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Using Two Truths and a Lie In Your Math Classroom - Math with Ms. Matherson

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I am sure you have heard of the game Two Truths and a Lie. This will help you start using Two Truths and a Lie in your MATH classroom!

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Writing in Math by Math with Ms Matherson | TPT

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Elementary Math Tools - Literacy In the Math Classroom

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Don’t forget about Literacy, in your MATH classroom… I think educators often overlook the importance of teaching literacy in your math classroom. You might be saying, “Wait, I am not the ELA teacher, I just teach math”. I hear you, I am the math focus teacher in my school too. Raise your hand

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Start Using Writing in Your Math Class - Math with Ms. Matherson

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Here are some templates and ideas for how to start using writing in your math class to support engagement and conceptual understanding.

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Daily Routines to Jump-Start Math Class by John J. Sangiovanni

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Daily Routines to Jump-Start Math Class by John J. Sangiovanni

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Amazon.com: Number Talks: Whole Number Computation: 9780325137483: Parrish, Sherry D.: Books

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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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"Which One Doesn't Belong?" is a flexible math template often used as a number talk routine that encourages critical thinking and reasoning in students. The template contains four images arranged in a grid, and each image typically represents a different number, shape, pattern, or concept. The chall...

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The Three-Read Protocol is one way to do a close read of a complex math word problem or task. This strategy includes reading a math scenario three times with a different goal each time. The first read is to understand the context. The second read is to understand the mathematics. The third read is to elicit inquiry questions based on the scenario.

Why would I use this strategy?

The Three-Read Protocol is designed to engage students in sense-making of language-rich math problems or tasks. It deepens student understanding by surfacing linguistic as well as mathematical clues. It focuses attention on the importance of understanding problems rather than rapidly trying to solve them. It allows for the use of authentic, instead of overly simplified, text. This strategy also allows for natural differentiation within a class of diverse learners.

When do I use this strategy?

This strategy can be used for math tasks that include complex language structures or language that lends itself to a variety of interpretations. While this is a particularly useful strategy for English Language Learners, all students can benefit from the deeper understanding of word problem structures and open-ended questioning.

How do I use this strategy?

The Three-Read Protocol uses the "problem stem" of a word problem. This is essentially the word problem without the question at the end. The purpose of presenting the problem stem alone is to have students focus on the contextual and mathematical information before dealing with any question that is involved. This gives students the freedom to create their own questions for a given scenario, which is an excellent skill to develop both in math and in reading in general. It is important that the teacher choose the problem carefully and anticipate potential linguistic and mathematical roadblocks the students may encounter.

1. First Read: Teacher reads the problem stem orally.

The teacher may have visuals to accompany the oral read of the problem stem. Students listen to the story with the goal of turning to a partner and sharing what they remember of it. Memorizing it is not necessary. Students may act out the problem if that helps them grasp the context.

Key Question: What is this situation about?

After the Turn-and-Talk, the teacher asks students to volunteer information they remember from the story. Teachers and students ask clarifying questions about the vocabulary as needed.

Read more about the Three-Read Protocol.

2. Second Read: Class does choral read or partner read of the problem stem.

The teacher projects the problem stem so the whole class can see it. The teacher leads the class either in a choral read of the problem or has partners read the problem orally to each other. Choral read is preferable because it allows all students to participate without excessive pressure, but a partner read can work fine if that is a better fit to the classroom culture or age of students. The teacher explains that math stories usually have information about quantities (numbers) and the units that are being counted.

Key Question: What are the quantities in the situation?

An example is 25 cats, where "25" is the quantity and "cat" is the unit. Sometimes the quantities are implied. For example, "some cats" implies a quantity but we do not know what it is. There can also be implied units. An example is "I have one at home." The implied unit in this case depends on the context of the story. Bottom line: The discussion of quantities and units can be important for focusing student attention, but how deeply the teacher delves into the explicit and implicit information depends on the math and language objectives.

3. Third Read: Partner or choral read the problem stem orally one more time.

The teacher asks students to do one more read of the "story" and asks them to think, "What is missing to make this a good math problem?" Students volunteer their answers to that question. Responses will likely vary because many students assume there is a question without actually reading one. Without correcting student responses, the teacher probes until the class decides that a question is missing. The teacher asks, "Is there only one question that we can ask of this story?" Students responses may vary, but there are usually many different questions that can be asked of almost any scenario.

Key Question: What mathematical questions can we ask about the situation?

The teacher asks partners to determine at least two questions that can be asked using the problem stem. Students share their questions. The teacher writes a couple of the questions and clarifies language as appropriate. After each question, the teacher asks the class, "Can this question be answered with the information from this story?" and the class discusses why or why not.

4. Students work in collaborative groups on the problem.

Students work in groups to solve a question based on the problem stem. The teacher may assign a specific question for all groups to answer, or groups may choose a question from the list asked by the class. If groups are asked to choose their own questions, it is important that the teacher circulate and clarify expectations for the work. This can be an opportunity to differentiate the math work because the range of possible questions to a problem stem is broad.

Read more about the Three-Read Protocol in the Math Teaching Toolkit.

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Three (3) Read Protocol is a teaching strategy designed for sense-making of language-rich math problems.

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The 3-read protocol and math tasks that CVES uses were developed by Exemplars, a company that provides a library of rich performance tasks and professional development for K-12 schools.

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Demystify math word problems with this simple technique that helps kids see the story beyond the numbers.

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Free, Online Crossword Puzzle Maker - Crossword Labs

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Make crossword puzzles, print them out as PDFs, share them, and solve them online with Crossword Labs. It’s free, fast and easy. No registration required!

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Quick Writes Templates in Google Drive Folder

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Quick Writes Templates in Google Drive Folder

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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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Mathematical Vocabulary (Anchor Charts)- Part 4

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Decorating classrooms is either a perk of being a teacher or just something else on our never-ending to do list. Some teachers love going into their classrooms over the summer months and creating s…

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free math posters ::||:: PRINTABLE ::||:: free math charts

Over 270 free printable math posters or maths charts suitable for interactive whiteboards, classroom displays, math walls, display boards, student handouts, homework help, concept introduction and consolidation and other math reference needs.

DOWNLOAD PDFs
For each area listed below.

Mathematical areas covered include Numbers, Operations on Numbers, Fractions, Decimals, Percent/Percentages, Ratios and Rates, Beginning Algebra, Data and Statistics, Probability, Geometry, Measurement, Time, Symbols & Notation, Money and Blackline Masters.

Click on the Download PDF links below to see the charts for each area.

© Jenny Eather. All rights reserved.
From

First numbers
First ordinals
Ordinals Hundreds Chart
Numbers 1-10 Australian Animals
Numbers 1-10 Counters
Numbers 11-20 Counters
Hundreds Chart
Two Hundred Chart
Number Lines
Skip Counting by 2s
Skip Counting by 5s
Skip Counting by 10s
Odd and even numbers
Prime and composite numbers
Negative and positive numbers
Square numbers
Triangular numbers
Roman Numerals
Number Sequences
Types of numbers, classifying numbers (natural, whole, integers, rationals, irrationals)
Place Value
Reading large numbers
Expanding numbers, expanded notation
Rounding Hundreds Chart
Rounding numbers 1
Rounding numbers 2
Rounding examples
Integers, Operations on Integers

Addition and Subtraction
Addition 1 - horizontal
Addition 2 - vertical with and without trading, borrowing or carrying
Subtraction 1- horizontal
Subtraction 2- vertical with and without trading, borrowing or carrying
Addition and Subtraction Strategies
* Count on, count back
* Doubles and near doubles
* Extensions
* Inverse operations
* Jump strategy
* Split strategy, partitioning
* Reordering (commutative property)
* Compensation and change methods
* Rainbow Facts
Addition table to 20
Subtraction table to 20
Addition properties
Multiplication and Division
Multiplication1 - horizontal
Multiplication 2 - vertical with and without trading, borrowing or carrying
Division 1 - horizontal
Division 2 - vertical with and without trading, borrowing or carrying
Multiplication and Division Strategies
* Using groups and arrays
* Inverse operations
* Extensions
* Split strategy, partitioning
* Area model of multiplication (partial products)
* Reordering (commutative property)
Multiplication Chart
Times Tables
Multiples and Lowest Common Multiple (LCM)
Factors and HCF or GCF
Prime factors and HCF or GCF
HCF/GCF calculator
(HCF: Highest Common Factor, GCF: Greatest Common Factor)
Divisibility Rules
Long multiplication
Long division
General
Key Words ... that indicate + - x ÷ operations
Problem Solving
Fact Families
Order of Operations
Operations Properties
Operations on positive and negative numbers

Percent, percentage
Percentages and amounts
Sales tax
Discounts and markdowns
Simple interest
Calculating profit and loss
Percentages, decimals, fractions
Percentages, decimals, fractions ... conversions
Percentage error
Percentage change
Percentage points, basis points

Ratios
Problem solving with ratios
Rates
Equivalent ratios and rates

Collecting data
* Statistics - data types
* Population and sample
* Tally, score and frequency
Organising data
* Types of graphs
* Bar graph, bar chart, column graph
* Box-and-whisker plot, box plot
* Conversion graph
* Cumulative frequency graph
* Divided bar graph
* Dot plot
* Frequency table, histogram
* Line graph
* Picture graph, pictogram
* Pie graph or sector graph, pie chart
* Scatter plot or scatter diagram
* Stem-and-leaf plot
* Step graph
* Travel graph
Analysing data
* Mean, median, mode
* Range
* Outlier

Probability
Probability Range, Probability Line
Probability terminology, e.g. experiment, trial, outcome, event
Sample space
Tree diagrams
Counting or multiplication principle

2D Shapes (plane shapes)
* First plane shapes
* Basic plane shapes
* Circle terminology
* Square
* Polygons
* Classifying polygons (simple,complex, regular, irregular, covex, concave)
* Regular polygons (sides, vertices, angles, lines of symmetry, order of symmetry)
* Triangles
* Quadrilaterals
* Diagonals
* Area
* Perimeter
* Symmetry - reflective and rotational symmetry
* Tessellations, tilings
* Transformations - reflection, translation, rotation, dilation OR flip, slide, turn, zoom
3D Shapes (solid shapes)
* First solids
* Basic solids
* Sphere
* Cube
* Cone
* Cylinder
* Prisms
* Pyramids
* Platonic solids
* Faces, edges, vertices, nets
* Views, cross-sections
* Surface area and volume
Lines
Angles
* Angles
* Angle Pairs
* Measuring angles
Position
* First position words
* Coordinates
* Compass points

Note: US charts use US spelling conventions for metric units.
Length
* Length
* Length - metric units
* Length - metric units US
* Length - metric conversions
* Length - metric conversions US
* Length - imperial, US units
* Length - imperial, US conversions
* Perimeter of 2D shapes
Area
* Area
* Area - metric units
* Area - metric units US
* Area - metric conversions
* Area - metric conversions US
* Area - imperial, US units
* Area - imperial, US conversions
* Area of 2D shapes
* Surface area of 3D shapes
Mass
* Mass
* Mass - metric units
* Mass - metric conversions
* Mass - imperial, US units
* Mass - imperial, US conversions
Volume
* Volume
* Volume - metric units
* Volume - metric units US
* Volume - metric conversions
* Volume - metric conversions US
* Volume - imperial, US units
* Volume of 3D shapes
Capacity (Fluid volume)
* Capacity or fluid volume
* Capacity - metric units
* Capacity - metric units US
* Capacity - metric conversions
* Capacity - metric conversions US
* Capacity - imperial, US units
* Capacity - imperial, US conversions
Temperature - Celsius (Centigrade) and Fahrenheit
Measurements Conversion Chart

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multiplication vertical with and without trading

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fractions to decimals to percentages conversions

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decimals to percentages to fractions conversions

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percentages to decimals to fractions conversions

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Free Math Posters : Maths Charts by Jenny Eather : FREE : PRINTABLE

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Over 200 printable maths charts for interactive whiteboards, classroom displays, math walls, student handouts, homework help, concept introduction and consolidation and other math reference needs. © Jenny Eather 2012.

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K-5 Resources Math Journal Prompts-Quick Writes

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K-5 Resources Math Journal Prompts-Quick Writes

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What are the Characteristics of a Good Math Journal Question?

Tasks that ask students to apply memorized procedures to routine problems require one kind of thinking. Non-routine, or open-ended tasks that ask students to engage with concepts and to make connections between ideas and representations require a very different kind of thinking. Although applying memorized procedures is important for developing fluency and should not be dismissed, engaging in thinking and reasoning at a higher level is necessary to develop problem solving skills. While routine, or closed tasks, may be used to assess students' comprehension of number facts, strategies for solving algorithms accurately, or knowledge of other math facts, open-ended tasks involve investigative responses that stimulate mathematical reasoning and foster the understanding that mathematics is a creative endeavor. Some open-ended tasks may have more than one correct answer but a maximum of correct answers while others may have an infinite number of correct responses. For example the task, There are 16 apples to be put into bowls. Each bowl must have the same number of apples. How many different ways can the apples be put into bowls?' has several correct answers while the task 'I solved a division number story and got a quotient of 7. What might the number story be?' provides almost endless possibilities of acceptable responses. Other non-routine tasks such as 'Would you rather eat 1/3 or 2/8 of a plate of broccoli? Use math to justify your reasoning.' have no one correct answer but instead focus on the student choosing an option and justifying their choice using math reasoning. The important thing to consider when selecting, or writing, a math journal task is whether you are providing opportunities for students to regularly engage in a variety of routine and non-routine tasks in order to develop both conceptual understanding and procedural fluency.

A good math journal question ....

builds in differentiation by allowing for multiple entry points and recording techniques, thereby allowing all students to work at their individual level of thinking,

provides the opportunity for students to learn by moving beyond what they already know when answering a question, and for the teacher to learn about each student from their attempt,

may have more than one solution or a variety of possible solution paths that range from simple to complex,

requires some degree of cognitive effort (more than just remembering a fact or reproducing a skill),

provides opportunities for students to represent their mathematical ideas using models and written language,

provides opportunities for students to justify their reasoning and evaluate the reasoning of others,

has clear, concise directions.

Can Tasks be Revisited During the Year?

Repeating, or revisiting tasks, allows students to engage with tasks at a deeper level. On the first occasion the student may be focused on 'how to do' the task. Subsequent visits provide an opportunity for students to communicate their mathematical thinking and reasoning more clearly. Making slight variations to a task (e.g. changing the numbers, context, or materials used) will help to maintain interest while students further develop skills and concepts. Some teachers like to introduce tasks whole class and then place tasks in centers for children to revisit at other times throughout the year. Other teachers choose one journal task and repeat it, with slight variations, several times throughout the year as a record of the development of math skills and understandings for student portfolios.

The methods that children use for representing their thinking will change over the course of a year. Repeating a task provides a record of this growth for teachers, parents and students. For example, in Kindergarten an open ended addition task (see work samples below) may be explored early in the year before children begin to write number sentences. Early in the year most kindergarten students will record their thinking in relation to this problem pictorially and may only record one or two solutions to the problem. As the year progresses symbolic representations will gradually begin to appear and representations will become more detailed. The work sample below on the left shows a kindergarten students' attempt to record her thinking early in the school year in response to the task ' Vanessa had 5 cupcakes. Some were chocolate. Some were vanilla. How many were chocolate? How many were vanilla?' Three months later this student completed a similar task, ' Cameron had 6 buttons. Some were green. Some were purple. How many were green? How many were purple?' On this occasion the child's written representation (below right) is more detailed and clearly demonstrates her developing understanding of addition. Although she repeats some number sentences, her drawings show all possible combinations of the six buttons.

How often should I use Math Journals in my class?

Some teachers use several tasks a week as a warm up to the math lesson. Other teachers set aside one period per week for journals, select a task that correlates with the current unit of study and allow more time for students to share their thinking with one another. Tasks may also be used for assessment purposes, or as homework. The important thing is to ensure that students are being given regular opportunities throughout the year to represent their mathematical thinking in ways which makes sense to them.

What type of book should my students use as a Math Journal?

Our experiences in numerous K-5 classrooms have shown that a notebook with blank pages produces the best results. Although these are not always as readily available as ruled notebooks (and are often more expensive) they have a distinct advantage in that students are not restricted by lines and have the space to choose whether to use pictures, numbers, words or a combination of these to record their thinking. Click on the links below to visit our gallery pages to see examples of the types of written responses made by Kindergarten - 5th Grade students when encouraged to make their own decisions about how to record their thinking.

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Math Journals, or problem solving notebooks, are books in which students record their math work and thinking during problem solving sessions.

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Kindergarten Math Journal Prompts | FREE GETTING STARTED by Deedee Wills

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Kindergarten Math Journals: Getting Started (with a FREE Download!)

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Starting a math journal routine doesn’t have to be complicated! In this post, I’m sharing the easy way to get started with kindergarten math journals in your classroom.

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Getting Started with Reflection Mathematics Journals

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Getting Started with Reflection Mathematics Journals

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A Remainder of One- Arrays, Remainders, and Math Literature | TPT

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Grade Level IM Unit Created Resources (Google Drive Folder)

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Grade Level IM Unit Created Resources (Google Drive Folder)

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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.