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Social Justice Mathematics and Science Curricular Resources for K-12 Teachers 

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The New York State Education Department discontinued support for the EngageNY.org website on July 7, 2022. The NYSED encourages educators to download any EngageNY content they wish to use in the future from our archive sites below.

All ELA and mathematics curriculum files will be available at the links below, and will remain free and licensed under the Creative Commons Attribution-NonCommercial-ShareAlike (CC BY-NC-SA) license.

Archived EngageNY Curriculum Files:

Grades 3-8 ELA and Mathematics Test Materials:
Questions regarding this change may be directed to the EngageNY Help Desk.

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The New York State Education Department discontinued support for the EngageNY.org website on July 7, 2022. The NYSED encourages educators to download any EngageNY content they wish to use in the future from our archive sites below.

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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!

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2nd Grade Friendly Numbers w _ Tape Diagram Addition and Subtraction

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In this video I walk through the use of a tape diagram to solve a Common Core Algebra 1 Problem. I compare and contrast this approach with the more standard algebraic approach to solving the problem.

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The Inquiry Project takes a unique approach to a study of matter for grades 3-5, bringing together core ideas, scientific practices, and crosscutting concepts...

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Judit Moschkovich: Math, CCC, and ELs Video

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Judit Moschkovich: Math, CCC, and ELs Video

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2.Judit Moschkovich: Math, Common Core, and ELLs

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Judit Moschkovich talks about teaching math for conceptual understanding with ELL students. ELLs may not speak like mathematicians right away, but teachers can build on the mathematical reasoning they're already doing.

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3.Okhee Lee: Science, Next Generation Science Standards, and ELLs

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Okhee Lee says that science and engineering practices are an important new element in the Next Generation Science Standards. Understanding Language highlights four of the practices that are language-intensive: developing models, constructing explanations, evaluating and communicating information, and engaging in argument from evidence.

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Understanding Language is devoted to improving education for English Language Learners in light of the new Common Core State Standards and Next Generation Science Standards. Based on the latest research, we provide resources to help teachers, administrators, and policy makers recognize the language demands in mathematics, science, and English language arts.

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ClassDojo helps teachers, parents, and students build amazing classroom communities.

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KAHOOT QUIZZES

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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Online Whiteboard and Collaboration - Scribblar.com

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Scribblar is an online collaboration tool that is perfect for online tutoring. It features live audio, chat, whiteboard, image sharing, document sharing and more. Used by learners, trainers and schools around the world, Scribblar is quickly becoming the favourite tool for online collaboration and tutoring.

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2nd Grade Friendly Numbers w _ Tape Diagram Addition and Subtraction

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Long Division with Tape Diagrams and Base-10

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Uploaded by Drew Hackelman on 2013-12-11.

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Tape Diagrams for Addition and Subtraction

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Uploaded by Mrs. Silverglat on 2015-09-22.

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2nd Grade Friendly Numbers w _ Tape Diagram Addition and Subtraction

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Tape Diagrams for Addition and Subtraction

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This video screencast was created with Doceri on an iPad. Doceri is free in the iTunes app store. Learn more at http://www.doceri.com

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Multiplying Single Digit Numbers - Tape Diagrams, Model Drawings, Number Bonds 3.OA.3, 3.OA.5

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This video walkthrough lesson employs tape diagrams (model drawings) & number bonds to solve single digit multiplication word problems.

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2nd Grade Friendly Numbers w _ Tape Diagram Addition and Subtraction

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Not sure what a tape diagram is? Watch this clip of Stephanie Karns explaining how to use a tape diagram. For more videos and information on Homework Hotline please visit us at homeworkhotline.org/ or on Facebook.

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Tape Diagrams and Mental Multiplication of Large Numbers Topic B

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How to use tape diagrams to solve more challenging problems.

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adding fractions with fraction strips - Yahoo Video Search Results

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The search engine that helps you find exactly what you're looking for. Find the most relevant information, video, images, and answers from all across the Web.

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(CMC 2014) How I Met Your Mother Function - Cheng Presentations

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Hi,TapTapblocks is very fun But I think there should be more colors in the blocks there's Red, orange, yellow, green, light blue, dark blue, pink, purple, surprise. But if there was maybe black or stuff like that. But overall I think it is very fun useful and easy to use.

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‎TapTapBlocks brings colorful building blocks to life in 3D! Limited only by your imagination, simply tap any block to add a new block at that spot, rotate the blocks in 3D with just one finger. Features: * Create unlimited combinations with colorful building blocks * Add or remove blocks wi...

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Cignition’s FogStone Isle lets kids explore, create and engage with math through real-world scenarios. Unlike most game-based learning programs, FogStone […]

Polyup is a free and open computational thinking playground where students can experiment with numbers and functions. Students will “mod”, […]

Refraction focuses on teaching fractions and discovering optimal learning pathways for math education. Refraction lets you bend, split, and redirect […]

This lets you play with math while exploring a 3-D virtual world, filled with number creatures and mathematical machines. It […]

Dragon Box teaches you algebra through visuals. You solve for x and have fun doing it. It really encourages algebraic […]

SET is a board game where any table becomes the board. It is a highly addictive, original game of visual […]

In this app you have to release the creature from jail by turning the gears. It helps you develop number […]

Mancala is a family of board games played around the world, sometimes called “sowing” games, or “count-and-capture” games, which describes […]

Muggins math board games and manipulatives are not only educational but make learning FUN! Built the old fashioned way with […]

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Mancala is a family of board games played around the world, sometimes called "sowing" games, or "count-and-capture" games, which describes [...]

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Nine-colorful proportional tiles representing 1,-1/2, 1/3,-1/4, 1/5, 1/6, 1/8, 1/10, and 1/12. 51 piece set comes in a 9" x 10" plastic tray.

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DIY Common Core Math Manipulative:  Fraction Squares

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The purpose of this activity is to give students an opportunity to explore the concept of geometric proportionality. The essential question in this task is "How do we use math to find the height of things that are difficult to measure?" Since students will be working in teams, this activity helps to establish group norms.

Materials

The Sunblocker kit:

A flashlight

The cut out sun blockers

A ruler

The map of the city of San Jose (or a city of your choice)

Task Instructions

1. Introduce the Essential question "How do we use math to find the height of things that are difficult to measure?". Show images of things whose height might be interesting to measure. Ask students to generate a list of objects whose height might be interesting to measure.

2. Establish Classroom Norms. Discussion around norms for working together and doing math. (i.e. How to have a discussion, how to justify answers, etc.)

3. Show the Simpson's clip of Mr. Burns blocking the sun with a circular disk. State the goal of the day: "Our goal is to help Mr. Burns understand where to place a circular disk in order to block the sun over the town of Springfield." https://www.101qs.com/2708-simpsons-sunblocker

4. Launch the activity

Show the contents of the Sunblocker kit: a flashlight, the cut-out sun blockers, a ruler, and the map of the city of San Jose (or a city of your choice).

Ask several students to help demonstrate the data collection. One student holds the flashlight, another holds a blocker and another measures. The fourth records. Point out that students need to keep the flashlight in the same position at all times, as much as possible, just like the sun is.

Explicitly call attention to what each member of the group is doing.

Distribute the Simpsons Sunblocker worksheet.

5. Group Work

In groups of four, students should repeat the experiment for all the Sunblockers in their kit. Students should create a table with the following variables: diameter of the blocking disk and distance from light source.

Inform students they will be challenged at the end of the day by being given a disc they have not used. Their goal will be to put the disc in the best location to block out the sun over San Jose. Note: Exchange the map in the unit for any location that would be relevant and of interest to the students.

Teacher Talking Points:

Precision. Encourage students to be as precise as possible in their measurements and in holding the flashlight.

Noticing. Ask students to share their informal observations about what they're noticing.

Student Challenges & Misconceptions:
Organization. Students might not experiment systematically. They might measure the discs in an order that doesn't highlight patterns as well as ascending or descending. If they struggle to see patterns ask students how they could organize their data differently.

6. Formative Assessment

When groups have completed the table, pass out the next prompt on a card: "We've created a disc that is 15 cm in diameter. Where should it go? Everybody in your group should be able to explain your reasoning."

Student Conceptions:

Estimation - Direction. "I know the blocker is going to be farther away from the light because the disk is bigger."

Estimation - Constant Difference. "I know the blocker is going to be farther away and I used the pattern to count up to where I thought it would be."

Estimation - Interpolation. "San Jose is 18.5 centimeters. The largest disk is 9.4. This new disk is 15 centimeters so it is going to be really far away from the light source.

Calculation. The student calculates the constant of proportionality and uses it to find the new height.

7. Group Work

As groups find their estimates, the teacher asks a random member for her answer and her reasoning. (The answer should be more sophisticated than Estimation - Direction.)

Teacher passes out the two graphs. The first is to be used for a sketch. The second is to be used for a more accurate graph. Every student in the group should make a sketch of the data (rough, no units, to get a sense of trends) and a graph of the data (precise, using grid paper) and compare with each other. They will explain to each other in words why they drew it the way they did.

Teacher Talking Points:

Methods. Teacher will ask students how they will use their graph to determine the height of the final sun blocker. Teacher can ask students, "Can you show me where the final sun blocker is on your graph?"

Once students have their answer - both estimated and now tested by graphing - the teacher can test their answer by giving them the final sunblocker and letting them use it.

Each group should record how close their answer was from the actual best placement of the final disk. (Note: every group may have a different, correct answer, depending on where they hold the flashlight.) Teacher will offer extensions as the groups finish. Every group needs to enter their data in a Google Form (or equivalent) so the teacher can pose questions about the class data set the next day.

8. Class Debrief - Headlining. Each group decides on a single "headline," a major takeaway or big idea from today. (eg. "Use little data to make conclusions about big data.") They write it down and then share each out to the entire class.

Reference

Licensed under Creative Commons Attribution 3.0 by Dan Meyer, Sarah Kate Selling, Kathy Sun & Jo Boaler

The purpose of this activity is to give students an opportunity to explore the concept of geometric proportionality. The essential question in this task is "How do we use math to find the height of things that are difficult to measure?" Since students will be working in teams, this activity helps to establish group norms.

Materials

The Sunblocker kit:

A flashlight

The cut out sun blockers

A ruler

The map of the city of San Jose (or a city of your choice)

Task Instructions

1. Introduce the Essential question "How do we use math to find the height of things that are difficult to measure?". Show images of things whose height might be interesting to measure. Ask students to generate a list of objects whose height might be interesting to measure.

2. Establish Classroom Norms. Discussion around norms for working together and doing math. (i.e. How to have a discussion, how to justify answers, etc.)

3. Show the Simpson's clip of Mr. Burns blocking the sun with a circular disk. State the goal of the day: "Our goal is to help Mr. Burns understand where to place a circular disk in order to block the sun over the town of Springfield." https://www.101qs.com/2708-simpsons-sunblocker

4. Launch the activity

Show the contents of the Sunblocker kit: a flashlight, the cut-out sun blockers, a ruler, and the map of the city of San Jose (or a city of your choice).

Ask several students to help demonstrate the data collection. One student holds the flashlight, another holds a blocker and another measures. The fourth records. Point out that students need to keep the flashlight in the same position at all times, as much as possible, just like the sun is.

Explicitly call attention to what each member of the group is doing.

Distribute the Simpsons Sunblocker worksheet.

5. Group Work

In groups of four, students should repeat the experiment for all the Sunblockers in their kit. Students should create a table with the following variables: diameter of the blocking disk and distance from light source.

Inform students they will be challenged at the end of the day by being given a disc they have not used. Their goal will be to put the disc in the best location to block out the sun over San Jose. Note: Exchange the map in the unit for any location that would be relevant and of interest to the students.

Teacher Talking Points:

Precision. Encourage students to be as precise as possible in their measurements and in holding the flashlight.

Noticing. Ask students to share their informal observations about what they're noticing.

Student Challenges & Misconceptions:
Organization. Students might not experiment systematically. They might measure the discs in an order that doesn't highlight patterns as well as ascending or descending. If they struggle to see patterns ask students how they could organize their data differently.

6. Formative Assessment

When groups have completed the table, pass out the next prompt on a card: "We've created a disc that is 15 cm in diameter. Where should it go? Everybody in your group should be able to explain your reasoning."

Student Conceptions:

Estimation - Direction. "I know the blocker is going to be farther away from the light because the disk is bigger."

Estimation - Constant Difference. "I know the blocker is going to be farther away and I used the pattern to count up to where I thought it would be."

Estimation - Interpolation. "San Jose is 18.5 centimeters. The largest disk is 9.4. This new disk is 15 centimeters so it is going to be really far away from the light source.

Calculation. The student calculates the constant of proportionality and uses it to find the new height.

7. Group Work

As groups find their estimates, the teacher asks a random member for her answer and her reasoning. (The answer should be more sophisticated than Estimation - Direction.)

Teacher passes out the two graphs. The first is to be used for a sketch. The second is to be used for a more accurate graph. Every student in the group should make a sketch of the data (rough, no units, to get a sense of trends) and a graph of the data (precise, using grid paper) and compare with each other. They will explain to each other in words why they drew it the way they did.

Teacher Talking Points:

Methods. Teacher will ask students how they will use their graph to determine the height of the final sun blocker. Teacher can ask students, "Can you show me where the final sun blocker is on your graph?"

Once students have their answer - both estimated and now tested by graphing - the teacher can test their answer by giving them the final sunblocker and letting them use it.

Each group should record how close their answer was from the actual best placement of the final disk. (Note: every group may have a different, correct answer, depending on where they hold the flashlight.) Teacher will offer extensions as the groups finish. Every group needs to enter their data in a Google Form (or equivalent) so the teacher can pose questions about the class data set the next day.

8. Class Debrief - Headlining. Each group decides on a single "headline," a major takeaway or big idea from today. (eg. "Use little data to make conclusions about big data.") They write it down and then share each out to the entire class.

Reference

Licensed under Creative Commons Attribution 3.0 by Dan Meyer, Sarah Kate Selling, Kathy Sun & Jo Boaler

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The purpose of this activity is to give students an opportunity to explore the concept of geometric proportionality. The essential question in this task is "How do we use math to find the height of things that are difficult to measure?"

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http://www.timbedley.com Watch Tim Bedley, veteran elementary school teacher, in action. Actual lesson time was 1 h 10 m. This is the long version of the lesson. Only inaudible pair share sections have been edited out. A shorter version of this video is available on YouTube (23 minutes) http://www.youtube.com/watch?v=DxuMgorzZKs Here's the Problem from the video: Write several different types of equations for 2.4.

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BLANK Zwiers  Grade 5-64convo_skills_poster_math Elementary 07_22_16

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What do you find at the intersection of effective teaching of academic language, literacy, cognition, and content learning? Five core teacher practices that can and should keep on improving over time. Click on the links to read more about each one.

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(CMC 2014) How I Met Your Mother Function - Cheng Presentations

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Geometry lovers, give this one a try!

Reference

The NRICH website publishes free mathematics resources designed to challenge, engage and develop the mathematical thinking of students aged 5 to 19. NRICH also offers support for teachers by publishing Teachers' Resources for use in the classroom.

This task can be found at: https://nrich.maths.org/8301

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Geometry lovers, give this one a try! The NRICH website publishes free mathematics resources designed to challenge, engage and develop the mathematical thinking of students aged 5 to 19. NRICH also offers support for teachers by publishing Teachers' Resources for use in the classroom.

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Have you ever wanted to journey to infinity? Can you find the route?

Reference

The NRICH website publishes free mathematics resources designed to challenge, engage and develop the mathematical thinking of students aged 5 to 19. NRICH also offers support for teachers by publishing Teachers' Resources for use in the classroom.

This task can be found at: https://nrich.maths.org/5469

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Have you ever wanted to journey to infinity? Can you find the route? The NRICH website publishes free mathematics resources designed to challenge, engage and develop the mathematical thinking of students aged 5 to 19. NRICH also offers support for teachers by publishing Teachers' Resources for use in the classroom.

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Performance Assessment Tasks | Inside Mathematics

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These tasks are grade-level formative performance assessment tasks with accompanying scoring rubrics and discussion of student work samples. They are aligned to the Common Core State Standards for Mathematics. You may download and use these tasks for professional development purposes without modifyi…

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ClassDojo helps teachers, parents, and students build amazing classroom communities.