

Assignments:

PLN #1

PLN #2