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Attached is a list of resources and project ideas to support math instruction, along with resources for math remediation. Additionally, the document contains information regarding cross-curricular and arts immersion instruction.

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Link to Jump Math Webinars - they are all full but will likely have more soon :)

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Amplify JUMP Math with Digital Lesson Slides (NEW for 2020)

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U of C creation and supplement to the JUMP Math curriculum.

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What is Math Minds?

Math Minds is a collaborative partnership of the Werklund School of Education University of Calgary, the Calgary Catholic School District, the Golden Hills School Division, JUMP Math and Suncor Energy Foundation. The broad aims of the initiative are to strengthen numeracy among students in Grades 1 to 6 and to help establish Calgary as a centre of excellence in math education.

What makes this course unique?

This course aims to provide a user's introduction to a coherent, theory-rich, evidence-based approach to teaching mathematics. While the principles we present in the course apply to all levels, the majority of the examples and illustrations we offer are derived from the elementary level mathematics.

Unit 1 offers an overview of the model and focuses on using these principles to structure content, organize teaching, and examine resources.

Available now

Unit 2 offers lessons for you to analyze - and, in some cases, to try out in your classroom.

Expected March 2020

Unit 3 invites you to engage more deeply with elements of the model in your teaching.

Expected May 2020

Please review our course outline for more information about the course.

After completing the first unit of Math Minds, I now have a new conceptual understanding of how I can enable/support my diversity of learners to make conceptual understandings themselves; e.g., not thinking multi-digit multiplication is a step by step process but instead a process of identifying relationships between numbers working together.

Peter Ehrman Grade 5 teacher, Drumheller AB

So far, this course has really made me aware of the language I am using while teaching and having conversations with my students.

Monica Bredin Grade 1 teacher, Drumheller AB

This course has helped me to look at my own teaching practices and made me more aware of how I am teaching these critical discernments - the emphasis of realizing it's not just about the steps, but how the thinking behind the steps is crucial.

Shaila Schlachter Grade 4 teacher, Drumheller, AB

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What is Math Minds? Math Minds is a collaborative partnership of the Werklund School of Education University of Calgary, the Calgary Catholic School District, the Golden Hills School Division, JUMP Math and Suncor Energy Foundation. The broad aims of the initiative are to strengthen numeracy among students in Grades 1 to 6 and to help establish Calgary as a centre of excellence in math education.

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Free professional development: Browse Education Week's collection of webinars on mathematics. These virtual broadcasts cover teaching and learning and include webinars on differentiated instruction and the common-core standards. All webinars are accessible for a limited time after the original live streaming date.

For all webinars broadcast by Education Week after August 1, 2019, Certificates of Completion are available to all registered live attendees who attend 46 minutes or more of any webinar. Educators can download a PDF certificate verifying 1 hour of Professional Development credit. As with all professional development hours delivered, Education Week recommends each educator verify ahead of the webinar broadcast that the content will qualify for professional development in your school, district, county, or state with your supervisor, human resources professional, and/or principal or superintendent's office.

Click here for a state-by-state list of further information about how these Certificates of Completion may or may not provide you professional development hours (also known as "Clock Hours") in your state.
For information about our next upcoming webinar, visit our main webinar page.
The Good, the Bad, and the Future of Personalized Learning
Content provided by DreamBox Learning.
Download the PowerPoint presentation.

Technology-in close partnership with educators-should be leveraged to make possible new opportunities for learning that also improve achievement. By analyzing specific student data, Artificial Intelligence (AI) and Intelligent Advice (IA) have the potential to help more quickly surface specific areas in which students need personalized, "just in time" learning support. To meet the needs of every student, learning needs to be personal and personalized. Unfortunately, many educators struggle to define what "Personalized Learning" means.

In this webinar, participants will be introduced to a simple definition and framework, enabling them to evaluate personalized learning models while also providing a guide for developing future models. Participants will also explore the potential of AI and IA to improve student achievement and teacher support.
View this on-demand webinar now.
Teacher Moves That Engage Students in Mathematical Practices
Content provided by Curriculum Associates.
Download the PowerPoint presentation.

". . . As teachers work to implement NCTM's Effective Teaching Practices, (Principles to Actions, 2014), instructional routines that embed explicit high-leverage teaching moves at their heart provide regular opportunities for teachers to mindfully develop them."
- Grace Kelemanik and Amy Lucenta
Cofounders, Fostering Math Practices

Ready Classroom Mathematics' coauthors Grace Kelemanik and Amy Lucenta will discuss manageable ways to integrate effective teaching practices, including using routines and basic teacher moves that can be implemented immediately.

In this actionable webinar, you will:

* Learn how to use a routine that ensures all students are reasoning and communicating mathematically
* Discuss three talk moves that teachers use to ensure all students are talking productively about one another's mathematical ideas
* Develop techniques that help you refine your current teacher moves to better engage students in the mathematical practices
Presenters:
* Grace Kelemanik, MST, and Amy Lucenta, M.Ed., authors of "Routines for Reasoning: Fostering the Mathematical Practices in All Students" and coauthors of " Ready Classroom Mathematics"
Moderator:
* Danielle Curran, Assistant Vice President, Mathematics Instruction and Implementation, Curriculum Associates, LLC
View this on-demand webinar now.
What Is Culturally Responsive Mathematics Teaching?
Content provided by Curriculum Associates.
Download the PowerPoint presentation.

". . . Allow students to take ownership of mathematical knowledge in ways that empower them to see themselves in mathematics and to use mathematics to examine real-world problems, especially those that are relevant in their communities."
-Mark Ellis, Ph.D.

Join mathematics expert Dr. Mark Ellis for a discussion around Knowing and Valuing Every Learner: Culturally Responsive Mathematics Teaching (CRMT). Dr. Ellis will be joined by educators in several diverse urban schools as they speak to their efforts around increasing student interest and success through a culturally responsive approach that engages cultural, linguistic, and communal knowledge.

In this actionable webinar, you'll learn:

* About the four-dimensional approach behind CRMT
* How to foster a learning environment focused on mathematical sensemaking in which each student feels valued for who they are, their ways of engaging in mathematical reasoning, and their contributions to the collective success of the classroom
* Techniques that help you position your students as having authority over mathematics knowledge being developed
View this on-demand webinar now.
Chicago's Elementary Math Specialist Program: A District/University Partnership
Content provided by CME Group Foundation.
Download the PowerPoint presentation.

In recent years, Chicago Public Schools (CPS) has shown impressive growth in the teaching and learning of math. Elementary Math Specialist (EMS) pilot program data from August 2018 reported that 100 percent of participating teachers demonstrated improved confidence in teaching early math and improved pedagogical knowledge, and 98 percent reported or demonstrated changes in their instructional practice. The percentage of CPS students at or above the national average performance in 3rd grade math also steadily improved, from 46 percent in 2013 to 59 percent in 2018.

The EMS program, developed in partnership with University of Chicago, the University of Illinois-Chicago, and DePaul University, responds to the need for mathematics teacher leaders in elementary grades and for increased levels of content knowledge and teacher confidence in mathematics.

In this webinar, district leaders and university-based professionals will learn how schools can develop a shared vision and common goals with multiple university partners and philanthropy to meet local needs.
View this on-demand webinar now.
What Happens When Teachers Talk Less and Students Talk More in the Mathematics Classroom?
Content provided by Curriculum Associates.
Download the PowerPoint presentation.

"When students are given an opportunity to think about and attempt a problem, they have greater ability to make connections and develop greater conceptual understanding. Through student-led discourse, students become active thinkers and learners."
-Mark Ellis, Ph.D.

Join mathematics expert Dr. Mark Ellis for a discussion around how routines promote classroom discussion and can help increase student understanding and retention of mathematics concepts.

In this actionable webinar, you'll learn:
* Why current mathematics standards require a shift in expectations for teaching and learning.
* How behaviorism-based routines stifle student creativity and what we can do to fix it.
* How to create a classroom environment where all types of learners have access to the mathematics.
* Techniques that get you talking less and your students talking more.
View this on-demand webinar now.
District Approaches to Raising Math Achievement Through Data-Informed Learning
Content provided by DreamBox Learning.
Download the PowerPoint presentation.
View this on-demand webinar now.
Guided or Misguided? A Deep Dive Into the Workshop Model for Math
Content provided by Great Minds.
Download the PowerPoint presentation.

What distinguishes the Guided Math Framework/Math Workshop Model from other instructional models? This webinar will look at research about the Guided Math Framework and whether the Eureka Math™/EngageNY Math curriculum fits into it.
View this on-demand webinar now.
Better Math Teaching Through a Networked Improvement Community
Content provided by Nellie Mae Education Foundation.
Download the PowerPoint presentation.

The Better Math Teaching Network (BMTN) is a networked improvement community of researchers, teachers, and instructional leaders from New England who are working toward the common goal of increasing the number of students who are deeply and actively engaged in understanding algebra. We use student-centered instructional techniques focused on three specific forms of engagement: making deep mathematical connections, justifying and critiquing mathematical thinking, and solving challenging problems.

As a networked improvement community, we use principles of improvement science to develop, test, refine, and share promising instructional routines throughout the network. Presenters will describe BMTN, its grounding in improvement science, and discuss learnings and opportunities for collaboration as the network continues to expand.
View this on-demand webinar now.
Creating a Collaborative Classroom to Actively Engage Students in ELA and Math Learning for Grades 6-12
Content provided by SpringBoard.
Download the PowerPoint presentation.

Studies show that "students who work in collaborative groups tend to be more satisfied with their classes, complete more assignments, and generally like school better" (Summers, 2006). Group work also leads to an increase in student responsibility and ownership of their success in the classroom and beyond.

Join SpringBoard product managers and former SpringBoard teachers to learn how the English Language Arts (ELA) and Math instructional programs for grades 6-12 foster collaboration in the classroom while encouraging students to work toward established goals.
View this on-demand webinar now.
Beyond State Assessments: Start Building Lifelong Math Learners
Content provided by DreamBox Learning.
This webinar took place on April 18, 2017 @ 2 p.m. ET
View this on-demand webinar now.

Download the PowerPoint presentation.

Maury County School District is changing the way teachers teach and learners learn with a new systematic approach to affect student success. In this webinar, Chris Marczak, superintendent of schools, shares how his district developed and implemented seven community-developed district-wide keys to effectively prepare students for college and career readiness. These improvements are building teacher capacity, increasing student achievement, and fostering a culture of adult and student collaboration. Topics of discussion include:

* Creating, executing, and evaluating measureable goals and benchmarks to ensure TRUE college and career readiness
* Scaling implementation of programs to assess student growth and close math learning gaps
* Building teacher capacity through TRUE professional learning communities and collaborative internal support systems
* Leading a district-wide mindset shift toward ensuring lifelong learning for both adults and students

All school and district-based leaders, and K-12 educators are invited to attend. Marczak will field questions from participants throughout this live, interactive webinar.
View this on-demand webinar now.
Selecting and Sequencing Student Solutions for Productive Math Discourse
Content provided by Curriculum Associates.
Download the PowerPoint presentation.
View this on-demand webinar now.
Equity, Access, and Achievement in the Math Classroom
Content provided by DreamBox Learning.
This webinar took place on April 13, 2017 @ 2 p.m. ET
View this on-demand webinar now.

Download the PowerPoint presentation.

It's a rapidly changing world, and one that will impact our children's future. What career prospects will there be for them? Will they be prepared for success? Most lucrative careers require a background in mathematics and if students leave elementary school without a positive growth-mindset and a firm foundation built for algebra, the doors for access into STEM careers may be in jeopardy. How do we keep the doors open for them?

In this webinar, we'll explore how to create a positive growth-mindset and showcase the evidence-based results that can be achieved. We'll examine how learning trajectories can be used to monitor and support mathematical growth during engagement in rich, vibrant math workshops in contrast to the use of textbooks, and how technology can be a powerful tool in providing differentiation and professional support.
View this on-demand webinar now.
Going to Scale: Implementing Evidence-Based Personalized Learning for Math Intervention
Content provided by DreamBox Learning.
This webinar took place on April 11, 2017 @ 2 p.m. ET
View this on-demand webinar now.

Download the PowerPoint presentation.

Successful districts are closing learning gaps by identifying and scaling personalized math intervention programs. But what are the conditions and processes that districts should put in place to effectively develop and implement personalized intervention plans?

In this webinar, Debbie Thompson, math curriculum and instructional design, Wichita Public Schools, shares a step-by-step framework for designing and implementing district-wide personalized intervention programs. Topics of discussion will include:

* Setting goals and identifying criteria to evaluate programs for efficacy, standards-alignment, and student growth
* How to build teacher capacity using data-informed instruction and intentional organizational support structures
* Scaling beyond intervention; increasing district-wide adoption and usage of personalized learning programs

All K-12 administrators and educators are encouraged to attend. Thompson will field questions from participants throughout this webinar.
View this on-demand webinar now.
Developing Students' Numerical Understanding and Skills With Marilyn Burns
Content provided by Houghton Mifflin Harcourt.
This webinar took place on November 15, 2016 @ 2 p.m. ET

Download the PowerPoint presentation.

As the cornerstone of elementary mathematics instruction, arithmetic has always been part of the 3Rs. However, today we think of arithmetic more broadly than developing proficiency with paper-and-pencil computation. To make this shift, it helps to think of the third "R" as reasoning which calls for a balance of computation, problem solving, and number sense.

Hear Marilyn talk about lessons she's learned from her classroom teaching experiences. Marilyn will address building a teaching bridge between math and reading, learning from one-on-one math interviews, and implementing effective instructional strategies.

Marilyn Burns, founder of Math Solutions Professional Development, is a nationally-recognized author and thought leader on teaching mathematics.
Presenter:
* Marilyn Burns, founder, Math Solutions, and author, Do The Math
Moderator:
* Francie Alexander, chief academic officer, HMH

Digging Into Mathematical Discourse: Selecting and Sequencing Student Solution Samples
Content provided by Curriculum Associates.
This webinar took place on October 20, 2016 @ 3 p.m. ET

Download the PowerPoint presentation.

Developing rich mathematical discourse in the classroom is important for building mathematical reasoning and conceptual understanding; yet it is a challenge for many educators. Join us for a discussion with renowned mathematics expert and author, Gladis Kersaint, on how teachers and administrators can support the development of productive math discourse in the classroom through well-planned and well-sequenced discussions of student work.

Topics will include:

* Selecting student work for group or class discussion
* Sequencing discussions of student solution strategies and which questions to ask
* Engaging students, calling attention to their reasoning, and encouraging participation

Personalized Learning in Project-Based Math Classrooms
Content provided by DreamBox Learning.
This webinar took place on October 11, 2016 @ 2 p.m. ET

Download the PowerPoint presentation.

There is an emerging opportunity to boost student achievement and improve working for teachers here in the U.S.-and a huge opportunity to expand access to quality learning to every young person on earth. The opportunity is to make learning more compelling, customized, connected, and competency-based. Combining personalized and project-based learning creates an environment that supports both individual growth and passion in meaningful ways. For mathematics this means simultaneously creating an environment where students build conceptual understanding and also develop the skills they need to be successful problem solvers. Join Tom Vander Ark, CEO of Getting Smart, and moderator David Woods, director of curriculum development at DreamBox Learning, as they dive into the implications for mathematics in project-based learning.

Using Formative Assessment to Influence Planning, Guide Teaching, and Support Student Learning
Content provided by DreamBox Learning.
This webinar took place on March 3, 2016 @ 2 p.m. ET

Download the PowerPoint presentation.

Assessment is important and must be connected to classroom teaching every single day. As we all embark on the implementation of ESSA, this statement should not be considered an endorsement of teaching to one or more end-of-the-year summative assessments. Rather, we seek to emphasize the important role of formative assessment in the teaching and learning process. This distinction is particularly relevant because even though formative assessment has been discussed for over five decades, it remains elusive to many.

In this webinar we will present a collection of classroom-based formative assessment techniques for elementary and middle grade mathematics teachers to not only consider, but also to use effectively-everyday. Our guest, Skip Fennell, will also discuss how particular formative assessment techniques can bridge to summative assessments and the preparation for such measures. Fennell will address the suggestion from the National Council of Teachers of Mathematics' Principles to Actions: Ensuring Mathematical Success for All (2014) that educators leverage assessment opportunities to improve teaching and learning at the classroom and school level.

Dynamic vs. Static Assessment: A Growth Mindset Perspective
Content provided by DreamBox Learning.
This webinar took place on January 27, 2016 @ 2 p.m. ET

Download the PowerPoint presentation.

Assessment should inform teaching. It should be continuous, pick up data on mathematical growth and development, and provide information about the "zone of proximal development" (Vygotsky 1978). To do so, it needs "to foresee where and how one can anticipate that which is just coming into view in the distance" (Streefland 1985, 285). It needs to capture genuine mathematizing-children's strategies, their ways of modeling realistic problems, and their understanding of key mathematical ideas. Bottom line, it needs to capture where the child is on the landscape of learning-where she has been, what her struggles are, and where she is going: it must be dynamic. This session will examine ways to assess development dynamically to inform teaching and to document the learning journey.

Closing the Factory: Productive Struggle and the New Math Model
Content provided by LearnBop.
This webinar took place on January 26, 2016 @ 2 p.m. ET

Download the PowerPoint presentation.

It's common knowledge that our school system was built on a factory model, where students were prepared for rote jobs that didn't require innovation, critical thinking, or creative problem solving. But students today need cognitive challenges, not tasks or memorization. Using various techniques, teachers can help students see that hard work and incorrect answers-the "productive struggle" crucial to real knowledge acquisition-represent steps on the path toward mastery, rather than seeing them as signs of failure.

Join us for a webinar where we'll details ways to help learning move into the 21st century, with a special emphasis on K-12 mathematics. We'll cover concrete practices to help students develop a growth mindset through productive struggle, tactics for developing deeper conceptual thinking in mathematics and beyond, and strategies for moving past rote tasks in homework and in-class assignments to work that actually engages students' intellects and challenges them to think creatively.

Closing Math Learning Gaps With Data & Formative Assessment
Content provided by DreamBox Learning.
This webinar took place on November 10, 2015 @ 2 p.m. ET

Download the PowerPoint presentation.

Algebra Readiness: Equipping K-8 Students for Success
Content provided by DreamBox Learning.
This webinar took place on April 30, 2015 @ 2 p.m. ET

Download the PowerPoint presentation.

As the focus on standards-readiness grows, educators need reassurance that they're not just teaching students how to pass a test, but also supporting their exploration, creativity, and deep understanding of applied knowledge. Joe Trahan, former middle school teacher, will discuss the pedagogical approach to preparing students for formal algebra. He'll share opportunities educators have to introduce the exploration of abstract concepts at an early age-at a time when students are more focused on concrete mathematical concepts.

Topics covered will include:

* Opportunities to foster mathematical exploration at an early age
* Digital tools to support concrete and abstract mathematical manipulations
* How to assess readiness and intervene appropriately for students that have gaps

This webinar is targeted toward middle school educators as well as elementary educators interested in supporting deeper understanding of applied knowledge in math.

Effectively Differentiating Mathematics Instruction to Help Struggling Students
Content provided by DreamBox Learning.
Mastering the Most Challenging Math Standards With Rigorous Instruction
Content provided by Curriculum Associates.
As teachers and administrators gain a better understanding of the new, more rigorous Common Core State Standards and other college- and career-ready expectations in mathematics, they will need to understand which standards are the most challenging for students so they can make the most of their instructional time to ensure students are successful.

In this webinar, we will discuss research-based strategies that give students support with making sense of the most challenging standards, specifically in the areas of:

* Geometric measurement,
* Modeling problem situations,
* Fractions, and
* Statistics.

Digital Math Strategies to Personalize Learning in K-8
This webinar is sponsored by DreamBox Learning.
Using effective strategies to personalize math learning for K-8 students can make the difference between producing engaged, successful students versus frustrated, struggling ones. New tools-such as online games, apps, multimedia curricula, and adaptive assessments-are opening doors for teachers to differentiate instruction to meet students' individual needs. But significant challenges remain in using such technologies effectively.
Presenters:
* Audra McPhillips, mathematics specialist, West Warwick public schools, R.I.
* Jim Monti, director of educational reform, compliance, and technology, West Warwick public schools, R.I.
* John K. Williams Jr., assistant principal and former math teacher, Whittemore Park Middle School, Horry County, S.C. school district
Moderator:
* Michelle R. Davis, senior writer, Education Week Digital Directions

The Language of Math: the Common Core and English-Learners
Underwriting for the content of this webinar has been provided by the Bill & Melinda Gates Foundation.
With their heightened emphasis on verbal explication and argumentation, the Common Core State Standards for mathematics pose unique challenges for students not fully proficient in English. In this webinar, two experts in math instruction for English-language learners will explore the linguistic demands of the new standards and offer strategies to help math educators better support ELLs in developing and communicating mathematical reasoning. The discussion will address scaffolding techniques, profession-development needs, and resource options.
Presenters:
* Mark Driscoll, managing project director, Education Development Center
* Judit N. Moschkovich, professor of mathematics education at the University of California, Santa Cruz
Moderator:
* Anthony Rebora, managing editor, Education Week Teacher

Student-Centered High School Math Teaching: An Up-Close Look
Content provided by the Nellie Mae Education Foundation.
Researchers from AIR, with support from the Nellie Mae Education Foundation, conducted a mixed methods study of the practices and effects of highly regarded high school math teachers in New England. The study provides rich descriptions of how student-centered instruction plays out in several classrooms and examines the effects of varying degrees of student-centered instruction on students' engagement and problem-solving skills. Compared to students in less student-centered classrooms, students in more student-centered math classrooms reported being more highly engaged in what they were learning and showed higher growth on a test of problem-solving skills. The study also produced a four-part framework for analyzing student-centered instruction in mathematics, providing multiple entry points for teachers who are interested in developing a more student-centered approach. Join the researchers behind the project, as they explore the dynamics behind student-centered instruction.

Your Math Students: Engaging and Understanding Every Day
Content provided by DreamBox Learning.
This webinar took place on November 6, 2014 @ 2 p.m. ET

Download the PowerPoint presentation.

The most important and challenging aspect of daily planning is to regularly-and yes, that means every day-create, adapt, locate, and consider mathematical tasks that are appropriate to the developmental learning needs of each student. A concern Francis (Skip) Fennell often shares with teachers is that many of us can find or create a lot of "fun" tasks that are, for the most part, worthless in regards to learning mathematics. Mathematical tasks should provide a level of demand on the part of the student that ensures a focus on understanding and involves them in actually doing mathematics.

In this webinar, hear insights from Francis (Skip) Fennell and Tim Hudson around how to:
* Implement tasks that promote reasoning and problem solving
* Use and connect mathematical representations
* Build procedural fluency from conceptual understanding
* Elicit and use evidence of student thinking

Teaching and Measuring the Common Core's Mathematical Practices
Underwriting for the content of this webinar has been provided by The William and Flora Hewlett Foundation. This webinar is sponsored by Discovery Education.
The Standards for Mathematical Practice, a unique feature of the Common Core State Standards, describe the ways in which students engage with mathematical concepts and skills throughout elementary, middle, and high school. They offer eight hallmarks of math proficiency, which include perseverance, attending to precision, and modeling.

How and what have we been doing to ensure that all our students develop these dispositions? Also, what are some ways in which student growth in these behaviors can be monitored, measured, and nurtured? This session will address these issues and provide practical tools to assist teachers in supporting high levels of engagement with the practices as students grow into mathematical maturity.
Presenters:
* Melissa Waggoner, mathematics instructional support teacher and instructional team leader, Thomas Viaduct Middle School, Hanover, Md.
* Jonathan (Jon) Wray, mathematics instructional facilitator, Maryland's Howard County Public Schools and member of the National Council of Teachers of Mathematics' board of directors
Moderator:
* Liana Heitin, assistant editor, Education Week

Personalizing Math Through Technology and Differentiated Instruction
Sponsored by DreamBox Learning.
Facing more rigorous math standards and expectations, schools are exploring new avenues to engage students in numeracy and address diverse learning needs. Silvestre Arcos, an award-winning math instructional leader, has found that resourceful use of technology can help teachers personalize instruction so that "students at every level can make tremendous gains." In this webinar, Arcos will discuss his efforts to align math instruction with students' learning needs and offer ways that schools and districts can support and scale up personalized-learning projects.
Presenters:
* Silvestre Arcos, founding math teacher and instructional coach, KIPP Washington Heights Middle School, New York City
Moderator:
* Ross Brenneman, assistant editor, Education Week Teacher

Practical Instructional Transitions for Elementary Math in the Common-Core Era
This webinar has been sponsored by DreamBox Learning.
As teachers and instructional leaders in 44 states and the District of Columbia immerse themselves in the Common Core State Standards in math, they continue to hunt for effective resources and instructional techniques. In this webinar, math instructional expert Zachary Champagne will delve into fresh ways of thinking about elementary math in light of the common standards, offering new approaches to modeling problems and improving formative assessment. Champagne will offer actionable solutions for instruction under the math standards.
Presenters:
* Zachary Champagne, researcher, Mathematics Formative Assessment Project, Florida Center for Research in Science, Technology, Engineering, and Mathematics; former Duval County, Fla., Teacher of the Year.
Moderator:
* Ross Brenneman, assistant editor, Education Week Teacher

Common-Sense Approaches to Math Curriculum and Assessment Success
Content provided by DreamBox Learning.
Learn how to equip educators and students for success at a time when schools are being asked to do more with less-while meeting new math standards. Practical considerations and strategies will be addressed by our panel of math experts, who will discuss important topics in mathematics education and field audience questions throughout the session. They'll share insights about current trends and issues in mathematics education related to curriculum, assessment, and instruction that are applicable in all states and schools.

Join the conversation as they take a bird's eye view while also sharing on-the-ground classroom strategies and ideas for supporting increased achievement for all students. Key discussion topics include:

* Current trends and issues in math curriculum and instruction
* Formative and Summative Assessments
* Strategies to support achievement for all student populations

Identifying 'Rigor': District Strategies for Transitioning to the Common Core in Math
This webinar has been sponsored by Think Through Math.
School districts face numerous systemic challenges in transitioning to the Common Core State Standards, including integrating new instructional methodologies and a new framework for mathematical practices across classrooms. In this webinar, two eminent math specialists-the co-authors of the recently published Realizing Rigor in the Mathematics Classroom-will offer practical strategies for district and school instructional leaders on ensuring cohesive implementation of the math standards. They will focus on defining what rigor looks like in connection with mathematical practices, identifying potential instructional and systemic obstacles, and effectively monitoring student and teacher progress toward established goals.
Presenters:
* Ted H. Hull, mathematics-education consultant and co-author, Realizing Rigor in the Mathematics Classroom
* Ruth Harbin Miles, K-12 mathematics instructional coach and co-author, Realizing Rigor in the Mathematics Classroom
Moderator:
* Anthony Rebora, managing editor, Education Week Teacher

Transitioning Elementary Schools to Common-Core Math
This webinar has been sponsored by DreamBox Learning.
The Common Core State Standards in math pose significant challenges for teachers and administrators, establishing new ways of developing students' skills and understanding. As a result, teachers have been asking for more guidance and development from their districts, and districts have hundreds of different materials to sort through to figure out what is the best help to give. Such training is especially important for those educators charged with giving young learners the appropriate grounding in mathematical practices.

This webinar will bring together two math-education experts immersed in teacher training who will discuss the strategies districts can use to help their teachers understand and implement the common-core math standards at the elementary level. They will discuss effective communication and instruction techniques, integrating key conceptual changes, and useful sources of professional development.
Presenters:
* Linda Gojak, president, National Council of Teachers of Mathematics
* Elham Kazemi, professor, mathematics education, University of Washington
Moderator:
* Ross Brenneman, assistant editor, Education Week Teacher

Blending Math Instruction for Elementary Grades
This webinar has been sponsored by DreamBox Learning.
The idea of blended learning-combining digital curricula and tools with face-to-face instruction-for elementary grades is becoming more popular, and educators are finding it works particularly well in mathematics. Our guests will provide successful approaches for implementing this technique, including resources, strategies, and examples of instruction, as well as tips for modeling blended learning in elementary grade math.
Presenters:
* Jill Thompson, instructional technology specialist, Bishop Spaugh Professional Development Center, Charlotte-Mecklenburg Schools, N.C.
* Jessica Indelicato, 4th grade special education teacher, Presidential Park Elementary School, Middletown, N.Y.
* Amy Creeden, principal, Race to the Top Grant, Enlarged City School District of Middletown, N.Y.
Moderator:
* Michelle R. Davis, senior writer, Education Week Digital Directions

The Future of Math Education: A Panel Discussion of Promising Practices
Content provided by DreamBox Learning.
Join National Council of Supervisors of Mathematics (NCSM) President Valerie Mills, renowned educator and author Cathy Fosnot, and past NCTM and AMTE President Francis (Skip) Fennell for a conversation about the future of mathematics education. Everyone interested in the success of all students in learning mathematics-educators and community members-will gain valuable insights from these leaders.
Topics will include:
* Formative assessment
* Meeting the diverse needs of all students
* Common Core State Standards
* Digital learning technologies
The panel will also field questions from participants submitted during the session.

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Free professional development: Browse Education Week's collection of webinars on mathematics. These virtual broadcasts cover teaching and learning and include webinars on differentiated instruction and the common-core standards. All webinars are accessible for a limited time after the original live streaming date.

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Center on the Developing Child at Harvard University

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Executive function and self-regulation (EF/SR) skills provide critical supports for learning and development, and while we aren't born with these skills, we are born with the potential to develop them through interactions and practice.

This 16-page guide (available for download, below), describes a variety of activities and games that represent age-appropriate ways for adults to support and strengthen various components of EF/SR in children.

Each chapter of this guide contains activities suitable for a different age group, from infants to teenagers. The guide may be read in its entirety (which includes the introduction and references) or in discrete sections geared to specific age groups.

Suggested citation: Center on the Developing Child at Harvard University (2014). Enhancing and Practicing Executive Function Skills with Children from Infancy to Adolescence. Retrieved from www.developingchild.harvard.edu.

Download PDF

Enhancing and Practicing Executive Function Skills with Children from Infancy to Adolescence

An activities guide for building executive function

Download PDF

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Activities Guide: Enhancing & Practicing Executive Function Skills

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Download free guides of executive functioning activities to support and strengthen skills, available for children ages six months through adolescence.

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Link to the sudoku-like math puzzles that were demonstrated at the EC MathMinds morning PD.

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Video demonstrating how to do Number Talks in your math class.

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From Stanford Online's "How To Learn Math for Teachers and Parents": Number Talks

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Slides (deemed sharable by host) for the JUMP math webinar I took this week. Great ideas for calendar time/number talks in early elementary.

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Mental Math in Grade 1 and 2 - KEY SLIDES

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Video for Parents to be "good math role models"

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Video for Parents to be "good math role models"

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Elementary video to send to parents to inspire your child to learn and love math.

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Inspiring Your Child to Learn and Love Math - 3

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A math debrief is a whole group discussion that takes place after a math lesson. The intention of this debrief is to invite students to reflect upon their math learning, and to share their total lesson experience with their classmates.

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Two years ago I decided to make a change to my calendar time. It was scary territory and I invited you along for the adventure. What prompted this change? It was about the same time that I started teaching the majority of my day in small groups.

I decided to integrate calendar binders for four main reasons.

So that my kinders will remain engaged

So that my kinders will participate at a new level

So that my "doer" kinders and my visual kinders will be able to draw on their strengths

So that I know I am doing my best to meet the needs of all my kinders and challenge them at the same time

I began slowly my first year, and didn't start until February. Then I started in August my second year. I learned to just roll out the parts slowly, setting the ground rules along the way.

Setting the ground rules sounds a little bit like. "What will you be writing, while I'm writing?" "How will you sit with your binder?"

I've found that for me, that the "calendar routine" is an outdated way of teaching today's kindergarten. { totally just my opinion} Doing the exact same thing everyday becomes unnecessary.

They grow, so should calendar time.

Calendar time has now become my whole group math time. Students have a set of pages in their binders, matching the general level of students and our common core standards for the quarter.

Setting Up Binders

I like to use a set of sturdy dividers so I can break up the sheets we place into the binders and it also helps with switching categories (like from decomposing to weather) for students. I also recommend using sheet protectors in place of laminating.

The pages are in sheet protectors since they can use them daily with dry erase markers, make mistakes and they are easy to pass out/collect when we've outgrown them.

They can follow along with your matching calendar wall, or you can put your own teacher calendar binder under a document camera. I did it both ways! (I began before we had an ounce of technology in my classroom)

Hitting Standards

We do have a monthly calendar page that doesn't go in a page protector. They color a pattern and fill in the date.

Students grow from watching me step by step to doing this portion of the calendar practically by themselves.

There comes a point when I'm just checking in asking students to explain their thinking and discussing strategies for figuring things out.

This is about as "calendar-ish" as the time we have our binders out gets for us.

Then we dive into practicing other math standards, focusing on number sense, composing/decomposing and operations.

We use ten frames to discuss numbers, pull a number from our hundreds chart (but start with 11-19 to match our standards) and compose/decompose those numbers by first adding quick dots to create the number using ten frames with a marker and then writing about the groups of tens and ones.

This is a daily activity that grows from making to composing/decomposing with words, pictures and equations. I've made at least 3 pages to work on this concept and grow through it.

We work on fluency for addition and subtraction, do word problem solving, handwriting, subitizing and having the materials all ready to go offers me variety in what I teach. I am able to give lots of time for students to show their thinking and also explain it to others.

Any day I can pick up number cards or dot cards and we can use them to practice our skills but in a fun new way.

With new life breathed into my "calendar" {ahem whole group math} time and having met my four goals better this is a classroom activity that's going to stay on my agenda.

Calendar Binder Time Tips

Here are my top tips that have made doing calendar binders in kindergarten successful. They are simple, but took me a little while to figure out.

1. Kinders need to have a dry erase marker and sock {eraser} in their pencil boxes to bring to the floor.

2. Space to spread out makes this time more relaxed.

3. Edifying strategies and thought process helps others try similar strategies.

4. Don't be afraid to change it up!

5. Sheet protectors are way easier and hold up longer than lamination. Also easier to replace.

Get the Calendar Binder Math Pages
It was brave new territory, but I'm glad I took the adventure! You won't find me ever going back to teaching the calendar the old school way.

If you like what I do, subscribe and you'll never miss a thing.

More Common Core Math

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Calendar Time Binders - Teaching Standards Whole Group

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Two years ago I decided to make a change to my calendar time. It was scary territory and I invited you along for the adventure. What prompted this change? It was about the same time that I started teaching the majority of my day in small groups.

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Counting up, organizing, and patterns.

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Using favorite toys is a way to add fun to learning - and because LEGOs are a favorite, we used them to practice some math concepts.

This group of lego math ideas is part of the Getting Ready for K Through Play series - a playful approach to preparing your child for kindergarten. Some of the math concepts appropriate for many children at this age are counting, number identification, grouping, basic patterns and sequences. And these are all activities that are perfect for LEGO (and Duplo) play!

LEGO Math Activities

Grouping: One of the best things about learning with LEGOs and Duplos is that there are so many ways to sort them! Group them by the same size, color, or shape.

Making comparisons: arrange the blocks in different groups, and talk about words like "some" "all" "most" and "many". Set up the bricks so you can talk about things like "What color are most of the blocks?" "Some of the blocks are green" "All of the blocks are the same size."

Number identification: I wrote numbers on 10 of the blocks. Then the kids name the numbers.

Simple patterns: we did ABAB and AABAAB patterns. You can make them more or less complicated based on what's appropriate for your child.

Match small quantities of blocks to the correct number. Write out a number like 3, and then have your child select the number of corresponding blocks.

Get Ready for K Through PLAY!

There are so many other ways to work on independence skills! Check out these other Get Ready for K Through PLAY! ideas:

You can also check out all our Get Ready for K Through Play posts, and all the Get Ready for K Through Play posts on our Pinterest board!

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Using favorite toys is a way to add fun to learning - and because LEGOs are a favorite, we used them to practice some math concepts. This group of lego math ideas is part of the Getting Ready for K Through Play series - a playful approach to preparing your child for kindergarten.

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Spacial Reasoning in Early Math Development.

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Spacial Reasoning in Early Math Development.

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Good for parents

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By Sarah H. Eason and Susan C. Levine

When people think about early math skills, they may first think about numbers, such as learning to count and recognizing numerals. However, there is another major component to children's early math learning that plays a role in children's later math achievement: spatial reasoning.

Just as parents can support children's math learning through talking about numbers and their relationships (e.g., "5 is a bigger number than 4"), they can also talk about spatial relationships and shapes to help young children prepare for later math learning.

Here we talk about why spatial reasoning is important and then offer suggestions to help parents recognize the spatial talk they are already using with their children-and how to do more.

What is Spatial Reasoning?

Spatial abilities include being able to think about

how objects look when rotated (e.g., if you turn a V to the side, where will the opening be)

how objects look from different angles, (e.g., what a pyramid looks like from the side or if you were looking at it from above)

how objects look on the inside (e.g., if you slice a cylinder down the middle of the circle on top and open it up you will see a rectangle!)

how parts of an object fit together, such as being able to imagine that if two triangles are put together a certain way, they would make a rectangle

how positions of objects relate to each other, such as understanding that a car is inside a garage or a tree is behind a fence.

Why Does Spatial Reasoning Help with Math?

Having strong abilities to mentally picture and manipulate objects in the ways described above predicts success in science, technology, engineering, and math (STEM) fields. [1] Spatial skills may actually help kids think about numbers, too. For example, visualizing spatial transformations may allow children more easily to think of numbers linearly, from smallest to largest, or to solve calculation problems mentally. [2, 3]

Spatial Learning in the Home

Children explore spatial concepts through play from an early age. For instance, building with blocks and playing with puzzles have both been linked to stronger spatial skills. [4, 5]

Additionally, young children who hear more spatial words from their parents tend to talk about space more themselves, and these same children perform better on later spatial reasoning tasks than their peers who hear fewer spatial words. [6] Importantly, parents engage in certain spatial activities, notably block play, more with boys than girls, and parents provide preschool boys with more spatial language than preschool girls, possibly because of such activity differences. [7, 8, 9] By encouraging both boys and girls to play with blocks and puzzles from an early age, and by providing spatial language while they engage in these and other activities, parents can help support children's spatial thinking.

What is Spatial Talk?

First, what do we mean by spatial talk? Researchers have identified several categories of spatial talk. [6, 10]

Shape terms: standard math names for two- and three-dimensional objects, such as circle, triangle, rectangle, cone, pyramid

Dimensional adjectives: words describing size of objects, people, and spaces, such as big, little, long, short, tall, tiny, huge

Spatial features terms: words describing features and properties of two- and three-dimensional objects, spaces, and people, such as curvy, edge, side, line, corner, straight, flat

Spatial location and directions: words that describe the relative position of objects, people, and points in space, such as between, into, forward, over, behind, near, far

Tips for Parents on Using Spatial Talk

How can you help children learn from hearing spatial words? Here are some tips for parents to engage in spatial talk. These tips can help promote strong spatial thinking in your child, and most children find spatial talk and spatial play fun and interesting!

When talking about shapes, go beyond labeling the shape. Talk about the defining features.

"These are both triangles, because all triangles have three sides and three angles."

"While all rectangles have four sides, squares are a special kind of rectangle that have four sides that are all the same length."

Make the most of spatial activities such as block building and puzzle play by using spatial talk during the activities.

"Let's put the big, wide blocks on the bottom, and put the small, narrow blocks on the top."

"I know this puzzle piece is a corner piece because it has two flat (or straight) edges."

Use spatial talk during activities your child loves.

When your child is on the playground, describe her spatial location as she is on the go. "You went over the bridge, and now you are running under the monkey bars!"

Talk about space in the illustrations when you are reading books. "That giraffe is really tall and is standing behind a high fence."

Use gestures such as pointing or tracing objects to help your child understand what the spatial words you are using mean.

When you say "straight edge" move your finger along the edge to show your child what straight means.

Encourage your child to use gestures when she is using spatial words.

Ask questions and play games to help your child talk about space and shapes.

Ask your child to find shapes in the world and identify them. To help her learn to describe shapes, follow up by asking questions such as, "How do you know it's a triangle?"

Tell your child that you are thinking of an object in the room and have him ask you questions to guess what it is. Encourage your child to use spatial words to figure out what object you have in mind. "Is it near the chair? Is it wider than the table?"

Sarah H. Eason is a postdoctoral researcher in the Department of Psychology at the University of Chicago. Susan C. Levine is the Rebecca Anne Boylan Professor of Education and Society in the Department of Psychology at the University of Chicago. The authors are members of the Parent and Early Caregiver Engagement and the Making More of Mathematics projects of the DREME Network.
Notes
[10] Cannon, J., Levine, S., & Huttenlocher, J. (2007). A system for analyzing children and caregivers' language about space in structured and unstructured contexts (Spatial Intelligence and Learning Center Technical Report). Retrieved from http://www.silccenter.org/media/silc_pdfs/resources/testsandinstruments/Spatial%20Language%20Coding%20Manual%201-10-12.pdf

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Spatial Reasoning: Why Math Talk is About More Than Numbers

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By Sarah H. Eason and Susan C. Levine When people think about early math skills, they may first think about numbers, such as learning to count and recognizing numerals. However, there is another major component to children's early math learning that plays a role in children's later math achievement: spatial reasoning.

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Nrich maths - a resource provided by a parent who is a CBE math specialist. Great mathematical thinking activities, including a section of math at home. Ages 3-18. With a focus on 7-11.

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Nrich maths - a resource provided by a parent who is a CBE math specialist. Great mathematical thinking activities, including a section of math at home. Ages 3-18. With a focus on 7-11.

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This feature is a little different from usual! We have selected some of our favourite activities and games from the NRICH collection that are ideal for working on at home without a teacher.

If your teacher, parent or carer has a Twitter account, you could ask them to share what you did using the hashtag #nrichmathsAtHome

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This feature is full of activities for you to work on at home.

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There are lots of resources on the youcubed website. I like to look at the "tasks" page to get ideas, plans and connections to curriculum.

These are engaging tasks that kids really seem to enjoy.

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Sharing in an app allows educators to pose problems and investigations for students by using an 8-character code or link. Students can share their thinking with their teachers and classmates. Share codes remain available for continued use for 18 months from the date they are last accessed.
Watch the video to learn how sharing works.

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Sharing in an app allows educators to pose problems and investigations for students by using an 8-character code or link. Students can share their thinking with their teachers and classmates. Share codes remain available for continued use for 18 months from the date they are last accessed.

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Pearson Canada School Publications - Offers many resources in all subject areas. They have texts as well as webinars (webinar link attached here).

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Comprehensive textbooks, digital products, teaching materials and services for Elementary, High School and Professional Education for Reading/Language Arts, Mathematics, Science, Social Studies, FSL, AP and IB, Music, Art, Career & Technology, and ESL/ELL/ESOL.

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Here, you can build your own "playlist" of math activities, including videos, posters, tasks, and more, or access pre-made playlists designed to open kids' minds to positive math mindsets through short, daily lessons.

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Choose your own maths adventure with our interactive tools that allow you to build a custom playlist of inspirational activities!

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A good 10 days focus to ease anxiety around math.

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This is one of my favourite books about math that I return to often. Written by the great Jo Boaler, this book has changed the way I think about Mathematics by offering new knowledge about how brains work. I highly recommend!

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These books are also fantastic and I think could be a really great addition to the Jump Math curriculum. I have Books 4 and 5, and they offer a massive collection of tasks that are very visual in nature. Lots of colour pictures and reproducibles, and I think it would cater well to our visual arts-minded kids especially.

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The Mindset Mathematics book series on visualizing and investigating big ideas

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https://www.prodigygame.com/blog/math-anxiety/#reduce

https://www.researchgate.net/publication/321752025_Teachers_and_Counselors_Building_Math_Confidence_in_Schools

https://www.edutopia.org/article/recognizing-and-alleviating-math-anxiety

https://blog.mindresearch.org/blog/math-anxiety

https://blog.mindresearch.org/blog/math-anxiety

https://www.busythings.co.uk/blog/building-childrens-confidence-in-maths-teaching-strategies/

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Creative, Flexible Mathematics with Jo Boaler

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Art of Mathematics

There’s this fellow- Probably best for teachers, Steve Strogatz- http://www.artofmathematics.org/

“Strogatz asks his students, more than half of them seniors, to provide a “mathematical biography.” Their stories reveal unpleasant experiences with math along the way. Rather than question the quality of the teaching they received, they blamed math itself—or worse, their own intelligence or lack of innate talent. Strogatz loves the challenge, “There's something remarkable about working with a group of students who think they hate math or find it boring, and then turning them around, even just a little bit.”

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This is a great list with ten different ways to have kids demonstrate what they know. Although the strategies are meant for math, I also think they could be useful in any subject area.

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Creative Maths (of course ‘maths’- British Resource) 

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Creative Maths (of course ‘maths’- British Resource) 

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It's pretty stats focused, but it uses statistics to bridge into other disciplines https://creativemaths.net/

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Highly engaging website that uses interactive videos and Hip-Hop music to teach Math and other cross-curricular concepts.

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K12 Math Hip-Hop Videos & Lessons | Flocabulary

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Comprehensive math lesson plans with teacher guides, printable hand-outs, quizzes. Drive better standardized scores with Flocabulary!

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Metaphor about the shape of society (for younger grades)

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A playable post on how harmless choices can make a harmful world.

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Online portion of an initiative from the Herbie Hancock Institute of Jazz that uses music as a tool to teach STEM concepts to children around the world.

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{{project.tagline}}

MathScienceMusic.org is a free toolkit for teachers, bringing together the best resources in math, science and music.

Designed for students, kindergarten through college.

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project.tagline}} MathScienceMusic.org is a free toolkit for teachers, bringing together the best resources in math, science and music. Designed for students, kindergarten through college.

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This is an online resource which has workshops, resources and teaching ideas.

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Math & Movement uses multi-sensory, movement-based learning to teach students valuable skills to succeed in math and reading curricula.

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Not really teaching anything here, but at least your kids get to move while practicing math skills.

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Tired of hearing groans when you announce it's time for math? These active math games and activities will spice up your learning game. They get kids up and moving, using their whole bodies to learn facts and skills. Lots of these ideas can be adapted to suit a variety of math concepts, so choose a few to try out with your own math students.

1. Throw snowballs inside or out

Clip flash cards to plastic tubs, then challenge kids to throw the correct number of large white pom-poms ("snowballs") in from a distance. If there's snow on the ground, bundle up and take this one outside to use real snowballs!

Learn more: Frugal Fun 4 Boys and Girls

2. Stack sticks to practice tally marks

Small sticks are perfect for practicing tally marks. Kids will have fun checking the ground under trees for twigs, then breaking them into pieces and creating tally piles.

Learn more: @amysam623

3. Fish for numbers

It's so easy to make your own magnet fishing pole. Float some numbered foam fish with paper clips attached, then try to catch the numbers in the right order! (Don't want to get wet? Just lay the fish on the ground instead.)

Learn more: Buggy and Buddy/Fishing Math

4. Draw and measure shapes on the sidewalk

First, give kids some sidewalk chalk and let them draw a variety of shapes, as big or small as they like. Then, arm them with measuring tapes and have them practice taking measurements.

Learn more: @playexploregrow

5. Stomp and smash on a number line

Grab some paper bags and number them, then shake them out and lay them in a number line. Now, call out an addition or subtraction problem, like 3 + 2. Have a student stomp on the bag labeled three, then on the next two to arrive at an answer of five. (Feeling brave? Try this one with balloons!)

Learn more: Schooltime Snippets

6. Grow fact-family flowers

Pick up colorful fall leaves and write math facts on them. Gather them around a numbered rock to make pretty flowers.

Learn more: @discoverwildlearning

7. Toss beanbags to learn place value

Label bins with place values like ones, tens, and hundreds. Kids toss beanbags into the bins, then count them and see what number they've created.

Learn more: Saddle Up for Second Grade/Place Value Toss

8. Form paper-plate number bonds

Pass out numbered paper plates, then have students mix and mingle to see how many number bonds they can form.

Learn more: The Schroeder Page

9. Create a life-size number line

Number lines are wonderful for all sorts of math games and activities. Make one big enough for kids to stand and jump around on using sidewalk chalk (or painter's tape indoors). You'll use it over and over again.

Learn more: Childhood Beckons

10. Hit the target and graph

You can teach graphing in lots of ways, so why not make it active? Students throw balls onto a target, graphing and analyzing their throws as they go.

Learn more: Amy Lemons

11. Head out on a plot graph scavenger hunt

Create a map of your school, playground, or other area using graph paper (or even better, have kids help you do it). Then choose plot points for them to visit to find notes or small prizes. They'll feel like real treasure hunters!

Learn more: Edventures With Kids

12. Roll the dice to count and move

Get practice with low-number counting and addition using action dice. Write activities like "jump," "clap," or "stomp" on a small wooden block, then roll it along with a pair of dice. Kids add them up (or subtract if you prefer) and complete the activity the number of times shown.

Learn more: Buggy and Buddy/Math Dice

13. Whack a ball to subtract

You know your elementary math students are going to love this! Build your own whack-a-mole 10-frame with a shoebox and Ping-Pong balls. Then, have kids whack the balls to practice their subtraction facts. So fun!

Learn more: Planning Playtime

14. Make a splash with water balloons

You're going to need to be willing to get a little wet for this one, but kids simply adore math games (or any games!) with water balloons. Fill and label balloons numbered 1 through 20 (or whatever numbers you're working on). Draw the numbers in a big circle on the playground. Then, have a student choose a balloon, find the matching number, and head off to make a splash!

Learn more: Little Bins for Little Hands

15. Tell time on a giant clock

Draw a giant clock face with hours and minutes on the playground with sidewalk chalk. Choose two students to be the hour and minute hands, then call out a time and send them out to become the clock. Add more complicated elements by having them add to or subtract from the initial time too. ("Now it's 23 minutes later!")

Learn more: Creative Family Fun/Sidewalk Chalk Clock

16. Measure your frog jumps

Have your students hop like frogs, leap like gazelles, or jump like kangaroos. Then, pull out the ruler or measuring tape so they can measure the distances they've covered.

Learn more: Coffee Cups and Crayons

17. Jump to math facts practice

Lay out a grid like the one shown that has the answers to whatever set of math flash cards you're currently working with. (This teacher used masking tape; you could also do sidewalk chalk on the playground.) Two players face off, one on each side of the board. Show the flash card, and kids race to be the first to jump to the correct square with both feet inside the lines. Get all the rules at the link below.

Learn more: Teaching and Tapas

18. Run a flash-card race

Tape a series of flash cards to the floor and challenge kids to see who can correctly make their way from start to finish the fastest. They can call out the answers or write them down, but they have to get it right before they move on. Kids can race side by side or work independently to beat their own best time.

Learn more: There's Just One Mommy

19. Catch a math beach ball

Beach balls are so much fun in the classroom. Scribble numbers all over one with a Sharpie, then toss it to a student. Wherever their thumbs land, they add (or subtract or multiply) those two numbers together before tossing the ball to the next student.

Learn more: Saddle Up for Second Grade/Beach Ball Math

20. Do a number dance

Kids who love "Dance Dance Revolution" will get into this one. Make a number mat for each student like the ones shown. Flash an equation with an answer between 10 and 99 on the screen. Kids figure out the answer and jump to put their left foot on the correct tens place, right foot on the ones. They'll be dancing and spinning as they learn!

Learn more: Number Loving

21. Groove with angles

Teach kids about transversals and the angles they create with some fun dance moves! Get the details for "Dance Dance Transversal" at the link below.

Learn more: Communicating Mathematically

22. Add and subtract by stacking cups

We're not sure why, but kids simply love stacking cups. Label yours with math problems and answers, then have kids build pyramids and towers galore!

Learn more: The Kindergarten Smorgasboard

23. Measure the height of a tree (no ladder needed)

Kids will be amazed to learn they can measure the tallest tree while keeping their feet on the ground. The link below walks you through the steps with a free printable.

Learn more: From ABCs to ACTs

24. Count and learn on a nature walk

Take an outdoor stroll and practice basic math along the way. This works indoors too-walk the school hallways (quietly) and count doors, windows, posters, and more.

Learn more: Creative Family Fun/Math Walk

25. Hunt for shapes in the world around you

Looking for super-simple and fun active math games? Give students a sheet with shapes to find as you walk around the school or playground. Each time they find the shape, have them trace it on their worksheet and then make a mark to keep track of how many times they've seen it.

Learn more: Hands-On Teaching Ideas

26. Steal the balls with addition robbery

Kids compete to see whose basket of balls will add up to the highest amount. The trick? They don't know at the beginning which balls are worth the most. Learn how to play at the link below.

Learn more: That After School Life

27. Puddle-jump from number to number

Lay out a series of construction paper puddles labeled with numbers. You can call out numbers and have kids jump to the correct one, or have them jump from one to the next in order forward or backward, or even try some skip counting.

Learn more: NurtureStore

28. Paint and hide number rocks

Painted rocks are always a big hit! Have your class help you make these, then hide them around the playground and send kids off to find and answer equations.

Learn more: The OT Toolbox

29. Skip-count along a hopscotch board

A hopscotch board can be used for a lot of fun and active math games. Try it for skip counting: Kids hop along counting by 2s, 5s, 10s, or whatever you're currently working on. Learn more at the link below.

Learn more: Math Geek Mama/Skip-Counting Hopscotch

30. Aim and throw to practice math skills

Pick up a set of Sticky Darts and draw two dartboards side by side. You can label the rings with any numbers you like. Kids throw the darts and then add, subtract, multiply, or divide the numbers-your choice!

Learn more: Inspiration Labs

31. Design an outdoor board game

Draw a winding path and fill the spaces with math equations. Kids roll the dice and move from space to space (have them jump, skip, or twirl to mix things up). If they get the answer right, they move to the new space. If not, their turn is over. Customizable math games like this can be used at any level.

Learn more: Look! We're Learning!

32. Turn UNO into an active math game

Grab your UNO deck and get ready to move! Assign each color a movement (hop, touch toes, etc.). As kids draw the cards, everyone completes the movement the correct number of times. Skip and Reverse work as usual, but anyone who gets Draw Two has to draw two more cards and complete the actions on their own while others cheer them on. See more at the link below.

Learn more: Still Playing School

33. Bowl them over while learning math facts

Active math games using recycled materials are economical and good for the environment. Set up empty plastic bottles labeled 1 through 10, then roll the ball to see how many you can knock down. Add up the numbers of the knocked-over bottles to get your score.

Learn more: Learn With Play at Home

34. Compete to win at putt-putt math

Pick up a few dollar-store supplies and make your own putt-putt course. This can be a simple game where kids simply shoot for the highest (or lowest) number. But you can also drive up the complexity by putting equations on the cups that kids have to solve first to determine which is the best cup to aim for.

Learn more: My Catch a Star Classroom!

35. Give a classic game a math twist

Create active math games that give new life to existing resources. For example, add numbers to Twister! For more advanced players, instead of saying "Right hand 5," try saying "Right hand 14 - 9" to make them think.

Learn more: Math Geek Mama/Twister Math

If you like these active math games and are looking for more ways to move in the classroom, try these 21 Kinesthetic Reading Activities for your most active learners.

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30 Active Math Games and Activities for Kids Who Love To Move

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Engage kinesthetic learners with active math games and activities that get them out of their seats and learning with their body and mind.

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Teaching Math through a Social Justice Lens

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Teaching Math through a Social Justice Lens

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Teaching Mathematics Through a Social Justice Lens

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This resource shares one school's approach to improving student learning in mathematics - an approach...

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Help students find the connections between mathematics and music with these lesson plans, printables, and references.

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Mathematics in Music (Lesson Plans & Printables)

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Help students find the connection between mathematics and music with these lesson plans and worksheets.

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Social Studies and Math Cross-Curricular Simulations

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Social Studies and Math Cross-Curricular Simulations

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We know that time with students is limited, so taking advantage of repeated themes which exist between courses to help build bridges between knowledge gaps is an effective strategy. We also know that in the hecticness of a regular school day, these great concepts are often just that- concepts- because we don't have time to take on anything more between teaching, marking, meetings, that varsity game you promised to attend, and the play you are helping find props for. Here are a few ideas with ready-to-use resources so that, if one speaks to you, you can easily use it within your classroom sooner rather than later. Remember, trying out one of these ideas on your own first and then looking to next year to work collaboratively can be a starting point, if finding an interested colleague to collaborate with proves difficult.

What I love about using Facing History & Ourselves as a classroom teacher is how many of their strategies and materials lend themselves naturally to building knowledge of themes cross curricularly and to enhancing co-teaching/planning. This is often my way of broaching the subject of collaborative planning and teaching with different colleagues- showcasing the amazing teaching strategies on the Facing History website which can easily be used regularly in almost every course. When teachers see how much more student engagement and interest is created using these simple techniques, a conversation about deeper connections and co-teaching is much easier.

I have also noticed that so many topics we cover in my Social Science classes, such as the history of eugenics in Canada, have threads that obviously connect to the science courses in your school, or you could connect the Civil Rights Movement to music. We often try to highlight these in our own classrooms but are always under the constraints of time and the need to balance our energies on all of the needed outcomes. Having a partner to explore a topic with you, using a different entry point or even focus, offers another opportunity to engage students and to show them the depth and breadth of this issue or moment in history. Creating cross-curricular programming should always be organic in the sense that the connections are there just waiting to be woven closer together. Having ready access to wonderful resources, as well as lesson plans makes cross-curricular planning less daunting because it does not feel like you need to reinvent the wheel.

Middle Years Social Studies & Science Ecology Project

I worked with Darcy Bakkegard from Prairie Public (PBS) to develop this Science/Social Studies approach to learning about ecosystems. It links the two courses in Grade 7 in the Manitoba curriculum but might work at a different grade within your province. Students are given the task of not only researching their ecosystem but building a working website for it and preparing for a class interview. Below is an example of the websites completed this year. Through this project students completed about half the outcomes for 1 Science and 1 Social Studies module. They built deep understandings of the physical and human geography of the area and also could clearly see how the environment was a mix of both science and human interactions.

Middle Years Maths with a Social Justice Framework
I always love how Facing History and Ourselves encourages the students to choose to participate. Learning about the real-life issues and upstanders who have dealt with some of the same problems they have identified during their in-class simulations allows for deeper understanding to be built. Part of feeling empowered to engage with the world and fix the problems one recognizes is knowing you have the skills needed to start to identify and address these issues. This is a skill base Facing History helps students to build upon.

Using the classroom simulations provided below, students are given the opportunity to make the decisions and analyse options that many people around the world need to make such as; How do we spend our money? What are the extra decisions and pressures that poverty brings?

Simulation 1: Shop til you Drop

Students are able to see first hand the impacts that money has not only on access but also on stress levels, frustration, and feelings of hopelessness. In the simulation, students often observe very quickly the ease with which the students with more resources can make positive decisions. Discussions afterwards can build on these understandings. In the math side, students can begin to look at graphical representations of their spending and also research patterns in developing and developed countries as to their spending ability and social services provided.

Simulation 2: Microloans

What impact does a microloan have on a community? Students will learn first hand what this impact looks like and also what needs, projects, and real world impacts exist today. They will not only build their own business plan but also evaluate one another's to see how effective these ideas could be. I always remember the well-intentioned NGO which donated hundreds of laptops to a school within a developing nation without checking first if they had access to electricity in that region. Students can use this to gain a real life understanding of the cost and possible successes of new ideas. A great starting point for great new ideas is: https://www.bbc.co.uk/programmes/p04d42vf

Both of these simulations are excellent ways to help students learn about how to participate in the world around them, real life issues, existing upstanders, and how they too can become an upstander.
Senior Years To Kill a Mockingbird Quick Crossovers to Try It Out
Th e need to belong, and how we decide who does and does not, is a universal theme in many works of literature. FHAO has an incredible resource for teaching the novel To Kill a Mockingbird. It uses the text as a resource into learning about social justice and the ethical questions that are cornerstone to the novel. Often, this novel is used as a great character study, but this resource takes it one step further and looks at the greater concepts like race and gender. The resource (PDF) is free and electronic (go green!) although it can also be ordered if you prefer a paper copy. This resource uses the text to teach about the history of lynching, Jim Crow, codeswitching, eugenics, stereotypes... the list goes on. It can work as an enrichment tool to create historical context of a novel in your classroom, or be used to build a cross-curricular program next year with your school's history department. This novel's full potential is tapped into with this resource and it lends itself very well to discussing current issues and legacies that we still need to face and solve.
Food Chain -Geography/Science FHAO Connection- Democracy and Civic Engagement: Practicing Empathy Extension:
Here are a few 1 class to 1 week ideas to allow you to have a few soft starts into cross-curricular approaches.
Next Year Goal:
Each student takes on a different perspective in an ecosystem at risk: human, animal, plant. Based on your student needs these perspectives can be written as journal entries or presented as first person monologues/speeches.
Kids Boost Immunity Challenge FHAO Connection- Choosing to Participate Space and Rights FHAO Connection- Individual & Society
After the speeches, create a living food chain by linking the organisms directly who depend upon one another and brainstorm ways to help support the ecosystem

Invite the Vancouver Aquarium's Aquavan to visit your school for a hands-on approach to understanding and valuing our marine ecosystems.

Students learn about immune systems, social justice, and their health. For each quiz the students pass with 80% correct or higher, UNICEF will donate one vaccination to a child in need. Learn classroom content while helping the world! Signing up as a class is free and very simple.

Using a Science and Social Studies approach, we can look at major questions that are arising about universal (literally) human rights, governance, and rights to access resources.

Podcast Resource: How do we govern the universe?

Podcast Resource: Space Mining

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6 Ways to Incorporate Cross Curricular Approaches in Your Social Sciences Classroom

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Time with students is limited, so taking advantage of repeated themes which exist between courses to help build bridges between knowledge gaps is an effective strategy. Here are a few cross-curricular ideas with ready-to-use resources that you can use within your classroom.

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Suggestions for Year 3-7 classroom activities using music to illustrate math concepts, as well as reviews of math necessary for older students to understand music theory and acoustics.