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The words in the WORD Workout library represent common emotions that kids 4-18 feel everyday. These quick lessons will help kids better understand and manage their feelings.

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A free lesson library that helps studentsreflect on the words in their lives Why WORDS? We asked educators like youwhat words they hear most often when they are with students. The words in the WORD Workout library represent common emotions that kids 4-18 feel everyday. These quick lessons will help…

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Lesson plans, activities, and video tutorials in visual arts, dance, music, and theater our talented Mariposa Arts, SPECTRA, and Artist Teacher Partnership teaching artists.

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ARTS LEARNING AT HOME: VIRTUAL CLASSROOM

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ARTS LEARNING AT HOME: VIRTUAL CLASSROOM

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ARTS LEARNING AT HOME: VIRTUAL CLASSROOM

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Storyline Online®, streams videos featuring celebrated actors reading children’s books alongside creatively produced illustrations.

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The SAG-AFTRA Foundation's Daytime Emmy-nominated, Storyline Online, features celebrated actors reading children's books to inspire a love of reading in millions of children worldwide.

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Introducing Esti-Mysteries!  Each image invites students to wonder what number is represented by the image.  As you click through the each Esti-Mystery, clues will appear that will allow the students to use math concepts to narrow the set of possibilities to a small set of numbers.  In the end, the students will need to call upon their estimation skills to solve the mystery and find the missing number.

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Steve Wyborney\\\'s Blog: I\\\'m on a Learning Mission.

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Introducing Esti-Mysteries! Each image invites students to wonder what number is represented by the image. As you click through the each Esti-Mystery, clues will appear that will allow the students to use math concepts to narrow the set of possibilities to a small set of numbers. In the end, the students will need to call upon their estimation skills to solve the mystery and find the missing number.

NOTE: In addition, to these original Esti-Mysteries, you may also want to visit the brand new post 51 Esti-Mysteries.

Here is an example:

Download the Esti-Mysteries, try them in your class, and let me know about your experience.

Update: Here are 4 Printable Esti-Mystery Charts you may enjoy using with Esti-Mysteries.

Update: Here is the Full Set of Esti-Mystery Clues (without images) to allow you to browse through the Esti-Mystery Concepts.

As always, you can find me on Twitter @stevewyborney

After reading this blog post, take a look at THE 12 MOST POPULAR MATH STRATEGIES AND DOWNLOADS ON THIS BLOG.
Esti-Mystery #1 The First Mystery Esti-Mystery #2

Esti-Mystery #3

Esti-Mystery #4 ***This is the one where the numbers on the dice are first used as a clue.
Esti-Mystery #5

Esti-Mystery #6
***The most challenging one yet!

Esti-Mystery #7 "The Dice Jam"

Esti-Mystery #8 "Bright Beads"Esti-Mystery #9 "Cupside Down"Esti-Mysteries #10 "Yellow Yarn"
Esti-Mystery: The Smaller Numbers Request
Esti-Mystery: "Sinker?" (from The Smaller Numbers Series)Other Posts and Resources Which May Be of Interest
***This one that may lead to the greatest debate and surprise at the end.

Tiled Area Questions
The Smaller Number Series

This next Esti-Mysteries was requested for a kindergarten class. Enjoy!

***This is a great one to use with kindergarten students.

51 Esti-Mysteries - 51 (fifty-one!) brand new Esti-Mysteries which I've already started posting .

Splat! (50 downloadable, animated lessons)

The Fraction Splat! Series (with 20 more downloadable lessons)

Splat! for Google Slides (This is the one you want if you don't have PowerPoint but do have Google Slides.)

Cube Conversations (80 downloadable, animated lessons)

Thank you for visiting my blog!

All my best,

Steve

P.S. Please feel free to post your reflections in the comments below.

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Esti-Mysteries: Estimation Meets Math Mysteries - Steve Wyborney's Blog: I'm on a Learning Mission.

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Introducing Esti-Mysteries! Each image invites students to wonder what number is represented by the image. As you click through the each Esti-Mystery, clues

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Enjoy this fun creative workout the whole family can do called This or That or some may know it as Would You Rather. PE distance learning for ALL! Open Physed!

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🔴This or That! #5 | TRY NOT TO LAUGH CHALLENGE | Funny Animals | Family Workout

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Our Virtual Makerspace (Elementary Master) 

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Copy of Teach Me Your Name [Created by Esther Park @MrsParkShine]

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  Digital Learning Day- My Happy Place-Where to Explore and Play HyperDoc '18 

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This is Which One Doesn't Belong?, a website dedicated to providing thought-provoking puzzles for math teachers and students alike. There are no answers provided as there are many different, correct ways of choosing which one doesn't belong. Enjoy!

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This is Which One Doesn't Belong?, a website dedicated to providing thought-provoking puzzles for math teachers and students alike. There are no answers provided as there are many different, correct ways of choosing which one doesn't belong. Enjoy!

Which One Doesn't Belong?

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This is Which One Doesn't Belong?, a website dedicated to providing thought-provoking puzzles for math teachers and students alike. There are no answers provided as there are many different, correct ways of choosing which one doesn't belong. Enjoy!

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Welcome! Explore these patterns with your students and watch their natural tendencies to see patterns morph into powerful algebraic thinking and reasoning. It's an ideal routine to foster mathematical practice #7 - look for and make use of structure.

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Explore these patterns with your students and watch their natural tendencies to see patterns morph into powerful algebraic thinking and reasoning. It's an ideal routine to foster mathematical practice #7 - look for and make use of structure.

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Challenging math problems worth solving

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Home

CHALLENGING MATH PROBLEMS WORTH SOLVING

DOWNLOAD OUR FAVORITE PROBLEMS FROM EVERY GRADE LEVEL

WANT GOOGLE SLIDE VERSIONS OF ALL PROBLEMS?

HERE'S OUR GROWING COLLECTION

WANT TO SHARE OPEN MIDDLE WITH OTHERS?

CHECK OUT THESE FREE WEBINARS TO HELP TEACHERS RETHINK CLASSWORK

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CHALLENGING MATH PROBLEMS WORTH SOLVING DOWNLOAD OUR FAVORITE PROBLEMS FROM EVERY GRADE LEVEL Get Our Favorite Problems Take The Online Workshop WANT GOOGLE SLIDE VERSIONS OF ALL PROBLEMS? HERE’S OUR GROWING COLLECTION Get Google Slide Versions WANT TO SHARE OPEN MIDDLE WITH OTHERS? CHECK OUT THESE FREE WEBINARS TO HELP TEACHERS RETHINK CLASSWORK Elementary Version

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Math Talks are a powerful teaching tool. They are a teacher-led student-centered technique for building math thinking and discourse.

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Math Talks are a powerful teaching tool. They are a teacher-led student-centered technique for building math thinking and discourse.

Math Talks can be centered around any math topic. However, they are not used to introduce Math Content. Rather, they are best when the content is generally familiar to students up to their Zone of Proximal Development. They serve to further understanding of Math Content while addressing Math Practice Standard #3: Construct viable arguments and critique the reasoning of others.

Math Talks - The process

Math talks usually last about 10 minutes and are conducted 2 to 3 times per week

1. Teacher presents the problem.

A problem is presented to the whole class or a small group. Computation problems are always presented horizontally, so as to discourage fixation on the standard algorithm.

2. Students figure out the answer.

Students are given time (1-2 minutes) to silently and mentally figure out the answer. They signal quietly to the teacher (e.g. with a thumb up against their chest) when they have an answer.

3. Students share their answers.

A few students volunteer to share their answers and the teacher records them on the board. The teacher records all answers that students arrived at without judgement.

4. Students share their thinking.

Students share how they got their answers with a partner and/or with the larger group. The teacher records the student's thinking and attaches their name to the solution. As the students are sharing their thinking, the teacher asks questions that help them express themselves, understand each other, and clarify their thinking to make sense of the problem and its solution(s). Multiple ways of solving problems and the connections among them are emphasized.

In Math Talks:

teachers deliberately set up a safe environment where each child's thinking is valued

students practice making their thinking explicit

everyone practices understanding each others' thinking

Questions that promote Mathematical Discourse during Math Talks:

Probing questions (help students express their thinking)

Can you tell us where you got that?

How did you figure that out?

What was the first thing your eyes saw, or your brain did?

Connecting questions (help students respond to each other's thinking)

Who did it another way?

What questions do you have for them?

Do you agree or disagree? Why?

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Math Talks are a powerful teaching tool. They are a teacher-led student-centered technique for building math thinking and discourse. Math Talks can be centered around any math topic. However, they are not used to introduce Math Content. Rather, they are best when the content is generally familiar to students up to their Zone of Proximal Development.

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A Three-Act Task is a whole-group mathematics task consisting of three distinct parts: an engaging and perplexing Act One, an information and solution seeking Act Two, and a solution discussion and solution revealing Act Three.

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A Three-Act Task is a whole-group mathematics task consisting of three distinct parts: an engaging and perplexing Act One, an information and solution seeking Act Two, and a solution discussion and solution revealing Act Three.

Why would I use this strategy?

To provide an engaging context for the use of mathematics and the development of mathematical understanding.

To reduce the literacy demand.

To add engagement. Students wonder what will happen next.

To create low barriers to entry, allowing the teacher to scaffold as necessary.

To provide an opportunity for estimation and reasonableness.

To provide opportunities to talk about mathematics.

To provide opportunities for reflective thought.

To build new knowledge from prior knowledge.

To encourage multiple approaches.

To honor diversity.

To create situations which require students to engage in mathematical modeling.

To build relational understandings among mathematics concepts.

To shift student ideas about justification of thinking and answers.​

How do I use this strategy?
​
ACT 1: Engage and Perplex

In Act 1, the teacher sharing with students an image, video, or other situation that is engaging and perplexing.

Students discuss what they notice and wonder. They generate question to ask about the situation.

Students decide on a question to answer and make estimates about the likely solution.

ACT 2: Seek Information and Solutions

In Act 2, students work on finding solutions to their problems.

They use information they have and ask for more information as needed.

The teacher supplies more information as requested by students.

They may adjust their question as they work.

​ACT 3: Reveal, Discuss, Extend!

In Act 3, students share their work, their thinking, and their solutions.

There is a reveal by the teacher of a solution, and the discussion that ensues may take many directions:

Students might compare their solutions to each others and to the reveal.

Students might compare their solutions to their estimates and discuss the comparison.

Students might discuss the assumptions that were made in the work.

Students might think of other questions they could pursue next

The teacher helps students connect their work to the core math of the task.

The design of a 3-Act Task is meant to help students see that the math they learn is power rather than punishment. Each of the 3 steps is critical:

1. Invite students to try a task that is intuitive, but inefficient or inaccurate.

2. Help them understand some math.

3. Invite them to re-try the task and see that with math it's more efficient and accurate.

More Resources for 3-Act Tasks:

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A Three-Act Task is a whole-group mathematics task consisting of three distinct parts: an engaging and perplexing Act One, an information and solution seeking Act Two, and a solution discussion and...