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Professional Learning Communities via Social Media

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Professional Learning Communities via Social Media

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"The term professional learning community has become quite commonplace in education circles. The term describes a collegial group who are united in their commitment to an outcome. In the case of education, the commitment would be to student learning"

Technology has provided educators with unlimited tools that make it possible to connect and teach in new and exciting ways!

"These same forces offer the opportunity for new models for the professional growth of teachers. Learning communities share a way of knowing, a set of practices, and shared value of the knowledge that comes from these procedures. These learning communities, with expanded human and technological resources, bring together students, teachers, and community members in directing the course of education in new ways."
Value of Tech-Enabled PLCs
Engage: When teachers engage in quality professional learning communities they are committing to developing excellence within themselves.

The benefits of professional learning community to educators and students include:

reduced isolation of teachers

better informed and committed teachers

academic gains for students

powerful staff-development approach and a potent strategy for school change and improvement

Choosing the Community that is Right For You

Determine your content goals and expectations for participating in an online PLC.

Choose a structure that will support you as you work toward your goals.

Select tools that will help you create the structure you need.

Then There is
To keep your "feed" organized consider using tweetdeck (https:// tweetdeck.twitter.com/) or hootsuite (https:// hootsuite.com/)

Twitter for Your PLN YouTube video: https://youtu.be/8KtC0VrQ0ig

Using Tweetdeck YouTube video: https://youtu.be/jAsN3cA9Qxs

There are many awesome educators utilizing Twitter! Here are a few hashtags and people to follow:#elemmathchat, #mtbos, #okmath, #msmath

·Max Ray-Riek @maxmathforum

·Annie Fetter @MFAnnie

·Marilyn Burns @mburnsmath

·Donna Boucher@MathCoachCorner

·Mark Chubb @MarkChubb3

·Matt Coaty @Mcoaty

·Steve Wyborney @SteveWyborney

·Jeremiah Ruesch @mathkaveli

·Tina Cardone @crstn85

·Justin @JustinAion

·Dan Meyer @ddmeyer

·Steve Leinwand @steve_leinwand

·Brian Stockus @bstockus

·Levi Patrick @_levi_

·Jen Lamb @educatorjen

Robbyn Glinsmann @glinsmannMath

Melynee Naegele @buffalogal03

Twitter Chat Schedules: Sunday

#oklaed: Oklahoma Ed Chat 8 pm

#probchat: Problem Centered Learning 8pm

#TMchat: Thinking Maps Chat 9pm
Monday
#tlap Teaching Like a Pirate 8:00 PM

#msmathchat: Middle School Math Chat 8pm
Wednesday
#educoach Educational Coaching 9pm

Thursday #ElemMathChat 8pm

Facebook is a Great Resource too: Search and Find a myriad of resources and connections!

NCTM: https://www.facebook.com/TeachersofMathematics?fref=ts

NCSM: https://www.facebook.com/mathedleadership?fref=ts

OCTM: https://www.facebook.com/pages/Oklahoma-Council-of-Teachers-of-Mathematics/205940092775526?fref=ts

Math Coach's Corner: https://www.facebook.com/MathCoachsCorner?fref=ts

ElemMathChat: https://www.facebook.com/profile.php?id=100005368367347&fref=ts

Resources:
Public Schools of North Carolina: http://www.ncpublicschools.org/profdev/resources/proflearn/

Learn NC http://www.learnnc.org/lp/pages/7012

Education Chats on Twitter: https://sites.google.com/site/twittereducationchats/education-chat-calendar

Math Blogs: https://docs.google.com/spreadsheets/d/1sceqJc8PVm6e2xC1GekgP63RHxxgfLkaRSBtE-7c8nw/pub?single=true&gid=0&output=html

Exploring the Math Twitter Blogosphere: https://exploremtbos.wordpress.com/

Math Teacher's Circles: http://www.mathteacherscircle.org/

Twitter for Teachers: http://rossieronline.usc.edu/twitter-for-teachers/

Collaborative Online Continuing Education: Professional Development Through Learning Communities: http://www.edutopia.org/professional-development-through-learning-communities

Mathematics educators on Twitter: http://mathed.net/wiki/Mathematics_educators_on_Twitter#Chats_Focused_on_Mathematics_Education

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Professional Learning Communities via Social Media

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"The term professional learning community has become quite commonplace in education circles. The term describes a collegial group who are united in their commitment to an outcome. In the case of education, the commitment would be to student learning" Technology has provided educators with unlimited tools that make it possible to connect and teach in new and exciting ways!

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Mathematically Minded:  The Recovering Traditionalist

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Mathematically Minded:  The Recovering Traditionalist

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Printable Manipulatives | Mathematical Practices

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MathArticles.com provides relevant articles from renowned math journals. The articles are coordinated to the topics of Larson Calculus. Visit MathArticles.com to access articles from:

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A "just enough" approach to intervention for students with gaps in their mathematical understandings
Michelle Naidu
Morning Session 9:30-11:30
http://bit.ly/29XZXlx

Day 1
What we know about differentiation:

What we wonder:

We're operating under the definition that differentiation is not changing any outcomes or standards but bringing students to grade level expectations. How do we build readiness before new grade level instruction?

*Snowball strategy to safely share writing and knowledge where the room corrects misunderstanding; at least three times for struggling students.

Assess-Respond-Instruct:

The Planning Process
Determine outcomes and plan backwards Plan better together Discuss and reflect on changes for improvement-->-->

Instructional Pillars
Mastery Learning Learner Readiness Formative Assessment -->-->

-->--> Day 1 -->-->

Curriculum sort: literally print out standards from each grade level. Resort into piles of "things you
would like to teach together" which then become units. There is something powerful about figuring
out your own patterns in teaching rather than relying on a linear pre-determined list. Do your expectations match what the documents and standards actually say?

If we're going to teach to mastery, we have to have a fine-tuned focus of exactly what students are expected to know. Enrichment is great but can't go into a students's grade.

Throw out the "nice to knows" and fine tune to the "need to knows".

Back pedal to decide the pre-skills. What specific pre-skills do students need for new instruction? Narrow it down to the size and type of numbers...when can you stop caring?

Example: For a 6th grade fractions unit, students learn the area model. So they need to know how to find the area of rectangles but not triangles or circles. They need to know how to multiply and divide
two digit numbers but not three.

Map new instruction in one color and pre-skills into a different color. Then chunk pre-skills into
different colors.

Day 2

Everything about this is professional judgment and that's where the power of collaboration shines. This is where vertical alignment becomes important- to find and fill in holes and eliminate disconnects between teachers and grades.

Planning
-map grade level
-map pre-skills
-cluster pre-skills

Pre-skills
How much can/will you intervene? What is enough for them to understand the new instruction? What do you really care about?

Website Resource achievethecore.org coherency map

Pick a few problems and work them to list the skills needed in each step. Also make note of vocabulary words.

In the past pre-assessments normally look like grade level instruction being given to students and teachers being 'surprised' when they didn't know what they hadn't learned.

Suggested Structure:
-one skill per question
-short (one page)
-organized
-as little language as possible

No longer than one page front and back with plenty of white writing space.

We want to quickly know the exact problem.

It's low stakes for students because there is no penalty and quick turnaround.

Grade interventions with stickers to show patterns.

When units build on skills that you've taught earlier in the year, use your own information to decide
what/if to pre-assess.

If you're not going to do anything with it, then don't pre-assess.

Learning Opportunities if they don't know
-video
-practice
-game
-visual/concrete
-symbolic/written

Learning Opportunities if they do know
-NOT previewing new material
-meaningful interaction with current topic
-create
-critique
-curate
-investigate

All students should experience enrichment at some point, some students will need enriched enrichment.

Different units have different levels of pre-skills.

Cut out beginning of school review to insert review right before the skill that requires it.

Your intervention is proportionate to what you need students to know.

Each color is a different station. A station is a tri-fold board with the five categories. Students only go to the station(s) they need and then hang out in enrichment until the whole class is ready. Each station has an exit quiz before moving on.

Day 3

Interventions should be prepared for 1-3 units and no less.

Intervention Boards have same pockets where only contents and titles change.

Set up two classroom sets of boards on each side of the room to minimize traffic.

Mark exit quizzes in front of students to promote discussion.

Color code quizzes to each station.

Make two versions of exit quizzes for students who fail the first one. It was so rare to need a third quiz that you can cycle back to the first one.

Go slow to go fast. Building students up with success on pre-skills makes new instruction go faster and better.

Deep professional learning comes from arguing over what standards mean and what matters.

Designate quiz days so that other days can be spent working one-on-one with students. Have a quiz table where students have to wait for an open spot so that you can grade in real time.

This process can't fix students' learning disabilities but it can support. It is not a cure all but more students will be successful and more students will reach grade level.

Student attendance improves because students feel successful.

There is nothing superhuman about this work. It just takes time.

How will I start?

A great strategy for PD {and for students} is to first have people list barriers to the work or topic you present with empty circles in front of them. Throughout the session/lesson, have students color in the circles when they feel like it is no longer a barrier or when they feel like that barrier has been addressed.

It was really powerful to discuss when and why we could fill in these circles and literally watch the barriers fall.

Thank you Michelle for being a calm, steady, reassuring voice through our panic and fear that turned into confident plans.

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#TMC16 "Just Enough" Approach to Intervention {Michelle Naidu}

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A "just enough" approach to intervention for students with gaps in their mathematical understandings Michelle Naidu Morning Session 9:30-11:30 http://bit.ly/29XZXlx Day 1 What we know about differentiation: What we wonder: We're operating under the definition that differentiation is not changing any outcomes or standards but bringing students to grade level expectations.

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Password = mathfam

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Being a part of the Math Fam has it's perks. Enjoy these free resources and downloads only available to the math family. To access the files, simply click on the image and download to your computer.Resources for All GradesKdg. - 2nd Grade Resources3rd - 5th Grade Resources

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Recently NCTM created a new page on their website that you now reach if you type in http://mathforum.org. From that page they've linked to:

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originally posted August 9th, 2014
During our recent EnCoMPASS Summer Institute (#ESI14) Fawn Nguyen's comment that she'll have 140 students this year, started me reminiscing. I, like Fawn does now, taught in southern California and having at least 140 students was normal. I usually taught 5 of our 6 class periods (at times I could have "sold" my sixth period but resisted it!) and classes could be as large as 36 students. That could mean 180 students but usually my load hovered around 150. It's my normal mindset to think in terms of those numbers.

During #ESI14 we were talking about giving written feedback on the Problems of the Week (PoWs) either using the My PoW Work as a Teacher option of the PoWs or the EnCoMPASS software option and both of them can be daunting experiences if you are faced with 140 expectant students. Why didn't I get feedback? When are you going to look at my work? Why did you write to her and not to me? Those are a few of the questions I can imagine students asking between the time they submit their work and when I promised they would have feedback ... and, of course, the worst are the sad faces!

Here are some ideas I have for keeping sane!
Feedback Buddies
[During the Institute we talked about Revision Buddies (page 175 in Max's book, Powerful Problem Solving) and this idea can be built on it.] If you're doing problem-solving activities in pairs, for any given problem give feedback to Student 1 of the pair. This cuts the amount of feedback in half for any given problem [70].

Group Buddies
If 70 is too great a number to handle, consider grouping pairs of Feedback Buddies and having groups of 4. Give feedback to Student 1 of the group. This cuts the amount of feedback in quarter for any given problem [35].

With either of the ideas for Feedback Buddies or Group Buddies, you would give feedback to Student 1 for Problem 1 and then Student 2 for Problem 2, etc.

Random 7
I'm thinking that if Fawn has 140 students and she has 5 class periods then she as 28 students in each class. I'm also thinking that she might use groups of 4. So, what if she used a Fast Random Number Generator app to come up with 7 students who would be receiving feedback on the PoW. She would give those seven students feedback and that's how the groups would form to have conversations about her feedback and how they should use it to revise/improve their work. [If she happens to prefer groups of 3, then that would be Random 9 instead!) [35]

Random 3
This might be a way to start just because it's VERY manageable for the teacher and it can be used to introduce the idea that you'll be giving feedback and it might lead to conversations about what the process is and what the expectations are. Once the students have submitted, randomly choose 3 students' work from any one class. (I wouldn't pick a low, medium, high submission - I would do it randomly ... or ... I might not even pick one of my students' solutions but instead lift a solution from the Teacher Packet and use it to generate your feedback!). [3] or up to [15] if each class is different.

In April, 2017, I joined Max Ray-Riek to talk about effective forms of written feedback. "We want [the students] to think more about the problem," says Max. "That's our goal in giving feedback: to say something to the student that makes them want to return to the problem and think again." You can view a short video on Heinemann's site: https://blog.heinemann.com/giving-feedback-to-students

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originally posted August 9th, 2014 During our recent EnCoMPASS Summer Institute (#ESI14) Fawn Nguyen's comment that she'll have 140 students this year, started me reminiscing. I, like Fawn does now, taught in southern California and having at least 140 students was normal.

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Use these five strategies to encourage meaningful classroom discussions.

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below are some things that have cropped up organically through people who blogged and tweeted. click around and see some great stuff!

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Problems of the Week - National Council of Teachers of Mathematics

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IT'S THE NUMBER THAT A STUDENT WORKS WITH UNTIL HE KNOWS IT "UPSIDE DOWN AND BACKWARDS" WITHOUT HESITATION. THAT IS WHY WE CALL IT A "JUST RIGHT NUMBER."

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edtech teaching technology google "google apps" "google drive" gafe "google apps for education" education tutorials "instructional technology" "free resource...

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Educational Technology and Learning Resources for Teachers and Educators.

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Printable Manipulatives | Mathematical Practices

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MathArticles.com provides relevant articles from renowned math journals. The articles are coordinated to the topics of Larson Calculus. Visit MathArticles.com to access articles from:

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Principles to Actions Professional Learning Toolkit

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Principles to Actions Professional Learning Toolkit

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Principles to Actions Professional Learning Toolkit - National Council of Teachers of Mathematics

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These grade band specific professional learning modules are focused on the Effective Teaching Practices and Guiding Principles from Principles to Actions Ensuring Mathematical Success for All. Presentation, presenter notes, and required materials are provided in each module to support professional learning with

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Big Ideas and Understandings as the Foundation forElementary and Middle School Mathematics 

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Big Ideas and Understandings as the Foundation forElementary and Middle School Mathematics 

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If you are enjoying Symbaloo, please support us by disabling your ad-blocker or whitelisting our site.

We depend on ad revenue to keep Symbaloo free and fund future developments. Thank you.

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Symbaloo - Save bookmarks and favorite websites online

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Save your bookmarks and favorite websites online with Symbaloo! The best way to store, manage, and organize your bookmarks on the web. Create a free account to share your favorites with friends, colleagues or students. With over 10 million users, Symbaloo is a trusted edtech tool of teachers and educators worldwide!

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Five Practices For Conducting Productive Math Talks

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Five Practices For Conducting Productive Math Talks

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The Importance of Debriefing in Learning and What That Might Look Like in the Classroom

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The Importance of Debriefing in Learning and What That Might Look Like in the Classroom

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The act of debriefing means to carefully examine and analyze upon completion, providing succinctness and summary of a situation.

Debriefing is a daily exercise in most professions: business, politics, law enforcement, psychology, healthcare, law, etc. It is often seen as integral to the profession as members reflect on their learning experiences, track their progress, and name their understandings. In truth, debriefing is accepted as an everyday necessity in order for the professional to advance in his/her practice.

Unfortunately, we as teachers, overwhelmed with exhaustive standards, often feel too rushed to tap into the power of debriefing with students. However, the truth is that when students get the opportunity to dwell on and synthesize the work from a lesson, they discover what they have learned and how they learned it, and then consider what they should do next to stretch and grow that learning. When we afford time for a Debrief, our students get the chance to personalize the lesson and determine where their understanding is and where it isn't.

What Debriefing Might Look Like in the Classroom:
Exit Tickets
Exit tickets are a simple but very effective technique for promoting application, analysis, and synthesis of the learning. Students complete their exit tickets before leaving the class. You then use the collected exit tickets as a quick formative assessment to gauge the needs of the class. They thus serve as closure for a day's class and as information that can be used for planning (Allen, 2004, p. 201). They can also be used by students at the beginning of the next class to generate common class questions or to form study groups (p. 24). What do exit tickets look like in math? They can be summaries, problems to solve, questions that remain, visual representations, journals, analogies, examples and counterexamples, reflections on the prog- ress of the lesson, sketches, and so on. Basically, an exit ticket can be any way you want the students to demonstrate what they learned from class that day.
Essential Question Revisited
Determine the Purpose of the lesson. From that statement, create an essential question or two that will help students reach an understanding of the lesson's Purpose. Present it to the students at the Bridge. Ask them to think, write, and discuss their responses. Then put up the same essential question at the Debrief and have the students use their new knowledge to add to or otherwise revise their original responses. Allow time for silence. Make the questions conceptually grounded, with a real-life flavor to them, rather than simply address the behavioral objective of the lesson. You will get more buy-in this way because the students will find relevance in the learning.
Evaluation of Today's Learning Objective
Have the students fill out sheets that summarize their understanding and signal their efforts to reach the goals for the day's lesson (see the sample forms that follow).
Human Continuum
Place cards at the front of your classroom labeled along a continuum as follows (Hollas, 2005, p. 78):

I could teach what we learned today!

If I took a test on what we learned today, I would do pretty well!

I still don't get what we learned today and would like to revisit it with help!

On the floor in front of the cards, make a line with masking tape. Ask students to stand on the masking tape, positioning themselves so that they are near the card that best describes their understanding of the content. Ask each student to turn to a neighbor and discuss what he or she knows about the topic and/or why he or she chose to stand at that location.
GIST: "Generating Interactions Between Schemata and Text"
GIST has been proven to effectively improve students' reading com- prehension and summary writing (Cunningham, 1982, p. 42-47; Forget,

2004, pp. 156-162). At the Debrief component of the lesson, have students generate a summary of 20 or fewer words. Then ask students to share their GIST statements with a partner. Now challenge the students to come to a consensus for a class GIST summary. By restricting the length of students' GIST summaries, the teacher compels the students to use the three major strategies necessary for comprehension and retention of key ideas in any text: They must delete trivial information, select key ideas, and generalize in their own words.
Before and After the Learning
Return to your "anticipation guide" or "preconcept and postconcept check" to review for accuracies and inaccuracies.
Making Connections
What connections link this learning to the big ideas in mathematics (Hyde, 2006, p. 125)? Encourage the students to make math-to-self, math- to-math, and math-to-world connections.
Whip Around
Have your students make a large circle. You state the Focus, and each student quickly states a connection to that Focus. The connection can be a related concept, an important idea, an example, a strategy for problem solving, a personal connection, a math-to-math connection, or a math-to- real-world connection.
Three Facts and a Fib
This activity is a summative assessment. Ask students to write on an index card four statements about any content the class has just studied (Forsten et al., 2002b, p. 88). Three of the statements (examples, equations, etc.) should be true, and one should be false. Tell students to move about the room, sharing their list of statements with each other. Explain that each student should ask his fellow students to try to pick the false statement. An alternative to this activity is to collect the cards and use them as an Ignition the next day.

Summarizing one's understanding or thinking in writing facilitates deep processing. In short, writing is hard, and the act of writing requires not only deep thinking but also processing your knowledge. Writing sum- maries is even harder. A written summary is synthesis in action.
3-2-1 Journal Entry
The 3-2-1 strategy requires students to summarize key ideas from the lesson and encourages them to think independently. First, students write about 3 things they discovered. Next, they write about 2 things they found interesting. Last, they write 1 question they still have. This strategy can be used as a journal entry during the Debrief or as an exit ticket. The 3-2-1 journal has endless options. You can be flexible with what you want the students to write about: 3 examples of the learning, 2 nonexamples, and 1 way you can tell the difference, and so on.
Math Journals
Journaling affords time for students to reflect, reconsider, revise, and reapply the learning. A math journal is the ideal place for students to pro- cess their mathematical thinking. The math journal can also hold reflec- tions, connections, and syntheses, all of which require skills necessary for success on your state's open-ended math questions. Reflective writing allows students to experience the quietness of their own minds at work, which is a gift.
T eaching an Adult at Home!
After you introduce a new math concept, the students' homework could include "teaching" an adult at home what was learned in class that day. During the Debrief, we practice in class by role playing what they will do at home that evening. Only assign a few problems, with the bottom half of the math page a space for the adult's signature as well as any comments.

This activity allows students to synthesize the learning and provides a worthwhile formative assessment. If the student doesn't truly understand the concept, there is no way he or she will be able to explain it clearly to someone else.
Representation of the Lesson
Have "leftover" containers available for each small group. Their assignment is to place "leftovers" in the container for someone to "mull over" tomorrow. The leftovers should provide the "main dish" from the learning and some of the "side dishes" that supported it that day. The "dessert" should be their favorite part of the lesson. They can do this with pictures, manipulatives, explanations, and so on. Make sure groups can defend their choice of leftovers. Now use the containers the next day as the Bridge to the Learning.
Stump the Teacher
Students represent the learning in some visual way: 2-D models, tables, graphs, sketches, graphic organizers, cartoons, Venn diagrams, examples/nonexamples, and so on. This visualization will promote critical thinking. Challenge the students to explain their visual representations.
Journaling
Students, working in partnerships or small groups, prepare questions or problems to try to "stump their teacher" (Forget, 2004, pp. 221-225). This activity is a high-level way to review just before a test because stu- dents need to have a deep understanding of the content to craft difficult and stump-worthy questions.

Journaling is a great way to Debrief the lesson. The journal prompts below are perfect for debriefing in the math class. Thanks to Donna Boucher, from Math Coach's Corner for collaborating with me on this list.
Download "Put it in Writing"
The following prompts are intended to cultivate deeper mathematical conversations and reflections.

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The Importance of Debriefing in Learning and What That Might Look Like in the Classroom | Corwin Connect

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The act of debriefing means to carefully examine and analyze upon completion, providing succinctness and summary of a situation. Debriefing is a daily exercise in most professions: business, politics, law enforcement, psychology, healthcare, law, etc. It is often seen as integral to the profession as members reflect on their learning experiences, track their progress, and name their understandings.

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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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Represent and solve problems involving addition and subtraction

1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g. by using drawings and equations with a symbol for the unknown number to represent the problem

1.OA.A.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g. by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

1.OA.B.3 Apply properties of operations as strategies to add and subtract. Examples: If 8+3=11 is known, then 3+8=11 is also known (Commutative property of addition). To add 2+6+4, the second two numbers can be added to make a ten, so 2+6+4=2+10=12 (Associative property of addition).

1.OA.B.4 Understand subtraction as an unknown-addend problem. For example, subtract 10-8 by finding the number that makes 10 when added to 8.

1.OA.C.5 Relate counting to addition and subtraction (e.g. by counting on 2 to add 2).

1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g. 8+6=8+2+4=10+4=14); decomposing a number leading to a ten (e.g., 13-4=13-3-1=10-1=9); using the relationship between addition and subtraction (e.g. knowing that 8+4=12, one knows 12-8=4); and creating equivalent but easier or known sums (e.g., adding 6+7 by creating the known equivalent 6+6+1 =12+1=13).

1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6=6, 7=8-1, 5+2=2+5 , 4+1=5+2

1.OA.D.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8+ ? =11, 5 = □ - 3, 6+6 = □

NUMBER AND OPERATIONS IN BASE TEN

1.NBT.A.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
a. 10 can be thought of as a bundle of ten ones - called a "ten."
b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

1.NBT.C.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten.

1.NBT.C.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

1.NBT.C.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

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Represent and solve problems involving addition and subtraction 1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g.

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Discover math on geogebra.org, the home of our free online graphing calculator, geometry calculator, 3D calculator, spreadsheet, CAS, probability calculator and classroom activities

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The Importance of Debriefing in teaching and learning.

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Problems of the Week - National Council of Teachers of Mathematics

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Represent and solve problems involving addition and subtraction

2.OA.A.1 Use addition and subtraction within 100 to solve one and two step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g. by using drawings and equations with a symbol for the unknown number to represent the problem.

2.OA.B.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

Work with equal groups of objects to gain foundations for multiplication

2.OA.C.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g. by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

2.OA.C.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

NUMBER AND OPERATIONS IN BASE TEN

2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. Understand the following as special cases:
a. 100 can be thought of as a bundle of ten tens - called a "hundred."
b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, nine hundreds (and 0 tens and 0 ones).

2.NBT.A.2 Count within 1000; skip count by 5s,10s, and 100s.

2.NBT.A.3 Read and write numbers to 1000 using base-ten notation, number names, and expanded form.

2.NBT.A.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols.

Use place value understanding and properties of operations to add and subtract

2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

2.NBT.B.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.

2.NBT.B.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

2.NBT.B.8 Mentally add 10 or 100 to a given number 100-900 and mentally subtract 10 or 100 from a given number 100-900.

2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.

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Represent and solve problems involving addition and subtraction 2.OA.A.1 Use addition and subtraction within 100 to solve one and two step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g. by using drawings and equations with a symbol for the unknown number to represent the problem.

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Desmos offers best-in-class calculators, digital math activities, and curriculum to help every student love math and love learning math.

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Not have enough time for grading?

Want useful measurements on student performance?

Want to assess student understanding in real-time?

If so, then Flubaroo can help!

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Get reporting and analysis on student performance.

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Teachers, do you... Not have enough time for grading? Want useful measurements on student performance? Want to assess student understanding in real-time? Need a free solution to help? If so, then Flubaroo can help! Grade assignments and assessments in under a minute! Get reporting and analysis on

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Math.3.NBT.A.2

Common core State Standards

Math: Math

3: Grade 3

NBT: Numbers & Operations in Base Ten

A: Use place value understanding and properties of operations to perform multi-digit arithmetic

2:
Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

1. How does Ms. Saul create an environment in which students are comfortable sharing their thinking?

2. What are the advantages of having students share different strategies for solving problems?

3. Why does Ms. Saul ask students about the importance of mental math?

Teachers

English Language Arts Math Science Social Studies Arts / 3 / Teacher

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Math.3.NBT.A.2 Common core State Standards Math: Math 3: Grade 3 NBT: Numbers & Operations in Base Ten A: Use place value understanding and properties of operations to perform multi-digit arithmetic 2: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

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Finding the Mean of a Data Set as a "Balance Point"

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The NCES Kids' Zone provides information to help you learn about schools; decide on a college; find a public library; engage in several games, quizzes and skill building about math, probability, graphing, and mathematicians; and to learn many interesting facts about education.

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This extension launches the Goobric web app, a rubric based assessment tool that works with the Doctopus Add-on for Google Sheets.

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The Mean as a Fair Share and a Balancing Point

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When we are asked what the mean average is, we typically think about the process of finding the mean which we do by adding all the data values and then dividing the sum by the number of data values. In this video, we will look at what we physically mean by the mean.

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Want to learn more? Take the free workshop. All 3rd 4th 5th 6th 7th 8th Alg 1 Geom Alg 2 Stat Calc Water Leak Will service arrive in time?Car Ramp How far did the ca…

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Stretch virtual bands around pegs to form line segments and polygons.

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Emily Seesaw Product Manager

Teachers and students can add work created in Google apps like Docs, Slides or Sheets directly into Seesaw portfolios! There are two options:
Here's how to Upload a Google File:

1. Link to Google Files: If you want students to be able to access Google Docs, Google Slides, Google Sheets, Google Drawings, Google form, videos or other files in Google Drive, you can add a link to those files into a post, activity example or template or message. Just choose the "Link" option and paste in a link to the Google file. Students will need to be logged into their Google account to access the Google links or the file permissions need to be set to "anyone with the link can view".

2. Upload Google Files: If you want students to annotate on top of a Google Docs, Google Slides, Google Sheets, Google Drawings, you can upload to those files into a post, activity example or template or message. Just choose the "Upload" option, then choose Google Drive, then select the file. Seesaw will convert your file into a series of annotatable pages. Studnets will also able to access a link back to the original file as a PDF and in Google. Families will be able to view these files in their child's journal even if they don't have access to Google apps or access to Google drive.

1. Tap the Green Add+ to add a new post, you can also add Google files as attachments to messages or activities.

2. Tap 'Select from Google Drive'. You will need to sign in to your Google account before you can browse files in your Google Drive.

3. Select a file. If the file can be added into Seesaw, the 'Select' button will turn blue.

You will be taken to the annotation screen. If you are adding a Photo, PDF, Google Doc, Google Slide or Google Sheet, you will have access to all of the annotation features including drawing, text labels, voice annotation tools, and captions.

Chromebook Tip

Free users can upload 1-20 pages of a Google item or PDF and add a voice or text caption.

Premium users can upload 1-20 pages of a Google item or PDF and use all creative tools on all of the pages.

If you try to upload a file from Google Drive from the 'Select a File' option, you will only be able to add jpg, png or pdf files. But if you choose 'Select from Google Drive' instead, you can add all Docs, Slides, Sheets, Drawings, plus any photos you have stored in Google Drive!

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How do I use Google Apps or Google Drive with Seesaw?

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Emily Seesaw Product Manager Teachers and students can add work created in Google apps like Docs, Slides or Sheets directly into Seesaw portfolios!

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5 Practices for Orchestrating Math Discussion

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5 Practices for Orchestrating Math Discussion

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Open MiddleChallenging math problems worth solving

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Open MiddleChallenging math problems worth solving

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Open Middle - Challenging math problems worth solving

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Open Middle offers interactive math problems designed to foster critical thinking. Explore unique challenges that boost problem-solving skills and creativity.

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Base ten blocks or ten frames flash on the screen for a set time limit. The student is then asked to identify what number was shown.

Directions:

Watch carefully! After the timer runs out, enter the correct number to proceed to the next flash. The timer decreases with each correct answer and increases with each incorrect answer. At the end of the interactive, data is displayed showing the incorrect and correct answers and what time limit the slide was in view.

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Base ten blocks or ten frames flash on the screen for a set time limit. The student is then asked to identify what number was shown. Watch carefully! After the timer runs out, enter the correct number to proceed to the next flash. The timer decreases with each correct answer and increases with each incorrect answer.

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CutOutFoldUp --Interesting things to make out of paper.

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CutOutFoldUp --Interesting things to make out of paper from mathematical models to toys.

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Emily Seesaw Product Manager

Teachers and students can add work created in Google apps like Docs, Slides or Sheets directly into Seesaw portfolios! There are two options:
Here's how to Upload a Google File:

1. Link to Google Files: If you want students to be able to access Google Docs, Google Slides, Google Sheets, Google Drawings, Google form, videos or other files in Google Drive, you can add a link to those files into a post, activity example or template or message. Just choose the "Link" option and paste in a link to the Google file. Students will need to be logged into their Google account to access the Google links or the file permissions need to be set to "anyone with the link can view".

2. Upload Google Files: If you want students to annotate on top of a Google Docs, Google Slides, Google Sheets, Google Drawings, you can upload to those files into a post, activity example or template or message. Just choose the "Upload" option, then choose Google Drive, then select the file. Seesaw will convert your file into a series of annotatable pages. Studnets will also able to access a link back to the original file as a PDF and in Google. Families will be able to view these files in their child's journal even if they don't have access to Google apps or access to Google drive.

1. Tap the Green Add+ to add a new post, you can also add Google files as attachments to messages or activities.

2. Tap 'Select from Google Drive'. You will need to sign in to your Google account before you can browse files in your Google Drive.

3. Select a file. If the file can be added into Seesaw, the 'Select' button will turn blue.

You will be taken to the annotation screen. If you are adding a Photo, PDF, Google Doc, Google Slide or Google Sheet, you will have access to all of the annotation features including drawing, text labels, voice annotation tools, and captions.

Chromebook Tip

Free users can upload 1-20 pages of a Google item or PDF and add a voice or text caption.

Premium users can upload 1-20 pages of a Google item or PDF and use all creative tools on all of the pages.

If you try to upload a file from Google Drive from the 'Select a File' option, you will only be able to add jpg, png or pdf files. But if you choose 'Select from Google Drive' instead, you can add all Docs, Slides, Sheets, Drawings, plus any photos you have stored in Google Drive!

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How do I use Google Apps or Google Drive with Seesaw?

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Emily Seesaw Product Manager Teachers and students can add work created in Google apps like Docs, Slides or Sheets directly into Seesaw portfolios!

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Talking Circles Promote Equitable Discourse

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Talking Circles Promote Equitable Discourse

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Talking Circles Promote Equitable Discourse

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A structured discussion format disrupts patterns of stratified talk and facilitates broader student participation.

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ESTIMATION 180 is a place for both students and teachers to enjoy making sense of math and develop their number sense together.

Pick from over 200 visual estimation tasks that invite all your students to be part of rich math conversations and learning.

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How do I get started? 1 USE THE FREE MATH LESSONS Estimation 180 Tasks 3-Act Tasks 2 SUBSCRIBE Email Newsletter Podcast

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Counting With Your Eyes: The Importance of Subitizing For Developing Math Understanding

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Have you ever looked at a group of items and just knew how many there were without actually counting? This ability to "see" how many items are in a group without counting is called subitizing. The ability to subitize is an important part of developing a strong mathematical foundation and understanding of number ( Baroody 1987, 115).

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Graphic Organizers & Choice Boards

This collection of ready-to-use graphic organizers will help children classify ideas and communicate more effectively. All of our printable graphic organizers are designed to facilitate understanding of key concepts by allowing students to visually identify key points and ideas. By using graphic organizers across all subject areas, you will be empowering your students to master subject-matter faster and more efficiently. We have graphic organizers for reading, science, writing, math, and for general classroom use. You'll also find blank printable templates like graph paper, dot arrays, and other useful tools.

Popular Graphic Organizer Collections

Self-assessment Graphic Organizers

Growth Mindset Graphic Organizers

Graphic Organizers (PreK-2)

Help students, grades pre-K-2, with their reading comprehension, main idea organization, and more using our graphic organizers.

Graphic Organizers (Grades 3-5)

Help your grade 3-5 students with their organization by using our graphic organizers and reading webs.

Graphic Organizers (Grades 9-12)

These graphic organizers for grades 9-12 will aid students in reading comprehension, writing abilities, and sequencing.

Writing Graphic Organizers

Help students organize their writing with these sequence charts, reading organizers, outlines, webs, and more!

Research Graphic Organizers

Support students to practice and develop essential research skills.

Science Graphic Organizers

Use our venn diagrams, graphic organizer worksheets, and instructions to help your students organize their scientific thought.

Timelines and Sequence Charts

Sequence stories and picture orders with these timeline and sequence charts.

Reading Comprehension

Enhance your student's reading comprehension with these webs, main idea charts, plot summaries and more with our reading comprehension graphic organizers!

Concept Maps and Idea Webs

These concept maps and idea webs will help students organize their thoughts, whether they are history, science, or language arts related.

Math Graphic Organizers

Help your students enhance their math skills and stay on track with these homework checklists, KWL charts, column charts and more.

Galleries

These galleries provide you the best graphic organizers for every occasion. Whether it be writing, science, literature, or animal related, we have a slideshow for it all!

Customizable Graphic Organizers

Use our customizable graphic organizers to tailor each one to the specific lesson of the day.

KWL Charts

Help students organize what they know, what they want to know, and what they have learned with these KWL charts relating to all subjects.

Venn Diagrams

Venn Diagrams are a great way for students to compare and contrast two (or three) concepts. Use our venn diagrams to accompany your lesson for any subject.

Cause and Effect

Each effect has a cause. Help students identify the two in their readings, writing, and more with our cause and effect printable worksheets.

Main Idea and Supporting Details

It is important for students to distinguish main ideas and supporting details in order to comprehend their readings. We have provided printable graphic organizers, such as a stair step organizer, to help students organize the main idea from the supporting details.

Choice Boards

Choice Boards are similar to graphic organizers because they can be downloaded, printed, and given to students. What sets Choice Boards apart is that they provide students with the opportunity for choice. Rather than a graphic organizer that has one assignment, a choice board provides multiple ways that students can explore a topic or skill and demonstrate their learning. Choice boards also help you differentiate your instruction, as you can support students to make a choice that best aligns with their learning needs and learning preferences. Access our library of choice boards below.

Holiday Choice Boards

Math Choice Boards

English Language Arts Choice Boards

Social Studies Choice Boards

Science Choice Boards

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Graphic organizers for teachers grades K-12.

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An octopus for docs! Teacher-built tool for scaffolding, managing, organizing, and assessing student projects in Google Drive.

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An octopus for docs! Teacher-built tool for scaffolding, managing, organizing, and assessing student projects in Google Drive.

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Talk about math. Talk about anything you like about math. Talk about it anywhere, with anyone. Tell them why it's great. Tell them how you think. Tell them how it surprises you, how it charms you, and how it all fits together.

Kids Love to talk! We talk about our reading, our writing, our science, our personal lives. Admit it, people LOVE to talk! We should be talking in our math classes as well! The key however, is to ensure that the talk is productive and leads to deeper mathematical understanding. In the math classroom we can promote higher order thinking by engaging our students in productive and guided math talks.

I am a K-5 collaborative special education teacher and a Masters student focused on Elementary Mathematics Specialist. In my studies two ideas and philosophies have emerged that have changed my life, and thus my student's lives. Those two ideals are constructivist learning and productive math discussions. Of course I have gained unmeasurable knowledge through collaboration and discussions with my fellow learners and together we have grown through our readings and research.

Following are a few of the readings we have utilized and then three presentations I have developed, and one developed by one of my favorite math nerds of all time, Moriah Widener. I would love it if you would use these resources for your personal growth, and please, feel free to share them with your colleagues or in staff development sessions. It is through support and collaboration that we all grow as teachers!

Happy Mathing!
EDITOR'S NOTE: Although we no longer use the Common Core Standards, there is valuable information in these presentations! Click here to see our current Oklahoma Academic Standards.

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Talk about math. Talk about anything you like about math. Talk about it anywhere, with anyone. Tell them why it's great. Tell them how you think. Tell them how it surprises you, how it charms you, and how it all fits together. Kids Love to talk!

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A living documentation to the learning of how to create a diverse opportunity for students through play, story, or gamification in a math classroom.

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My growing list of free real world problem-based lessons for grades 2 through high school. Includes links to download multimedia and teacher guide.

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Wikispaces was founded in 2005 and has since been used by educators, companies and individuals across the globe.

Unfortunately, the time has come where we have had to make the difficult business decision to end the Wikispaces service.

We first announced the site closure in January 2018, through a site-wide banner that appeared to all logged-in users and needed to be clicked on to dismiss

During the closure period a range of banners were shown to users, including a countdown banner in the final month. Additionally, the home page of Wikispaces.com became a blog, detailing the reasons for the closure. Private Label Site Administrators were contacted separately regarding the closure

Wikispaces Tier

Closedown Date

Classroom and Free Wikis end of service

31st July 2018

Plus and Super Wikis end of service

30th September 2018

Private Label Wikis end of service

31st January 2019

Why has Wikispaces closed?
Approximately 18 months ago, we completed a technical review of the infrastructure and software we used to serve Wikispaces users. As part of the review, it became apparent that the required investment to bring the infrastructure and code in line with modern standards was very substantial. We explored all possible options for keeping Wikispaces running but had to conclude that it was no longer viable to continue to run the service in the long term. So, sadly, we had to close the site - but we have been touched by the messages from users all over the world who began creating wikis with it and now running them on new platforms.

The Wikispaces team

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Wikispaces was founded in 2005 and has since been used by educators, companies and individuals across the globe. Unfortunately, the time has come where we have had to make the difficult business decision to end the Wikispaces service.

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10 Google Chrome Extensions Every Student Needs

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10 Google Chrome Extensions Every Student Needs

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Now more than ever, the need for digital literacy is paramount. Our students face a vast technological landscape, and it's important they develop the skills needed to navigate this ever-advancing world. Google Chrome extensions can help with that.

Chrome extensions are small programs that extend the browser functionality of Google Chrome. No longer are web browsers simply a standard means of accessing information. Students can use Chrome extensions to eliminate pesky YouTube ads, check the definition of any word on the web, annotate images and PDFs, and so much more.

There are thousands of Chrome extensions available in the Chrome Web Store; many are created directly by Google, while others are crafted by third-party developers. Either way, these helpful little programs add a variety of neat features and tools to Google Chrome-but many students don't even know they exist.

To help spread the extension love, I've rounded up my top 10 free Chrome extensions that every student should know about.

Split Tabs helps students maximize their productivity by quickly opening and arranging multiple browser tabs. Having to toggle between separate tabs can be cumbersome and time consuming. This intelligent extension allows users to view multiple tabs at once and navigate the web more efficiently. In Mac OS X and Windows (7 and up), a basic split screen is achieved by dragging each browser tab to the far right and left of the screen. This extension simplifies that process and enables so much more.

Google Dictionary allows students to easily check the definition of any word. No need to spend time opening another browser tab. Simply double click on a word or open the search bar from the browser icon, and a small pop-up with the definition appears. Google Dictionary also has the ability to sync with third-party extensions, such as Flashcards for Google Dictionary, and students can opt to store their inquiry history for easy access or download at any time.

Flashcards for Google Dictionary creates digital flash cards for any words that have been saved with the Google Dictionary extension. These handy flash cards contain not only the definition of each word, but also the sentence from which each word was originally saved-and all of this is easily accessible from the toolbar icon.

Power Thesaurus allows students to look up a list of synonyms and antonyms for any word desired. Like the Google Dictionary extension, students can either double click on a word or search from the toolbar icon, and a set of helpful suggestions appears within the browser.

Save to Google Drive enables students to save web content or screenshots directly to Google Drive. This time-saving extension is a must-use for students who regularly work with Google's productivity tools, such as Drive, Docs, Slides, and Sheets (more on using those in the classroom here).

Save to Google Keep works much like the Save to Google Drive extension. Google Keep is a lesser-known-but-still-super-cool note-taking app. It creates digital "sticky" notes where students can create lists and add text, images, and audio. This extension streamlines that process by allowing students to save text and images from the web with a simple right click of their mouse.

Kami is a user-friendly markup tool that enables students to digitally annotate PDFs, documents, and image files. This powerful extension works seamlessly within Google Drive, which means students can view, annotate, save, and share files all in one place. Adding text, highlights, shapes, images, and comments to otherwise static documents has never been easier.

Nimbus allows students to capture screenshots and record video directly from the browser toolbar icon. Students can create screenshots from entire webpages or from one specific area. Then they can annotate those images with a variety of clever editing tools including arrows, shapes, and text boxes. With this mighty extension, students can also record and narrate videos of a single browser tab or an entire desktop screen.

AdBlock for YouTube automatically blocks all YouTube ads. Students can browse videos without worrying about distracting or inappropriate advertising content. A single download is all it takes, and those pestering ads are gone for good.

Emoji for Google Chrome is the easiest way to find, copy, and use the full emoji keyboard while typing anywhere on the web. Because why not?

Looking for even more tools to help students harness the power of their web browser? Check out the full list of available Google Chrome extensions in the Chrome Web Store.
What are some of your favorite Google Chrome extensions for students? Share in the comments.

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10 Google Chrome Extensions Every Student Needs - We Are Teachers

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Now more than ever, the need for digital literacy is paramount. Our students face a vast technological landscape, and it's important they develop the skills needed to navigate this ever-advancing world. Google Chrome extensions can help with that. Chrome extensions are small programs that extend the browser functionality of Google Chrome.

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"Fluency in each grade involves a mixture of just knowing some answers, knowing some answers from patterns (e.g., "adding 0 yields the same number"), and knowing some answers from the use of strategies. It is important to push sensitively and encouragingly toward fluency of the designated numbers at each grade level, recognizing that fluency will be a mixture of these kinds of thinking which may differ across students." (CC/OA Progression, p. 18)

These documents provide a set of short activities extracted from Engage NY and Illustrative Mathematics, two open education resources. While initially created as a supplement to Go! Math, teachers who are using a variety of curricula have found these fluency resources helpful. The activities are designed to support students' progress toward the grade-level numeracy and fluency articulated in college- and career-ready standards. They are intentionally short, providing educators the flexibility to use them before or after a lesson or anytime during the school day. The activities are intended to be used throughout the school year.
Send Feedback

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Fluency Resources for Grade-Level Routines

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"Fluency in each grade involves a mixture of just knowing some answers, knowing some answers from patterns (e.g., "adding 0 yields the same number"), and knowing some answers from the use of strategies.

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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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As a previous math teacher, I have a soft spot for the pains teachers and students can feel when trying to use math symbols and expressions in technology. The same thing can be said in science when typing chemical formulas. Technology seems to play best with normal letters and numbers, rather than exponents, subscripts, fractions, and such.

Although there are many tools to help address these issues, one I have often recommended has been g(Math). This is an add-on for Google Docs, Sheets, and Forms, that provides a variety of ways to enter and insert mathematical expressions into these files.

Recently I found out that g(Math) is getting an upgrade with a new name, new features, and new format! The new version is called Equatio and it makes it easier than ever to write with math and science symbols in Google Docs and Forms. Rather than being an add-on, this version of the tool is actually a Chrome extension, meaning eventually it will be able to work in many apps beyond just Docs and Forms.

(Update: The full version of Equatio is now free for teachers.)

What is Equatio?

Equatio is a Chrome web extension that makes it easier to create and insert mathematical symbols and expressions, as well as scientific formulas when using Google Docs and Google Forms. Because it is a Chrome web extension, you need to be using the Chrome browser on a PC, Mac, or Chromebook to use Equatio.

Update: Equatio is available for installation from the Chrome Web Store now at: Equatio Chrome Web Store link

Note: The free version of Equatio works in Google Docs, while there is a premium upgrade option that also works in Google Forms, Slides, Sheets, and Drawings. See the Texthelp website for full details on the free versus premium versions.

Update: The full premium version of Equatio is now free for educators. You can read the announcement from Texthelp here, and can fill out the form to get authorized for the free full version here: http://www.texthelp.com/freeforteachers

Once you have Equatio installed, you can launch it in either Google Docs or Google Forms.

When in Google Docs, simply click on the Equatio extension in the top right corner of Chrome.

When in Google Forms, click the Equatio icon next to any question or answer in the Form.

This will open the Equatio toolbar at the bottom of your screen.

With the Equatio toolbar open, You can adjust a few settings.

Click the Equatio menu on the left side of the toolbar.

Choose "Options" from the pop-up menu.

In the "Prediction" section you can turn on prediction for Math, Chemistry, and Formulas, depending on what subject(s) you teach or take as a student.

Using Equatio

With Equatio you can enter math and science writing in five ways:

Equation Editor

LaTeX Editor

Handwriting Recognition

Speech Input

Symbol Galleries

Each of these options is explained below.

Option #1 - Using the Equation Editor

The Equation Editor allows you to enter math and science content with natural language and predictions.

Begin by typing in letters and numbers as normal.

If you type in part of any math terminology, Equatio will pop up matching predictions to choose from, and will then insert that symbol. For example you could begin to type square root, pi, exponent, quadratic formula, integral, or such.

If you type in part of any chemical formula, Equatio will pop up matching predictions for those as well.

When done creating your math or science text, click the " Insert Math" button to add it to your Google Doc or Form.

Option #2 - Using the LaTeX Editor

If you are familiar with the LaTeX syntax, you can also use that for entering your math by using the " LaTeX Editor" option.

Option #3 - Handwriting Recognition

Equatio also allows you to draw your mathematical expressions, and it will try to convert that over to the typed symbols. You can use your mouse to do this, or your finger or stylus if you have a touch screen laptop.

Click on the "Handwriting Recognition" button in the Equatio toolbar.

Draw in the "Handwriting" area on the left.

If you need more room, drag the top of the panel to make it larger.

In the "Math" section on the right, Equatio will try to convert your handwriting to symbols.

You can use the "Undo" button to remove something that was not recognized to try again.

When done creating your math or science text, click the " Insert Math" button to add it to your Google Doc or Form.

Another way to enter math or science text is to speak to Equatio. Using voice recognition, the extension will try to translate your spoken words into symbols.

Click the "Speech Input" button on the Equatio toolbar.

Click the red record button in the "Speech" area on the left side.

Begin speaking and Equatio will translate in the "Math" area on the right side.

When done creating your math or science text, click the " Insert Math" button to add it to your Google Doc or Form.

Option #5 - Symbol Galleries

While using any of the previous four input methods, you may also take advantage of Equatio's " Symbol Galleries" on the far right side of the Equatio toolbar. Sometimes it may be easier to pick a needed symbol or formula from the pop-up menus to insert into your Doc or Form.

The symbol galleries include the following:

Using Equatio in Google Docs

When you use Equatio to insert math expressions or science formulas into a Google Doc, the text is inserted as an image. Just like any image you can modify it in several ways:

Click and drag the corners to make the image larger or smaller.

Click the "Wrap text" option to drag the image to different parts of the page.

Click and drag the circle on the top of the image to rotate it.

Using Equatio in Google Forms

Equatio can be used both when creating a Google Form and when filling out a Google Form. This is a great way for teachers to create quizzes with math and science symbols, but can also make it easier for students to submit math expressions and science formulas as answers.

To use Equatio when creating a Form, do the following:

Click the Equatio icon next to any question to create an image to go along with the question.

Click the Equatio icon next to any answer choice to create an image to go along with that choice.

Create a math or science expression as normal using the Equatio tools.

When you click "Insert Math" the images will be added to the Form.

To use Equatio when filling out a Form (such as taking a quiz) do the following:

When completing a "Short Answer" or "Paragraph Text" question, you will see an Equatio icon in the answer box.

Click the Equatio icon to open the toolbar and create your math expression as normal.

When you click "Insert Math" the image will be added to the answer.

If you need to remove the answer to insert something else, you can click the "X" icon to start over.

The answers you submit will show up properly as images on the "Responses" tab in the Form.

Note: Because these answers are actually images, Google Forms is not able to auto-grade those specific questions with the built-in quiz feature. You would need to enter the score for these questions by hand on the "Individual" tab of the "Response" section.

Conclusion

With Equatio students and teachers now have several more options when creating math expressions and science formulas in Google Docs and Forms, including natural text, handwriting, and even speech input. Over time Texthelp plans to continue adding many more features to Equatio, and to extend its functionality to other programs.

For those that are familiar with g(Math), you can continue to use that tool as well, although all new development and features will be going into Equatio moving forward.

Post by Eric Curts. Bring me to your school, organization, or conference with over 50 PD sessions to choose from. Connect with me on Twitter at twitter.com/ericcurts and on Google+ at plus.google.com/+EricCurts1

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Equatio: Yes You Can Type Math and Science in Google Docs and Forms!

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As a previous math teacher, I have a soft spot for the pains teachers and students can feel when trying to use math symbols and expressions in technology. The same thing can be said in science when typing chemical formulas. Technology seems to play best with normal letters and numbers, rather than exponents, subscripts, fractions, and such.

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Engaging in Productive Struggle: Number Talks

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Engaging in Productive Struggle: Number Talks

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Math.Practice.MP1

Common core State Standards

Math: Math

Practice: Mathematical Practice Standards

MP1: Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, \"Does this make sense?\" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

Download Common Core State Standards (PDF 1.2 MB)

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Math.Practice.MP3

Common core State Standards

Math: Math

Practice: Mathematical Practice Standards

MP3: Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and--if there is a flaw in an argument--explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

Download Common Core State Standards (PDF 1.2 MB)

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Math.2.NBT.B.5

Common core State Standards

Math: Math

2: Grade 2

NBT: Number & Operations in Base Ten

B: Use place value understanding and properties of operations to add and subtract

5:
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

1. What tools does Ms. LaCour use to support her ELL students?

2. What are the benefits of having students lead the number talk?

3. How do number talks encourage students to try new math strategies?

School Details

Acorn Woodland Elementary School
1025 81st Avenue
Oakland CA 94621

Data Provided By:

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Engaging in Productive Struggle: Number Talks

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Students in Monique LaCour's second grade class explore subtraction strategies through student-led number talks. Class begins with a review of number talk roles and sentence frames. Then, students break off into small groups for the number talk, where they share and try new strategies to solve a subtraction problem.

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3 Act Math Tasks By Kyle Pearce, Dan Meyer and Others

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3 Act Math Tasks by Kyle Pearce, Dan Meyer and many others to spark curiosity and fuel sense making.

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Visual Fractions Searching Games

Find Grammy Help Grampy find Grammy. Grammy hides herself better than Grampy and Grampy uses only two words to help you find her.

In-Between is a strategy game that asks you to find a decimal position on a number line by guessing minimum and maximum amounts. Blinky is lost on an unknown planet. Help find him.

Visual Fractions Cookies and Cakes Games

Cookies for Grampy See how fast you can put whole cookies together.

Egyptian Barley Cakes demonstrates how Ancient Egyptian fractions might have been used to pay workers. Reward your workers the Ancient Egyptian way with slices of barley cake.

Visual Fractions Weighing Games

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Visual Fractions Searching Games Find Grammy Help Grampy find Grammy. Grammy hides herself better than Grampy and Grampy uses only two words to help you find her. In-Between is a strategy game that asks you to find a decimal position on a number line by guessing minimum and maximum amounts.

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Free Math Apps

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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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Open-ended Questions to Encourage Conversation

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Open-ended Questions to Encourage Conversation

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Enjoy your first three pieces of content for free. Subscribe for unlimited access.

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Discussion and Supporting Materials

Thought starters

1. How do open-ended questions empower students, especially English Language Learners?

2. What advice does Ms. Gelormino have for using open-ended questions?

3. How do you use questions in your own classroom?

School Details

Think College Now School
2825 International Boulevard
Oakland CA 94601

Data Provided By:

Teachers

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Open-ended Questions to Encourage Conversation

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Julia Gelormino shares how she uses open-ended questions to empower her students. She explains how using open-ended questions builds trust and leaves room for students to share their academic thinking. She gives tips for how you can remember to use them.

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Problem Based Learning (PrBL) curriculum maps

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Problem Based Learning (PrBL) curriculum maps

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The following Problem Based Learning (PrBL) curriculum maps are based on the Math Common Core State Standards and the associated scope and sequences. The problems and tasks have been scoured from thoughtful math bloggers who have advanced our practice by posting their materials online.

The Scope and Sequences for Algebra 1, Geometry, Algebra 2, Math 9 (Integrated), Math 10 (Integrated), and Math 11 (Integrated) are from Pearson. Other Scope and Sequences were developed by me, modeling a similar visual style.
Grade 3 CCSS PrBL Curriculum Map Grade 4 CCSS PrBL Curriculum Map Grade 5 CCSS PrBL Curriculum Map Grade 6 CCSS PrBL Curriculum Map Grade 7 CCSS PrBL Curriculum Map Grade 8 CCSS PrBL Curriculum Map Math 9 (Integrated) CCSS PrBL Curriculum Map Math 10 (Integrated) CCSS PrBL Curriculum Map Math 11 (Integrated) CCSS PrBL Curriculum Map Algebra 1 CCSS PrBL Curriculum Map Geometry CCSS PrBL Curriculum Map Algebra 2 CCSS PrBL Curriculum Map
Be sure to check back often as these curriculum maps are bound to change when new cool activities are added on math blogs worldwide. I'll be adding more and more curriculum maps in due time. Also, if you have a favorite particular task that isn't here (or just comments in general), let me know in the comments!

For more on Problem Based learning, you can check out my previous posts on the topic.

- Geoff

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Common Core Problem Based Curriculum Maps

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The following Problem Based Learning (PrBL) curriculum maps are based on the Math Common Core State Standards and the associated scope and sequences. The problems and tasks have been scoured from thoughtful math bloggers who have advanced our practice by posting their materials online. The Scope and Sequences for Algebra 1, Geometry, Algebra 2, Math...

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Manipulatives

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Online manipulatives bring all of the learning and fun without the mess. Our math virtual manipulatives help students grasp abstract concepts through modeling. Literacy virtual manipulatives create a fun space for practicing spelling, rhyming, and more!

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Virtual Manipulatives | Mathematical Modelling | Toy Theater

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Original teaching tools aimed at supporting teachers in the elementary school classroom. Two color counters, 3D dice, probability spinners, graph builders, fraction bars, base ten blocks, and more!