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Progression Videos and MORE!

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The progression videos are a series of videos that show how math concepts build and grow through the grade levels. Here is a post that gives a "behind the scenes" of what it takes to make the videos.

Click on the image below to watch the progression video and download the resources.

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Also make sure you subscribe to the blog posts! I've been able to share lots of resources and ideas to teachers through blog posts like these!

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Math teacher educator Pam Harris and her cohost Kim Montague answer the question: If not algorithms, then what?Join them for ~15 minutes every Tuesday as they cast their vision for mathematics education and give actionable items to help teachers teach math that is Figure-Out-Able. See www.MathisFigureOutAble.com for more great resources!

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Math teacher educator Pam Harris and her cohost Kim Montague answer the question: If not algorithms, then what?Join them for ~15 minutes every Tuesday as they cast their vision for mathematics education and give actionable items to help teachers t...

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She has excellent short vlogs, too!

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Build Math Minds with The Recovering Traditionalist

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Free video trainings that help elementary teachers learn to love teaching math.

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The Make Math Moments Academy

YOUR ROADMAP TO AN INSPIRING MATH CLASS
Create memorable math moments daily with access to curiosity rich tasks, in-depth PD video trainings, and a system for making these moments a reality. Join the Making Math Moments Academy now. Your first 30 days are for free.

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Make Math Moments | Empowering Teachers with Math Activities

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The Make Math Moments Academy YOUR ROADMAP TO AN INSPIRING MATH CLASS Create memorable math moments daily with access to curiosity rich tasks, in-depth PD video trainings, and a system for making these moments a reality. Join the Making Math Moments Academy now. Your first 30 days are for free.

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Learning Through Math with Laura and Karina

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About the Founders

Laura Tomas is currently a Math and Science Coach in Palm Beach County, Florida. You can find her on Twitter at @iteachthewhy.

Karina Cousins is currently a fifth grade teacher in Palm Beach County, Florida. You can find her on Twitter at @MrsCousins5.

Feel free to email us at LearningThroughMath@gmail.com.

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Learning Through Math with Laura and Karina

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Laura Tomas is currently a Math and Science Coach in Palm Beach County, Florida. You can find her on Twitter at @iteachthewhy. Karina Cousins is currently a fifth grade teacher in Palm Beach County, Florida. You can find her on Twitter at @MrsCousins5. Feel free to email us at LearningThroughMath@gmail.com.

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Great tool for unpacking standards with teachers.

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The Turn Timer is great for managing rotations.

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Achievethecore.org :: Instructional Content Nav - Mathematics: Focus by Grade Level

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The Common Core and other college- and career-ready (CCR) standards call for a greater focus in mathematics. Rather than racing to cover topics in a mile-wide, inch-deep curriculum, CCR standards require us to significantly narrow and deepen the way time and energy are spent in the math classroom. We focus deeply on the major work of each grade so that students can gain strong foundations: solid conceptual understanding, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the math classroom. The following documents illustrate these concepts using the Common Core State Standards, but Focus, Coherence, and Rigor are integral to all college- and career-ready standards.

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Find the connections between the Common Core State Standards for Mathematics

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Universal Screeners for Number Sense (USNS)

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Universal Screeners for Number Sense (USNS)

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Check these out for starting small groups! 😉

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USNS Project

Interview-based and pencil and paper K-6 math screeners designed by teachers to assess for students' number sense. This open-source project provides free, high-quality assessment tools to over 9,000 schools in the US and internationally.

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Universal Screeners for Number Sense - Forefront Education

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Universal Screeners for Number Sense Interview-based K-6 math screeners designed by teachers to assess for students' number sense. This open-source project provides free, high-quality assessment tools to over 3,600 schools in the US and internationally.

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Great tools from Berkeley Everett

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This is a great way to extend the counting warm-ups from Eureka!

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Ideas for moving toward reasoning strategies

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A guide to avoiding shorcuts that cut out math concept development.

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Making Sense of Rounding - Math Coach’s Corner

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Say goodbye to tricks and rhymes for teaching rounding and say hello to the open number line. Download a free resources!

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Math Coach’s Corner Home - Math Coach’s Corner

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I train mathematics educators who want their students to be better problem solvers.

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From Read-Draw-Write (RDW) to Modeling–How Students Experience Problem Solving in Eureka Math²

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Explore how Eureka Math² supports the development of problem-solving skills in math.

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You may be asked to create a free account to watch this webinar, but Annie Fetter is GREAT!

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NCTM – Professional Development Webinars

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Noticing and Wondering: Empowerment in Learning

What are you noticing and wondering today? What have you seen or heard that brings to mind noticing and wondering about mathematics around you? When we share a picture, a numberless problem situation, a graph, or even a pair of equations or number sentences and then ask students what they notice and what they wonder, we engage them as active thinkers and doers of mathematics. We position them as authorities in the classroom, valuing their voice and ideas.

Several years ago, I met a middle school mathematics teacher from Colorado who encouraged her students to use mathematics as a lens to see their world, that is, she wanted them to have a math encounter as she termed it. It was empowering for her students, and they began to see the world around them through mathematical eyes. That is what noticing and wondering does. When students approach what they encounter with a notice and wondering lens, they have opportunities to broaden their understanding of what mathematics is through understanding and critiquing their world and engaging in the wonder, joy, and beauty of mathematics. Sound familiar? Yes! It is the first recommendation from the Catalyzing Change series!

This month NCTM has been leading us in exploring notice and wonder through a series of professional learning webinars. Annie Fetter kicked it off with a session on how a notice and wonder instructional routine provides the opportunity for all students to engage in problem solving, supporting students in generating ideas and making connections among mathematical concepts. Then Graham Fletcher built on this with a focus on mathematical modeling with Three-Act Tasks. Aaron Rumack continued the next week by reminding us of the power of notice and wonder as a way to create a structure for engaging teachers and students in reasoning and sense making in planning for equity. The four-part series closed with a final session led by Naomi Jessup on using notice and wonder as a tool for critical reflections and engagement. Together these sessions helped us unpack the possibilities in supporting students in developing this approach to noticing and wondering in mathematics. NCTM members can revisit all of them on the NCTM website.

But notice and wonder are not just for our students! We as mathematics teachers can use this lens when we are examining and reflecting on our own practice. In the February 2021 issue of Mathematics Teacher: Learning and Teaching PK-12 ( MTLT), Tracy Dobie and Eleanor Anderson note, "These questions can also be useful for teachers looking to deepen their discussion with colleagues" (p. 94). They go on to share that this approach can help us in learning from one another, pushing our thinking, providing a safe and inviting professional learning environment, and strengthening our collaborative learning community. Noticing and wondering is a powerful learning tool for all mathematics educators and students.

Recently I was engaged with teachers in professional development, and we explored the noticing and wondering routine on the first day, beginning with only a picture that I provided from the MTLT Problems to Ponder department. The teachers shared what they noticed about the picture (without the problem stated) and then what they wondered and what they thought their students might notice and wonder. Their responses spanned from nonmathematical to mathematical ideas. This led to observations from them about how this instructional routine provided a space for all students to enter the conversations as an equitable teaching practice, sparked creativity and curiosity, empowered students, fostered positive mathematical identity, shifted to students as the authority in the classroom by giving them voice, and promoted more discussions and questioning among peers rather than only student-to-teacher interactions. What was interesting is how the teachers continued to use notice and wonder throughout the remaining days of the sessions and the connections they made to questioning strategies, equitable teaching practices, classroom discourse, and their own mathematical learning. Many identified it as part of their action plan for thinking about beginning the next school year.

So, have you met our two mathematics-loving characters Notice, the snail, and Wonder, the owl? If not, I invite you to check them out and all the great Notice and Wonderinstructional resources. While you are exploring these, consider binge watching the four-part Notice and Wonder webinar series with Annie, Graham, Aaron, and Naomi. Be ready to notice and wonder! As you continue your teaching journey, you may find that you will see the world through a notice and wonder lens every day, and that is a good thing!

Trena Wilkerson
NCTM President
@TrenaWilkerson

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Noticing and Wondering: Empowerment in Learning - National Council of Teachers of Mathematics

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June 2021
What are you noticing and wondering today? What have you seen or heard that brings to mind noticing and wondering about mathematics around you? When we share a picture, a numberless problem

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Math Facts "From Memory" vs. "Memorization"

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Math Facts "From Memory" vs. "Memorization"

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Help students contextualize and think about what's happening in the story

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Simply put, a Numberless Word Problem is a word problem where all the numbers have been removed.

Regular word problem
Derek has 5 toy cars. Hector has 3 more toy cars than Derek. How many toy cars do the two friends have altogether?
Numberless Word Problem
Derek has some toy cars. Hector has more toy cars than Derek. How many toy cars do the two friends have altogether?
Why remove the numbers?

Research has shown that when students are presented a word problem they often demonstrate a "compulsion to calculate." What this means is that they ignore the context of the problem. Instead, they pluck out numbers and perform some kind of calculation with them. They might:

add all the numbers together because that's the easiest thing to do,

choose the operation that matches the one being studied in the current math unit, or

base their decision on some "key word" in the problem that they associate with a specific operation.

Is it any wonder that this often leads to incorrect answers?

If there are no numbers, then what do students do?

Good question! Removing the numbers allows the teacher to invite students into a conversation:

What is going on in the problem? What can you picture in your mind?

What do we know about the quantities and relationships in the problem even though there are no numbers?

What is the question asking us to find out?

Consider our earlier problem:
Derek has some toy cars. Hector has more toy cars than Derek. How many toy cars do the two friends have altogether?
Here's what students can uncover through conversation:

There are two friends, Derek and Hector.

Each friend has some toy cars.

Hector has more toy cars than Derek.

We need to find out the total number of toy cars the two friends have.

After bringing these ideas to the surface, students are set up for greater success solving the problem. They are able to make sense of the quantities, relationships, and question before the numbers are finally introduced.

Is it really that easy?

Taking the numbers out is easy, but that's just the first step. There are other important pedagogical moves to consider as you plan and implement Numberless Word Problems. Next, let's take a look at a Numberless Word Problem in action to see how taking the numbers out fundamentally changes the way students engage with word problems.

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The first step is to learn what a Numberless Word Problem is, why we remove the numbers, and what students are supposed to do if there are no numbers.

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Learn about the development of mathematical reasoning

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the Development of Mathematical Reasoning, part 1

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Guide to teaching place value- pam harris

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YOU do

WE do

I do

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Flipping the I Do, You Do, We Do Approach

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Download PDF Fluency Without Fear: Research Evidence on the Best Ways to Learn Math Facts By Jo Boaler, Professor of Mathematics Education, co-founder youcubed With the help of Cathy Williams, […]

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How do you know when kids are "doing math" rather than rote procedures? Our goal is for most of our tasks (number talks, warm-ups, story problems, etc.) to be in the column on the right.

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Copy of Copy of Choral-Counting-Planning-Template (copy)

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This adapted game was intended to be used in place of the problem set from 4.3.26.

Students are encouraged to solve mentally using known facts and "unit form. " Students still in the counting phase may require manipulatives or place value charts.

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One activity from FOF was used in a model intervention lesson at Springhill.

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This warm-up was used for 4.3.26 at Springhill in place of the listed fluency components.

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This game was introduced to third graders as they explored multiplication.

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Task Instructions

Player A rolls the die, then draws that number of fairly large circles.

Player B rolls the die and does the same.

Player A rolls the die and draws that number of stars in each of her circles.

Player B rolls the die and does the same.

Each player writes the number sentence that tells how many stars she has (for example, four circles with three stars in each circle would be 4×3 = 12 stars).

Play six rounds, then determine the total number of stars that each player has.

Variation

For each round, after Player A draws stars in his circle, determine the probability that Player B will end up with more stars than Player A.

Materials

One die

Paper and pencil for each player

Reference

From Helping with Math at Home: More Ideas for Parents. 2006. Portsmouth, NH: Heinemann.

Task Instructions

Player A rolls the die, then draws that number of fairly large circles.

Player B rolls the die and does the same.

Player A rolls the die and draws that number of stars in each of her circles.

Player B rolls the die and does the same.

Each player writes the number sentence that tells how many stars she has (for example, four circles with three stars in each circle would be 4×3 = 12 stars).

Play six rounds, then determine the total number of stars that each player has.

Variation

For each round, after Player A draws stars in his circle, determine the probability that Player B will end up with more stars than Player A.

Materials

One die

Paper and pencil for each player

Reference

From Helping with Math at Home: More Ideas for Parents. 2006. Portsmouth, NH: Heinemann.

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Player A rolls the die, then draws that number of fairly large circles. Player B rolls the die and does the same. Player A rolls the die and draws that number of stars in each of her circles. Player B rolls the die and does the same.

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I used the slide deck for 2's, 5's, and 10's to explore the commutative property with third grade. This is an excellent resource to support students with subitizing and reasoning with equal groups.

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Math Flips are flashcards with a problem on the front and a similar problem on the back (instead of a problem and an answer) to encourage relational thinking rather than answer-getting.

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"The Whopper Jar" is excellent for 2nd Grade!

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Are you a teacher using Eureka Math (EngageNY)? EMBARC is a resource to help you implement it in your classroom. We curate third-party resources to enhance your Eureka Math lesson.

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Shifts in teaching practice: Self Assessment

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Shifts in teaching practice: Self Assessment

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Building Thinking Classrooms?

Sparked by observing teachers struggle to implement rich mathematics tasks to engage students in deep thinking, Peter Liljedahl has translated his 15 years of research into a set of 14 optimal practices for thinking that create an ideal setting for deep mathematics learning to occur. When combined, these unique research-based practices create the optimal conditions for learner-centered, student-owned deep mathematical thinking and learning, and have the power to transform mathematics classrooms like never before.

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Building Thinking Classrooms | Teaching Practices for Enhancing Learning Mathematics

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Building Thinking Classrooms in Mathematics helps teachers implement 14 optimal practices for thinking that create an ideal setting for deep mathematics learning to occur.

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This is i-Ready's version of the flipped pyramid approach.

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Try-Discuss-Connect Instructional Framework

i-Ready Classroom Mathematics is a core program that uses the Try-Discuss-Connect instructional framework to spark meaningful partner and whole class discussions. This strengthens students' understanding and helps them become independent learners. Watch the videos to see how this works in a real classroom!

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i-Ready Classroom Mathematics is a core program that uses the Try-Discuss-Connect instructional framework to spark meaningful partner and whole class discussions. This strengthens students' understanding and helps them become independent learners. Watch the videos to see how this works in a real classroom!