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Introduction to "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!

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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Early Numeracy - SAME BUT DIFFERENT MATH

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Would You Rather Math – ASKING STUDENTS TO CHOOSE A PATH AND JUSTIFY IT WITH MATH

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Teachers, sign up for my mini-workshop to learn about how to implement Would You Rather Math into your classroom routines. We will explore some sentence frames, what happens when things don’t go as planned, how to use the prompts in a remote learning setting, and much more. See you there!

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Always True, Sometimes True, or Never True? Statements for K - ? students, crowdsourced by the math teacher twitter community (Math Twitter Blog-o-Sphere, or #MTBoS), and curated by Tracy Johnston Zager. For ideas about how to use these statements, check out: http://educating-grace.blogspot.com...

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Wordwall - Create better lessons quicker

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Opening the Year Activity - English with Tamar

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Random wheel - Spin the wheel to see which item comes up next.

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The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements-the former providing broad standards, the latter providing additional specificity-that together define the skills and understandings that all students must demonstrate.

Standards in this strand:

Comprehension and Collaboration:

CCSS.ELA-Literacy.CCRA.SL.1
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-Literacy.CCRA.SL.2
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Presentation of Knowledge and Ideas:

CCSS.ELA-Literacy.CCRA.SL.4
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.CCRA.SL.5
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

CCSS.ELA-Literacy.CCRA.SL.6
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Note on range and content of student speaking and listening

To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations-as part of a whole class, in small groups, and with a partner. Being productive members of these conversations requires that students contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas in various domains.

New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. Digital texts confront students with the potential for continually updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio.

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English Language Arts Standards " Anchor Standards " College and Career Readiness Anchor Standards for Speaking and Listening

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The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number.

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Debate-Type Topics for Getting Started with Hands-Down Conversations

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Erikson Institute Early Math Collaborative

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Our set of Big Ideas map the key math concepts young children need to explore between the ages of 3 and 6. Big Ideas are foundational to lifelong mathematical thinking and can guide teaching and learning in the early childhood years. They are organized by topic here and in our book, Big Ideas of Early Mathematics: What Teachers of Young Children Need to Know. Learning early mathematics means opportunities to play around with and talk about big math ideas.

Big Ideas of Early Mathematics:

What Teachers of Young Children Need to Know

The Big Ideas that convey the core concepts of mathematics are at the heart of this book that gives early childhood educators the skills they need to organize for mathematics teaching and learning during the early years.
Order a copy

Online MS in Early Childhood Ed - STEM Focus

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Elevate your practice and strengthen your knowledge of teaching and learning in the disciplines of science, technology, engineering, and mathematics (STEM), with an emphasis on children in preschool through third grade.
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Free videos.

Free newsletter packed with ideas.

Free professional learning modules.

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Here are the Big Ideas when teaching and learning mathematics in the early years. Topics such as number sense, measurement, sets and patterns.

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Grand Conversation - Kelly Jones 4th Grade 

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Grand Conversation - Kelly Jones 4th Grade 

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Bouncy Balls – Manage classroom noise with bouncing balls!

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A free classroom noise level meter, monitor and management tool. Perfect if your school kids are too noisy! Bouncing balls react to sounds from the microphone.