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Brené Brown | Daring Classrooms | SXSWedu 2017

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Read-Alouds and Lessons to connect to new learning and math standards

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Hi, I’m Tristan! Join me on my Storytime Channel for kids for a new read aloud each Wednesday. I’m passionate about children’s books and I love reading aloud books to kids. I want to help children think deeper about the stories they read and provide reading comprehension strategies for them to use.…

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If you ask someone "Do you have a growth mindset?", most people will say yes. In fact, when I ran a poll asking my followers if they had a growth mindset, only 10% said they didn't. This is called the "false growth mindset" and it's a natural consequence of being human. You probably heard somewhere that having a growth mindset was good, so you automatically say you do. If you want to challenge your "yes autopilot" and take a deep dive into what is a growth mindset and how you can foster it, buckle up!

The two mindsets shaping your life

A mindset is a set of assumptions held by a person or a group of people. It is closely related to people's worldview or philosophy of life. A deeply anchored mindset can act as a strong incentive to continue to accept or even adopt certain behaviours.

In her seminal book Mindset, American psychologist Carol Dweck explains the two main mindsets we have when approaching new challenges-or even life in general. Her research has challenged commonly held perceptions about what it means to be smart. I don't think I could explain it better than she did, so here are her two definitions of the mindsets that impact the way you think and act on a daily basis.

Fixed mindset - "In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success-without effort."

Growth mindset - "In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work-brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment."

Let's have a look at an example. Let's say you you're working on a big project. The launch goes terribly bad.

In a fixed mindset, you will feel like all your effort was wasted. Next time someone asks for your help in launching a project, you may tell them you're not the right person. Instead, you'll focus on stuff you know you're good at.

In a growth mindset-while of course a failed launch still sucks-you are grateful for everything you got to learn. Because you focus on the process, the outcome doesn't matter as much. You see this failure as a temporary setback and an opportunity for personal growth.

The idea is that what is commonly called intelligence can be "grown" incrementally by means of hard work, positivity, resilience, and training, and that people can be placed on a continuum according to their implicit views of where their abilities come from. As Derek Sivers said, it's a bit similar to the concept of nature versus nurture.

All about neuroplasticity

Contrary to what many people think, the adult brain is not "hard-wired" with fixed neuronal circuits. It's actually very plastic. Neuroplasticity can be defined as the ability of the brain to change continuously throughout your life. For instance, synapses may strengthen or weaken over time, or brain activity associated with a given function can be transferred to a different location. It can be observed at all scales in the brain, from microscopic changes in individual neurons to large scale changes, which happen most commonly in response to injuries.

Let's bust another neuromyth: neuroplasticity doesn't stop after childhood. It is at work throughout your whole life. Depending on what is being actively used, connections within the brain are constantly becoming stronger or weaker. And with every repetition of a thought or an emotion, you tend to reinforce specific neural pathways. If frequently repeated, these small changes end up changing the way your brain works.

What does it mean? It means your brain keeps on changing, adapting, and forming new connections even as you grow older. More importantly, it means your cognitive abilities are not fixed. There's nothing preventing you from learning something new, tackling a new challenge, or getting out of your comfort zone. And this is what having a growth mindset is all about.

Identify your fixed mindset triggers

Before we explore ways to foster a growth mindset, it's crucial to be able to spot your own fixed mindset triggers. Though the outcome will always be similar-lack of motivation, resilience, and personal growth-there are several mindset triggers people tend to react to. It's unlikely all of these will apply to you, but it would be surprising if none of them did. If you can't pinpoint one of these triggers as affecting you, you may actually have a false growth mindset ?

1. Having to work hard. Most people like to say they're hard workers. But in reality, there is something society seems to value more: being "gifted" or "naturally talented." Did you ever feel proud when you did well on an exam without working too hard? If hard work is one of your mindset triggers, you may get overwhelmed by tasks that require a long, sustained effort-and you will be more likely to give up. Another sign that hard work may be a mindset trigger for you is if you tend to compare yourself to others, and you feel discouraged when it seems like it requires less effort from them to achieve the same goals. Note that if having to work hard is of your mindset triggers, it doesn't mean that you're lazy. It just means you have a self-limiting belief-that you think that no matter how much work you put in, some people are just more talented than you are.

2. Facing setbacks. Life happens. We get sick, we can lose a job, not sign an important contract, there can be an oversight, a mistake, an accident. A challenge is intrinsic to what you're trying to achieve. A setback is extrinsic. Let's say you decide to go on a diet, but on the very first day, a colleague celebrates their birthday at work and you feel like you have to accept a piece of their birthday cake. With a growth mindset, this wouldn't be a big deal-you'd just get back on track and forget about it. But if setbacks are a mindset trigger for you, you may stop the diet altogether because you feel like you have failed already. Let's look at another example: you promised yourself to go for a run twice a week. But it's been raining all week-what a bummer. Running won't be as nice with this kind of weather. So you don't go for a run. You basically let something like the weather derail your plans. In your mind, a setback is not a setback, it's a roadblock.

3. Getting negative feedback. We don't all handle critique the same way. Okay, let's look at professional athletes. They get a ton of feedback from their coach. And sometimes, that feedback can be pretty harsh. But they listen, they learn, they apply the feedback and suggestions. The problem is that some of us struggle to separate our performance from our identity. If we didn't do well, we think we're not good enough. Think about how you react to critique-is it one of your mindset triggers?

4. Being challenged. Being out of your comfort zone is one of the best signs you are learning and growing. Think about it-unless you're getting stretched, chances are you're simply repeating stuff you already know. But some people are not comfortable being on the edge of their competence. If your mindset trigger is being challenged, it means that when you try to work on something and the solution you try doesn't work, you believe the goal itself is too hard-and you may quit altogether.

5. Seeing success in others. This is one people have a hard time admitting to. It has happened to me before. I would look at someone who was either more senior or had more experience, and I would compare myself to them. It's not a pretty emotion-I was basically feeling jealous. What my brain didn't seem to really get, though, is that these people had been working at it for longer than me, and that there was no reason I wouldn't get to a similar lever if I put in the effort too. It can be intimidating to hang out with people who are more advanced than you in their journey-which is why it's a mindset trigger for many of us.

You may be facing more subtle mindset triggers-for example, some people have specific mindset triggers when it comes to their siblings or their best friend. But it's very unlikely you don't have any mindset trigges. So take the time to explore your thoughts and your emotions so you can become aware of them.

How to foster a growth mindset

As Carol Dweck said, there are two ways to look at the world: "In one world, effort is a bad thing. It, like failure, means you're not smart or talented. If you were, you wouldn't need effort. In the other world, effort is what makes you smart or talented."

When you have a growth mindset, the hand you are dealt is just a starting point for personal growth. By changing your vision of effort and failure, you can design a whole new approach to your life. Convinced? Here are fifteen strategies you can use to develop a growth mindset.

1. Remember the concept of neuroplasticity. There is lots of research showing your brain's structure is not fixed. Your mind should not be fixed either.

2. Appreciate the process over the results. It's all about the learning process. Don't worry too much about the actual result, make sure you learn as much as possible.

3. Acknowledge your weaknesses. Ignoring your weaknesses means that you'll never manage to improve. Acknowledging and embracing your imperfections also means you know which ones you want to work on.

4. Cultivate your sense of purpose. According to Carol Dweck's research, people with a growth mindset have a greater sense of purpose. Keep asking "why" and think about the meaning of your work.

5. Don't say , say . Shift your vision of failure. If you fall short of a goal or make a mistake, don't see it as a failure-make it a learning opportunity.

6. Value effort over talent. Stop chasing the reputation of someone who is "naturally smart." First, genius requires work. Second, you won't be perceived as smart if you're not willing to put the work in.

7. Consider challenges as opportunities. Challenges are an opportunity for self-improvement. Tackle them, and whether you succeed or fail, make sure to learn as much as possible.

8. Place growth before speed. It takes time to learn. Learning fast doesn't mean learning well, and learning well requires allowing time for mistakes. Think realistically about time and effort it will require to acquire a new skill. Don't expect to master everything in one sitting.

9. Do not chase other people's approval. When you prioritise approval over learning, you sacrifice your own potential for growth.

10. View criticism as a gift. Related-don't wait for constructive criticism. Analyse all criticism. Do not let it destroy you, see it as a useful data point.

11. Celebrate actions, not attributes. Give yourself a pat on the back when you did something smart-not just when you were being smart and relying on your previous knowledge.

12. Grow with others. If you have a growth mindset, you may want to share and celebrate your progress with others. Learn from other people's mistakes, take risks with them. Don't try to look your best, show how hard you're willing to work and how comfortable you are with experimenting.

13. Take the time to reflect. Either once a day, once a week, or once a month, use journaling and metacognition techniques to reflect on your personal growth trajectory.

14. Cultivate perseverance. Grit and determination will help you overcome challenges. Remind yourself of all the times you managed to deal with a particularly tough situation. You can do it again.

15. Use the "not yet" technique. Carol Dweck says adding "not yet" to any fixed mindset statement is a great way to reframe your thought processes. When you're struggling, just remind yourself that you haven't mastered that skill... Yet.

There are probably more growth mindset techniques out there, but I think these will help you get the gist of it. Now, let's have a look at the questions you can ask yourself to develop a growth mindset on a day-to-day basis.

Asking the right growth mindset questions

Having a growth mindset is related to having an open mind. Instead of seeing your abilities, skills, knowledge and values as fixed, you always push into the unfamiliar, to ensure you are always learning. With that in mind, here are a few growth mindset questions you may add to your journaling routine.

4 weekly planning questions. Here are the questions I recommend to answer on a weekly basis. I personally like to do it on Sunday evening, but you can do it whenever works for you. Some of my friends block the first hour on Monday morning to go through this exercise.

What am I struggling with right now?

What do I want to learn by the end of this week?

What is one thing I will try that will get me out of my comfort zone?

Who can I reach out to for help this week?

3 daily reflection questions. And here are the questions I think are best to answer on a daily basis. As you will see, these are not about planning. They're about looking back on your day and figuring out what worked and what didn't.

What did I do today that made me think hard?

What new strategies did I try?

What mistake did I make that taught me something?

That's it. If you've read this far, you know more about having a growth mindset than most of the population-except people who actually read Carol Dweck's book. Growth mindset is the very first mind frame I describe in the mindframing method of mindful productivity. If you want to keep on exploring, you may enjoy the articles about metacognition and self-authorship-the two other mindframes I recommend mastering before applying the PARI framework.

Developing a growth mindset is a lifelong commitment. Many people fall prey to the false growth mindset and never manage to develop an actual growth mindset. Beware of your assumptions, and may you find your personal growth journey rewarding.

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From fixed mindset to growth mindset: the complete guide

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If you ask someone "Do you have a growth mindset?", most people will say yes. In fact, when I ran a poll asking my followers if they had a growth mindset, only 10% said they didn't. This is called the "false growth mindset" and it's a natural consequence of being human.

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(Adopted December 2016)

The Arizona Mathematics Standards define the knowledge, understanding, and skills that need to be taught and learned so all students are ready to succeed in credit-bearing, college-entry courses, and/or in the workplace. The Arizona Mathematics Standards are the foundation to guide the construction and evaluation of mathematics programs in Arizona K-12 schools and the broader Arizona community. These standards were adopted by the Arizona State Board of Education in December of 2016.

Connections for Success (CFS) was developed after House Bill 2135 was passed in 2021. CFS focuses on high school math standards, specifically Algebra 1, Geometry and Algebra 2. Each document highlights a standard cluster and its vertical alignment to prior and upcoming standards.

Grades K-5 Standards

*New Updates to the Standards Docs - July 2018 | Intro. to the Arizona Mathematics Standards | Glossary

The Arizona Mathematics Progression Documents are a great place to start with curriculum mapping and scope and sequence. Please also reference the major and supporting content emphasis documents. These documents provide information that will assist you in how much instructional time you should spend on different clusters of math content and each grade or in each high school course.

Even though the Arizona Mathematics Standards have been reviewed and revised in 2016, it is suggested that you still utilized Common Core math support documents to assist with planning, curriculum design and professional development. Please make sure that you are analyzing the Arizona Mathematics Standards for alignment to the Common Core Math Standards. There are some differences between the Common Core and the Arizona Mathematics Standards. But support materials are still beneficial in planning and in getting to know the content standards.

Here are additional reliable and valid progression documents to assist your planning.

Progression Documents for the Common Core Math Standards The Common Core State Standards in mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels informed both by research on children's cognitive development and by the logical structure of mathematics. These documents were spliced together and then sliced into grade-level standards. Progression documents can explain why standards are sequenced the way they are, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly tricky areas of the mathematics. Progression documents should be useful in teacher preparation and professional development, organizing curriculum, and writing textbooks. Progressions documents also provide a transmission mechanism between mathematics education research and standards. Research about learning progressions produces knowledge that can be transmitted through the progressions document to the standards revision process; questions and demands on standards writing can be transmitted back the other way into research questions.

*Please contact Eboney Mckinney for an accessible version.

Grades 6-8 Standards
(adopted during the Fifty-third Legislature Second Regular Session, 2018)
Notify Parents if students were not proficient on the statewide assessment for Math.

HB 2477 requires LEAs to provide parents with written notice that includes:

1. What the student's mathematics deficiencies were on the statewide Math exam and;

2. How those deficiencies are being addressed through services provided to the student which could include supplemental instruction and any supporting programs designed to address the student's specific mathematics deficiencies. LEAs are required to provide notice to parents regarding the Spring statewide assessment results by the first half of the second quarter of this school year if students scored in the minimally proficient or partially proficient range on statewide Math assessment. LEA's can identify how below mastery on the scoring category is being addressed through Tier 1 (first instruction), Tier 2 (supplemental instruction), and possibly through supporting programs which could include but is not limited to after school tutoring.

The ADE Assessment and K-12 Standards Team have created a sample letter that you can customize with your school letterhead and site-specific supplemental instruction and/or supporting programs specific to the individual student. Understanding in Mathematics when a student understands a mathematical concept, they move fluidly between the concrete and abstract. There is evidence they are able to make sense of and justify mathematical connections. Evidence of understanding includes connections among:
♦Verbal or written reasoning ♦Pictorial representations ♦Real-world application ♦Procedures/Computation
*New Updates to the Standards Docs - July 2018 | Intro. to the Arizona Mathematics Standards | Glossary *Please contact Eboney Mckinney for accessible versions.
The Arizona Mathematics Standards are:

Focused in coherent progressions across grades K-12

Aligned with college and workforce expectations.

Inclusive of rigorous content and applications of knowledge through higher-order thinking.

Research and evidence-based.

The Arizona Department of Education K-12 Standards Section is providing planning guidance regarding the major and supporting clusters found within the Arizona Mathematics Standards, Adopted 2016. The Math Workgroup has made changes to the content emphasis documents (below) based on what we have learned since 2010. Please consider the following designations when planning an instructional scope for the school year. The ADE is suggesting instructional time encompass 70% for Major Clusters at each grade level/course.
6-Algebra 2 AZ Mathematics Progression Documents
Thank you to the East Valley Mathematics Leaders Group and the Peoria District Math Team for completing the Arizona K-5 Mathematics Progression Documents. The East Valley Math Leaders met throughout the 2018-2019 year to complete the work on the 6-Algebra 2 progression documents.

The Arizona 6-Algebra 2 Progression Documents are in first draft! These progressions are living documents and will be updated when feedback from the field has been reviewed and agreed upon. The Arizona 6-Algebra 2 progression documents are one way to look at the progression of standards across grade levels and courses. The specific pathway that was utilized in these progressions is a progression around and through Number sense. Number Sense is the "big idea" across all the progressions. Number Sense then has pathways into Statistics, Expressions and Equations and Proportional Reasoning. Proportional Reasoning is giant and has pathways into Functions, Probability and Congruence/Similarity.

Please open the Progression document then click the link on each of the progressions to see how content progresses from 6th grade all the way through to Algebra 2.

*Please contact Eboney Mckinney for an accessible version.

Grades 9-12 Standards

*New Updates to the Standards Docs - July 2018 | Intro. to the Arizona Mathematics Standards | Glossary
High School Placemats
Thank you to Ryan Carle-Ogren from Sahuarita High School for completing the Arizona High School Mathematics Placemats.
6-Algebra 2 AZ Mathematics Progression Documents
Thank you to the East Valley Mathematics Leaders Group and the Peoria District Math Team for completing the Arizona K-5 Mathematics Progression Documents. The East Valley Math Leaders met throughout the 2018-2019 year to complete the work on the 6-Algebra 2 progression documents.

The Arizona 6-Algebra 2 Progression Documents are in first draft! These progressions are living documents and will be updated when feedback from the field has been reviewed and agreed upon. The Arizona 6-Algebra 2 progression documents are one way to look at the progression of standards across grade levels and courses. The specific pathway that was utilized in these progressions is a progression around and through Number sense. Number Sense is the "big idea" across all the progressions. Number Sense then has pathways into Statistics, Expressions and Equations and Proportional Reasoning. Proportional Reasoning is giant and has pathways into Functions, Probability and Congruence/Similarity.

Please open the Progression document then click the link on each of the progressions to see how content progresses from 6th grade all the way through to Algebra 2.

The Arizona Department of Education K-12 Standards Section is providing planning guidance regarding the major and supporting clusters found within the Arizona Mathematics Standards, Adopted 2016. The Math Workgroup has made changes to the content emphasis documents based on what we have learned since 2010. Please consider the following designations when planning an instructional scope for the school year. The ADE is suggesting instructional time encompass 70% for Major Clusters at each grade level/course.
*Please contact Eboney Mckinney for an accessible version.
Math Resources

Achieve the Core has a Coherence Map for mathematics from kindergarten through Algebra 2. Standards relate to one another, both within and across grades. The Coherence Map is an interactive website that illustrates the coherent structure of the Common Core State Standards for Mathematics K-High School. This site provides one representation of how the standards are connected to each other and is derived from this wiring diagram. A great video is linked to the site that illustrates the importance of coherence in mathematics. The Coherence Map shows the connections between common core state standards for mathematics.
Math Resources
Math Partnerships

ADE has officially partnered with the Center for Recruitment and Retention of Mathematics Teachers (the CRR) until August 31st, 2024. Because of this partnership, all Arizona Educators are able to participate in free math professional learning opportunities through the CRR. Use this link to register for a session today!

**The views and opinions expressed in any third-party resource do not necessarily reflect those of the Arizona Department of Education (ADE) and do not imply an endorsement by ADE.
Fourth Credit High School Guidance and Standards

The development of the fourth credit guidance and standards began in January 2017 under the guidance of the Arizona Department of Education. A statewide committee of high school mathematics teachers, district Mathematics Specialists and Professors and Mathematicians from Institutes of Higher Education reviewed research and other state standards to create the general guidance and standards related to fourth-credit mathematics. The Quantitative Reasoning and Precalculus Standards are also aligned to the high school Plus Standards. Standards outline what a student needs to know, understand, and be able to do by the end of each grade. Standards build across grade levels in a progression of increasing understanding and through a range of cognitive demand levels. Standards are adopted at the state level by the State Board of Education (A.R.S. §§15-701 and 15-701.01). Arizona retains authority to approve and modify academic standards; there is no federal law requiring the adoption of specific standards. The fourth-credit standards for Quantitative Reasoning and Precalculus are not board adopted since fourth credit mathematics courses are a local control decision.

These documents represent guidance only for schools and districts. It is a local control decision what courses are offered in a four-credit mathematics pathway.

Fourth Credit Math General Guidance (Sept. 2018) Arizona Precalculus Standards (Sept. 2018) Arizona Quantitative Reasoning Standards (Sept. 2018)
*Please contact Eboney Mckinney for an accessible version.
Summary of Revisions & Planning Documents

Archived Newsletters
2022
*Please contact [email protected] for an accessible version.

Contact Information: Eboney McKinney, Director of Math and Ed. Tech | Phone: 602.364.4030

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Arizona Mathematics Standards Math ListServ.png Signup for Math Mailing List PLC.png Follow our Arizona Math Professional Learning Calendar (Adopted December 2016)The Arizona Mathematics Standards define the knowledge, understanding, and skills that need to be taught and learned so all students are ready to succeed in credit-bearing, college-entry courses, and/or in the workplace.

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Mathematics Standards – Common Core State Standards Initiative

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For more than a decade, research studies of mathematics education in high-performing countries have concluded that mathematics education in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on this promise, t…

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Lesson plans based on Common Core curriculum

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Achievethecore.org :: Mathematics - Mathematics Lessons

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DreamBox lessons provides free lesson plans and interactive games for K-8 students that align with Common Core standards! This is a great resource for teachers that can be picked apart to best fit student needs and interest.

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Teacher-designed math lessons and math lesson plans strengthen Common Core readiness.
Our curriculum and instructional designers are National Board Certified teachers who work with our technologists to create easy-to-implement ways of supporting the Common Core State Standards for Mathematics (CCSSM). The DreamBox math lessons and math lesson plans they've designed provide instruction that supports and develops the math skills and concepts outlined in the CCSSM:

Counting and Cardinality

Comparing, Operations, and Algebraic Thinking

Number and Operations in Base Ten

Number and Operations in Fractions

Visual reinforcement of key math concepts. Our virtual manipulatives are web-based tools that help students more easily grasp math concepts in visual terms, and give them hands-on opportunities to manipulate the objects to construct mathematical knowledge. Today, the National Council of Teachers of Mathematics (NCTM) recommends the use of manipulatives to teach math at all grade levels and to teach from the NCTM standards: problem solving, communicating, reasoning, connections, and estimation.
Engaging, rigorous math lessons leverage the power of virtual manipulatives to support mathematical thinking and the Standards for Mathematical Practice by:

Creating an ideal environment for students to express their thinking, share their strategies, and defend their own work

Providing a digital environment that allows exploration of math concepts anytime, anywhere

Allowing multiple ways to arrive at a solution

Reinforcement for students who need it. Educational research suggests that the most valuable learning happens when students actively construct their own mathematical understanding. The essential abstract concepts can be difficult for some students, especially younger learners. Virtual manipulatives can make an enormous contribution to sense-making abilities for all students-and have been shown to be of special benefit to students who are high-risk, learning disabled, or with limited English proficiency to understand the symbolic language of math.

Try some of our sample lessons and use our free math lesson plans

CCSSM Lessons in DreamBox
Grade 2 Grade 3 Grade 4 Grade 5
Kindergarten Grade 1 Grade 2*New Math Lesson Plans coming soon!
Adding and Subtracting with Tens on the Open Number Line
Build Expressions Equal to Twenty
Numbers to One Hundreds on the MathRack
Numbers to Twenty on the MathRack Decimal Numbers to the Thousands on the Number Line
Place Value of Decimal Numbers to the Thousandths
Division within 10,000 with Remainders
Add and Subtract Decimals with the Number Line
Multiplying Fractions
Multiplication Standard Algorithm
Multiplication: Open Arrays
Subtraction Algorithm
Find the Factors
Understanding Equivalent Fractions
Comparing Fractions with Unlike Denominators
Subtracting Fractions with Like Denominators
Place Value
Multiplication Area Models
Building and Comparing Fractions
Placing Fractions on the Number Line
Building Equal Expressions with Snap Blocks™
Addition using Compensation Buckets™
Adding and Subtracting using the Function Machine and T-charts
Addition using the Open Number Line
CCSSM Math Lesson Plans

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Teacher-designed math lessons and math lesson plans strengthen Common Core readiness. Our curriculum and instructional designers are National Board Certified teachers who work with our technologists to create easy-to-implement ways of supporting the Common Core State Standards for Mathematics (CCSSM).

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Lesson plans ranging from $0-5 that align with common core standards. These lessons are scripted and can be left with substitute teachers or used for extra math learning time!

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Lesson plans for math are a vital component of every learning day, at every grade level. Whether you're looking for lesson plans to have on hand for those days when you need an "emergency" plan to fill unexpected time, or need lesson plans for a substitute teacher, we've got you covered! Daybreak Lesson Plans offers math lessons on a wide variety of topics for students from kindergarten through 5th grade. Customize your own lesson plan library by choosing from one-hour lesson plans, game-based lesson plans, or a math lesson plan that also includes a game. Additionally, math lesson plans come in "bundles" with other thematically appropriate lessons so that they can be used to cover a half day of instruction or a whole day. What We Offer Our math lesson plans cover a wide range of Common Core-aligned math topics, including:

Why Choose Daybreak Lesson Plans?

Our fully scripted lesson plans are written by experienced teachers. They guide substitutes every step of the way, telling them exactly what they should do and say as they teach.

Aligned with Common Core standards, our lesson plans require minimal preparation, making them ideal for a substitute who has just walked into your classroom and doesn't have time to prepare a lesson. Our lesson plans come in varying lengths, as well, allowing you to fill an hour, a half day or even an entire day, depending on your needs.

More importantly, our lesson plans are not just busy work. They are rigorous and engaging. Walking substitutes through high-quality, effective instruction, these lesson plans will keep your students on track and learning while you're away, moving toward the educational goals you have set for them. Even inexperienced subs can use our scripted lesson plans with ease. Daybreak Lesson Plans also incorporates "movement breaks," which are so essential to the focus of young learners. Each lesson plan also has assessment components that will allow you to gauge how well your students have absorbed the lessons they have worked on while you were away.

Our lesson plans are also ideal for introducing your students to a new Common Core standard; reinforcing a standard they have already encountered; or reviewing the standards they learned last year - preparing them to move onto new and more complex ideas.

Order Your Math Lesson Plans Today

With no subscription fees, you're free to buy and download what you need, when you need it. Nothing more. What could be easier? Browse our math lesson plans today!

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Common Core Math Lesson Plans | Scripted Math Lesson Plans

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Lesson plans for math are a vital component of every learning day, at every grade level. Whether you're looking for lesson plans to have on hand for those days when you need an "emergency" plan to fill unexpected time, or need lesson plans for a substitute teacher, we've got you covered!

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Dan Meyers shares thoughts, research, and resources for math education.

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Students are receiving more feedback from computers this year than ever before. What does that feedback look like, and what does it teach students about mathematics and about themselves as mathematicians?

Here is a question we might ask math students: what is this coordinate?

Let's say a student types in (5, 4), a very thoughtful wrong answer. (" Wrong and brilliant," one might say.) Here are several ways a computer might react to that wrong answer.
1. "You're wrong."
This is the most common way computers respond to a student's idea. But (5, 4) receives the same feedback as answers like (1000, 1000) or "idk," even though (5, 4) arguably involves a lot more thought from the student and a lot more of their sense of themselves as a mathematician.

This feedback says all of those ideas are the same kind of wrong.
2. "You're wrong, but it's okay."
The shortcoming of evaluative feedback (these binary judgments of "right" and "wrong") isn't just that it isn't nice enough or that it neglects a student's emotional state. It's that it doesn't attach enough meaning to the student's thinking. The prime directive of feedback is, per Dylan Wiliam, to "cause more thinking." Evaluative feedback fails that directive because it doesn't attach sufficient meaning to a student's thought to cause more thinking.
3. "You're wrong, and here's why."
It's tempting to write down a list of all possible reasons a student might have given different wrong answers, and then respond to each one conditionally. For example here, we might program the computer to say, "Did you switch your coordinates?"

Certainly, this makes an attempt at attaching meaning to a student's thinking that the other examples so far have not. But the meaning is often an expert's meaning and attaches only loosely to the novice's. The student may have to work as hard to understand the feedback (the word "coordinate" may be new, for example) as to use it.
4. "Let me see if I understand you here."
Alternately, we can ask computers to clear their throats a bit and say, "Let me see if I understand you here. Is this what you meant?"

We make no assumption that the student understands what the problem is asking, or that we understand why the student gave their answer. We just attach as much meaning as we can to the student's thinking in a world that's familiar to them.
"How can I attach more meaning to a student's thought?"
This animation, for example, attaches the fact that the relationship to the origin has horizontal and vertical components. We trust students to make sense of what they're seeing. Then we give them an an opportunity to use that new sense to try again.

This "interpretive" feedback is the kind we use most frequently in our Desmos curriculum, and it's often easier to build than the evaluative feedback, which requires images, conditionality, and more programming.

Honestly, "programming" isn't even the right word to describe what we're doing here.

We're building worlds. I'm not overstating the matter. Educators build worlds in the same way that game developers and storytellers build worlds.

That world here is called "the coordinate plane," a world we built in a computer. But even more often, the world we build is a physical or a video classroom, and the question, "How can I attach more meaning to a student's thought?" is a great question in each of those worlds. Whenever you receive a student's thought and tell them what interests you about it, or what it makes you wonder, or you ask the class if anyone has any questions about that thought, or you connect it to another student's thought, you are attaching meaning to that student's thinking.

Every time you work to attach meaning to student thinking, you help students learn more math and you help them learn about themselves as mathematical thinkers. You help them understand, implicitly, that their thoughts are valuable. And if students become habituated to that feeling, they might just come to understand that they are valuable themselves, as students, as thinkers, and as people.

BTW. If you'd like to learn how to make this kind of feedback, check out this segment on last week's #DesmosLive. it took four lines of programming using Computation Layer in Desmos Activity Builder.

BTW. I posted this in the form a question on Twitter where it started a lot of discussion. Two people made very popular suggestions for different ways to attach meaning to student thought here.

I wonder if there is option 6, that plots a diff point like, shows the coordinates, and asks if they want to revise their (4,5). This could actually be cool for Ss who plots it correctly the first time as a double check.

- Kristin Gray (@MathMinds) December 10, 2020

Unpopular opinion (apparently) from someone who's seen many Ss start switching coordinates AFTER they've learned slope. Since coordinates represent location, not movement, I'd prefer #4 or better yet, "the meeting of the x&y" pic.twitter.com/mxoz8gM6Sv

- Ms. (Lauren) Beitel (@ms_beitel) December 10, 2020

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Growth mindset meets mathematics! This website provides an array of data, tasks, videos, courses, and more!

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

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Math Progressions for Teachers

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To the math education world, I'm known as gfletchy. I'm continually seeking new and innovative ways to support students and teachers in their development of conceptual understanding in elementary mathematics. I create tasks, resources, and videos and share them with teachers so that math class doesn't have to suck.

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Math Fact Fluency: Everything Elementary Teachers Need to Know - Clutter-Free Classroom | by Jodi Durgin

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Learn the best practices for teaching and assessing math fact fluency to your elementary students and grab the free math printables!

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From algebra to botany... Professor Dave breaks down mathematical concepts (and tons of subjects in between) for secondary students and beyond.

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Welcome! I have a knack for explaining stuff and I want to share some knowledge with you. I received a BA in chemistry from Carleton College, and performed graduate studies in both synthetic organic chemistry and science education at Cal State Northridge, receiving an MA in the latter.

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Practicing self-care during the school day

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Practicing self-care during the school day

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9 Ways to Practice Self Care During the School Day | Self Care Tips for Teachers

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According to a 2021 State of the U.S. Teacher Survey, more than 75 percent of teachers reported frequent job-related stress. Educators have always experienced stress in their profession, but the pandemic has been a significant factor in increased teacher stress. The survey also found that nearly one in four teachers were likely to leave their jobs in 2021, compared to one in six, on average, prior to the pandemic.

With so many educators feeling overwhelmed and overworked, it's important to find resources that can support self-care and cultivate wellbeing--both in school and at home. There are many great self-care books available to help guide educators to be courageous, take time for yourself, find happiness, and be more mindful. Because there are so many self-care books available for educators, we've created this list of some of the top-rated self-care books that teachers can benefit from reading.
Here are five highly-rated self-care books for educators to read this year:

Daring Greatly: How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent, and Lead by Brené Brown (4.24 stars on Goodreads)

Dr. Brené Brown is a research professor who has spent the past two decades studying courage, vulnerability, shame, and empathy. In this book, she presents a powerful new vision that encourages readers to embrace vulnerability and imperfection, live wholeheartedly, and courageously engage in their lives.

Take Time for You: Self-Care Action Plans for Educators by Tina H. Boogren (4.08 stars on Goodreads)

In this book, Tina H. Boogren offers a range of manageable research-based strategies based on Maslow's hierarchy of needs that will guide educators to develop their own individualized self-care plan. Through mindfulness, reflection, and daily self-care activities, teachers can thrive in both their professional and personal lives.

Real Happiness at Work: Meditations for Accomplishment, Achievement, and Peace by Sharon Salzberg (4.03 stars on Goodreads)

A mindfulness expert and meditation teacher, Sharon Salzberg shares valuable guidance in this book for cultivating mindfulness, compassion, and awareness at work. Helpful for anyone in any profession, this book is focused on improving the positives of working life while mitigating the negative feelings of stress, exhaustion, and feeling overwhelmed and underappreciated.

The Way of Mindful Education: Cultivating Well-Being in Teachers and Students by Daniel Rechtschaffen (4.02 stars on Goodreads)

Decades of research indicate the impressive benefits of mindfulness in social, emotional, and cognitive development. A practical guide for mindfulness in life and in school, this book invites educators to take advantage of this vital tool to cultivate attention, compassion, and wellbeing in students, as well as in themselves.

10% Happier: How I Tamed the Voice in My Head, Reduced Stress Without Losing My Edge, and Found Self-Help That Actually Works by Dan Harris (3.91 stars on Goodreads)

Good for any adult struggling with happiness and fulfillment, this book follows author Dan Harris' adventure through spirituality, mindfulness, and self-help in order to find a way to be happier. 10% Happier takes readers from neuroscience to societal factors that affect happiness and presents a practical way to become happier that is truly achievable.

These are just a few of the best self-care books to help educators lead more mindful and fulfilling lives. Another way educators can improve their wellbeing is by cultivating the same social-emotional learning (SEL) skills that they teach to students. Decades of experience and research prove that SEL can be taught and modeled but must also be intentionally practiced. What makes 7 Mindsets different from other SEL providers is that it nurtures the mindsets of both students and educators. Choosing an SEL curriculum that supports educators and helps them grow socially and emotionally is one of the best steps to improving wellbeing of the school community.

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5 Highly-Rated Self-Care Books for Educators - 7 Mindsets

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With so many educators feeling overwhelmed and overworked, it's important to find resources that can support self-care and cultivate wellbeing--both in school and at home. There are many great self-care books available to help guide educators to be courageous, take time for yourself, find happiness, and be more mindful.

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National Council of Teachers of Mathematics

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National Council of Teachers of Mathematics

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The NCTM provides lesson plans for teachers and interactive games for students based on NCTM and Common Core standards.

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Illuminations Home - National Council of Teachers of Mathematics

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::| FREE |::| PRINTABLE |::

A MATHS DICTIONARY FOR KIDS ~ DETAILS

A Maths Dictionary for Kids is an online math dictionary for students which explains over 955 common mathematical terms and math words in simple language with definitions, detailed visual examples, and online practice links for some entries.

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Maths Charts is a collection of over 270 free printable maths posters suitable for interactive whiteboards, classroom displays, math walls, student handouts, homework help, introduction and consolidation of mathematical topics and other math reference needs.

These free math posters include definitions and examples covering a wide range of math topics including Numbers, Operations on Numbers, Fractions, Decimals, Percent and Percentages, Ratios and Rates, Beginning Algebra, Data and Statistics, Probability, Geometry, Measurement, Time, Money, Symbols and Notation plus handy Blackline Masters.

© Jenny Eather All rights reserved

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A Maths Dictionary for Kids by Jenny Eather| Definitions | Free Math Posters and Charts | Maths Examples | Math Words | Math Glossary | Math Terms |

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Free maths dictionary for students with over 955 common math words, math terms and maths definitions explained in simple language with visual examples. A math glossary with mathematics definitions, explanations, examples, math charts and posters for students and teachers. © Jenny Eather 2020.