# data[].attributes.body
This Padlet was created as a collaboration resource for math teachers throughout Greenville County Schools. This is a place where teachers can post their eLearning ideas and resources as we go into anther school year.

These resources can be math related or application suggestions used with technology in mind.

Teaching math through online will have its challenges so this resource will hopefully be a place educators can share their ideas and support one another.

# data[].attributes.body
Some tips we might want to consider when planning our online lessons

# data[].attributes.attachment_link.title
SCHOOLS: How To Teach Math Remotely 3 MUST KNOW TIPS!

# data[].attributes.body
This video gives 10 interactive math tools students can use online.

# data[].attributes.attachment_link.title
10 interactive math tools for teachers to make students love math!

# data[].attributes.body
Teaching math remotely has its challenges but I realized I needed to check in with my students to make sure they were doing okay. This website provides free check ins already created with Google Forms!

# data[].attributes.attachment_link.readable_text
| | Filed Under: Classroom Management and Organization, Digital Resources
Note: The PDF now includes links to Weekly Check-Ins as well!
One of the hardest parts about distance learning is not being able to see and talk with our students on a regular basis. Even if you are doing video conferences, it is hard to know how students are doing and if they need help. One option is to have daily check-ins using Google Forms. This post shares free daily check in google forms for distance learning and some tips for how to use them.

About the Daily Check-In Google Forms

These daily check-in Google Forms are one way to check in your with students on a daily basis. The responses can also be shared with special education or any support staff who serve the students.

I have included two check-in forms for you: one for the beginning of the day and one for the end of the day. You can send both of the forms or choose to only send one.

Beginning of the Day Check-In Form

This form is designed to check in with the students before they begin their assignments (but after they locate them).

The form asks the following questions:

How are you feeling today?

Do you have anything to tell me? This can be about school or life.

Were you able to find all of your work for today?

Do you need any help getting started with your assignments?

What questions do you have about your assignments?

End of the Day Check-In Form

This form is designed to check in with the students as they finish their learning for the day.

The form asks the following questions:

How are you feeling now?

How did you to do today?

How do you feel about your assignments today? (This is a linear scale with "I didn't understand anything" at one end and "I understood everything" at the other end.)

Do you have anything to tell me? This can be about school or life.

Note: There are now links to Weekly Check-Ins included in the PDF download as well!

Modifying the Check-In Forms

After you copy the forms to your drive, you may go in and modify any of the questions and/or add new questions. These screenshots are also included in the free download.

Assigning the Check-In Forms
If you need help assigning these check-in forms to your students, click here to grab a free guide to help!
When assigning the forms, I recommend you make a new copy for each week (you can keep the responses organized using the spreadsheet that Google Forms generates).

Another way to send the Check-In Forms to your students is to link them via a Google Slides Template. Here is an example template. The link to copy this template can be found in the section titled Get the Free Daily Check-In Google Forms and Slide Template Here.

Viewing the Responses

You can easily view the responses by generating a spreadsheet. The spreadsheet is automatically sorted by date and time so you can keep your responses organized. You can also sort the responses alphabetically by student name.

***Get the Free Daily Check-In Google Forms and Slide Template Here
****Click here or on the image below to grab the PDF with the links to each Google Form and the Google Slide Templates (and tips for copying/modifying the forms and viewing the responses).
Note: make sure you copy the forms to your drive. If you manipulate the link, you will be compromising your students' data. YOU MUST COPY THE FORM TO YOUR DRIVE AND CREATE A NEW FORM THAT IS ONLY ACCESSIBLE BY YOU AND YOUR STUDENTS!

Note: There are now links to Weekly Check-Ins included in the PDF download as well!

More Digital Distance Learning Resources
How to Assign Google Forms How to Create Google Form Assignments Viewing and Analyzing Responses in Google Forms How to Assign Google Slides How to Have Students Show Their Math Work Digitally - Free Student Google Slides Guide Tips for Distance Learning Planning
Blog Posts and Free Guides

Digital Learning Activities
Main Idea Differentiated Practice - These are perfect for assigning differentiated reading practice (texts at two levels to your students). Text Structure Differentiated Practice - Another option for differentiating your reading practice easily. Reading Test Prep Task Cards - This is perfect for reading review! It includes 8 Google Forms in all (with 8 questions per form).
Google Form - Reading Activities
4th Grade Math Test Prep Review 5th Grade Math Test Prep Review 4th Grade Math Differentiated Skill Sheets 5th Grade Math Differentiated Skill Sheets Math Choice Boards (Grades 3-5 Available) 5th Grade Math Skill Posters Decimal of the Day Review 5th Grade Find the Error Math Tasks
Google Slides - Math Activities
4th & 5th Grade Reading View Color by Reading Activities Reading Interactive Notebook Color Coding Text Evidence Printables Reading Intervention Passages with Read Aloud Audio 4th & 5th Grade Reading Flipbooks Theme Activities - Printable and Digital Versions Inference Activities - Printable and Digital Versions 5th Grade Language Review 5th Grade Language Posters Finish the Story! Engaging Narrative Writing Center
Google Slides - Literacy Activities

# data[].attributes.attachment_link.title
Free Daily Check-In Google Forms for Distance Learning

# data[].attributes.attachment_link.description
Filed Under: Classroom Management and Organization, Digital Resources Note: The PDF now includes links to Weekly Check-Ins as well! One of the hardest parts about distance learning is not being able to see and talk with our students on a regular basis.

# data[].attributes.body
This is something I used to teach my lessons. It worked well for me and it's good for students to hear your voice & see you as you are teaching them.

# data[].attributes.headline
10+ Ways to Incorporate Technology in Math

# data[].attributes.subject
10+ Ways to Incorporate Technology in Math

# data[].attributes.body
This article demonstrates many online applications (with links) that can be used in the math classroom

# data[].attributes.attachment_link.readable_text
Some math teachers struggle with integrating technology into the classroom. So, I enlisted the help of my friend and edtech expert, Craig Klement, to share 10+ Ways to Use Technology in the Math Classroom.

Integrating technology in the math classroom can go far beyond substitution, digital worksheets, and simple quizzes.

In this blog post and podcast episode, my guest, Craig Klement, will share free tools, templates, and lesson ideas you can use across grade levels.

Together, we will explore some of our favorite G Suite tools, Pear Deck, Desmos, Flipgrid, and more!

Hang on tight, because Craig has a TON of ideas and links to share with you!
Listen to the podcast version (audio) of this post using the player below:
. ..

Shoutout

Congratulations to Barbara Sutelan, a newly Level 1 Google Certified Educator.

Barbara is also a graduate of the Shake Up Learning Google Certification Academy. You can learn more about the online courses and grab some free Google Certification resources at GetGoogleCertified.com.

Do you have a question or idea to share on the podcast? Leave me a message here.

Craig Klement shares 10 ways to use technology in the math classroom that go beyond just making it a paperless classroom.

We have the capabilities to learn and engage students in new ways and create more dynamic learning experiences than were previously possible.

Using technology in math can be so much more than just annotating digitally. Although it may seem cool, it's not an improvement in learning. On s ome apps and devices, it's actually much more difficult to write on a screen instead of paper.

Google Slides tip: Give everyone edit access to a Google Slide deck through Google Classroom. Ask students to take a picture of their paper and insert it on a slide. The teacher can see everyone's thinking in one place, provide feedback in the comments, and allow students to critique the reasoning of others (peer feedback).

Desmos originated as an online graphing calculator, but now you will find interactive lessons for many grade levels.

The Fractions Challenge - "In this activity, students will practice adding and subtracting fractions. They will create expressions to match given criteria (e.g., the greatest value, the least positive value, etc.). Students will reason abstractly and structurally, arguing that their expressions are the greatest or least possible."

Adding Whole Numbers - "n this activity, students practice adding whole numbers in the context of a card game. The goal of the game is to create two groups of cards, each with the same sum. Whoever uses the most cards wins!"

Talking Time - "This activity helps students understand the different ways that people talk about time. They will read different descriptions of time-for example 5:15, 15 after 5, or a quarter after 5-and try to set a clock to that time. Teachers will see which time formats are easier or harder for students."

Desmos just released some more elementary activities! Click here to view.

Elementary

Taco Trucks- "In this activity, students use the Pythagorean Theorem as a tool to solve problems involving diagonal distances. In a quick prelude, students reason with the Pythagorean Theorem and rates in a situation that they may encounter in their daily lives: taking a shortcut to save time. Students then determine the best path to a Taco Truck from a spot on the beach. The activity culminates in a class-wide race!"

Polygraph: Parabolas - Ask questions to guess which graph your classmate picked.

Marbleslides: Lines - "In this delightful and challenging activity, students will transform lines so that the marbles go through the stars. Students will test their ideas by launching the marbles, and have a chance to revise before trying the next challenge."

Sketchy derivatives for Calculus - "In this activity, students respond to a variety of graph-sketching prompts to demonstrate (and deepen) their understanding of the graphs of derivatives."

Retro Desmos by Kurt Salisbury and John Rowe

Secondary
Alice Keeler's Templates for Elementary Math

Alice Keeler is a former math teacher, and she often shares many ideas and templates you can use in class. Here are a few that Craig recommends:

Flipgrid is a video response tool (and so much more). In math, students can explain their thinking and how they have solved a problem on video-even holding up their paper in front of the camera.

This is a great strategy for any grade level and helps students learn how to communicate using mathematical language.

With Pear Deck, you can take any Google Slides presentation, add interactive questions, or embed websites directly into your lesson, and send it to student devices so they can participate in real-time while you present.
Stacey Roshan's post on using Flipgrid in Calculus.
The basic version of Pear Deck is free, but my listeners can now get a complimentary 60-day trial of Pear Deck Premium with no credit card required.

This will give you access to features like the teacher dashboard, personalized takeaways, and more.

Pear Deck has a collection of math templates that your students will love, including "Which One Doesn't Belong," drawing number lines, shapes, and more!
Pear Deck Math Templates
Check out this video below for a quick overview:

HIGHLIGHTS
0:27 - Which of these doesn't belong
2:19 - Showing Work and Discussing Different Approaches
3:45 - Geometry
4:13 - Graphing
5:17 - Verbalizing Reasoning
5:45 - Desmos Calculator Embed
6:41 - Number Slide

Using the Pear Deck drawing tool in math:

Identify a shape

Label the parts of a shape

Number lines

Use a blank slide to have students annotate

Use a coordinate plane as a background and have students graph an equation

Guided Class Discussion in Pear Deck

Purposefully display wrong answers anonymously
What might have caused the student to think this way? Talk through it as a class.

Draggable
Agree/Disagree, Function/Not a function, rational/irrational, even/odd, drag different shapes

Besides just using Google Forms for a quiz or regular assessment, you can take advantage of the branching functionality.

This is called "Go to Section Based on Answer," meaning based on how students answer the question, they are taken to a different page.

For instance, if a student gets the answer incorrect, they can be taken to a page that will reteach the skill. This is assessment FOR learning.

I have a post that goes into this branching idea in detail here: How to Differentiate Questions in Google Forms.

This feature also lets us do some other fun things like "Choose Your Own Adventure," style forms, as Mandi Tolen shares in this blog post.

Craig created this Road Trip Activity and guest post for Ditch That Textbook-inspired by this episode on Google My Maps on The Google Teacher Tribe Podcast.

Craig developed this activity for a group of seniors to prepare for a test that wasn't required and used Google My Maps as a choice board with activities on different locations on the map.

Each "pit stop" included a different activity to help them review for the exam. Make it fun and let them listen to some road trip music and bring some snacks!

Using the Frayer Model to Teach Math Vocabulary

The Frayer Model is a graphic organizer for building vocabulary skills. The options can vary but generally look like Alice Keeler's example below.

Craig likes to create a collaborative slide deck (one deck that every student in the class can edit), and assign each student (or group) a vocabulary word and a slide. Then he would facilitate a scavenger hunt for examples at school and take a picture to insert on their graphic organizer.

Here's Alice Keeler's Frayer Model Template.

What Do You Do When You Aren't 1-1?

Craig has several suggestions for those who struggle with getting enough devices for all of your students to do activities like the ones above.

Craig suggests setting up stations using the device(s) you have available and have students work in groups or rotate to other non-tech activities. You could also use station time to pull students for small group instruction.

"Plickers is a free, interactive tech tool that uses printable "paper clickers" instead of clicker devices. Each student is assigned a unique Plickers card that has a black and white image similar to a QR code."

Plickers is a great low-tech option for checking for understanding and assessing student work.

"Doceri is the professional iPad interactive whiteboard and screencast recorder with sophisticated tools for hand-drawn graphics and built-in remote desktop control. "

Craig used Doceri in his one-iPad classroom to help students solve a problem or find a mistake while projecting so the whole class can learn together.

He loved handing over the iPad to let the students lead the class and talk about learning and even learn from mistakes.

Other Recommended Resources

Podcast Question of the Week

How can you use technology to go beyond simple substitution for paper?
Recommended Books for Math Teachers
Post your answer to your favorite social media platform using the hashtag #ShakeUpLearning, or share it in the Shake Up Learning Community on Facebook!

About Craig Klement

I am the RTI Facilitator at Garland High School. I get to meet with struggling students and collaborate with teachers and parents to help these students become successful. Another big aspect of my job is helping coach teachers and trying to improve learning at my school.

I taught on level and intervention math for 8 years (6 in Louisiana and 2 in Texas) and spent 1.5 years as an edtech coach. I believe in using technology to transform the learning experience for students. I am also a Certified Google for Education Trainer and use Google tools to help me work smarter, not harder.

Life with my family is never boring. My beautiful wife and 4 wonderful children keep me going. The highlight of my day is coming home to running feet, hugs and kisses, or even surprise water balloon attacks. I am an amateur softball coach for my oldest daughter. We love reading books, playing LEGOs, and playing outside.

© Shake Up Learning 2023. Unauthorized use and/or duplication of this material without express and written permission from this blog's author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Kasey Bell and Shake Up Learning with appropriate and specific direction to the original content on ShakeUpLearning.com. See: Copyright Policy.

# data[].attributes.attachment_link.title
10+ Ways to Use Technology in the Math Classroom

# data[].attributes.attachment_link.description
Integrating technology in the math classroom can go far beyond substitution, digital worksheets, and simple quizzes. In this blog post and episode, my guest, Craig Klement, will share 10 ways to use technology in the math classroom. You will learn about free tools, templates, and lesson ideas you can use across grade levels.

# data[].attributes.body
This PDF provides many resources for remote learning while teaching math. These resources are not only good for teachers, but for students and parents as well!

# data[].attributes.body
After giving lessons & before giving actual practice, encourage students to test what they know with some cognitive math games.

# data[].attributes.attachment_link.description
Digital math games for middle school math students to practice math concepts

# data[].attributes.headline
What does Math Instruction Look Like online?

# data[].attributes.subject
What does Math Instruction Look Like online?

# data[].attributes.body
Interesting Article that provides insight on teaching math during online learning.

# data[].attributes.attachment_link.readable_text
The new question is:
What does math instruction look like in the age of the coronavirus?
The first and second posts in this series featured commentaries by New York City high school math teachers Bobson Wong and Larisa Bukalov. They are the authors of The Math Teacher's Toolbox (Jossey-Bass, 2020) and recipients of the Math for America Master Teacher Fellowship.

Today, Cindy Garcia, Shannon Jones, Elissa Scillieri, Ed.D., and Beth Brady share their experiences.
Four key points Cindy Garcia has been a bilingual educator for 14 years and is currently a district instructional specialist for PK-6 bilingual/ESL mathematics. She is active onTwitter @CindyGarciaTX and on her blog:
One of the main impacts of coronavirus on teachers and students is the loss of instructional time. Regardless of the method of instruction, it seems very likely that students will not participate in a full day of instruction for a while. Below I suggest four areas that teachers can reflect upon as they plan for and facilitate instruction in order to maximize student learning.

1. Focused Learning Targets & Instruction

As teachers plan for instruction, they must unpack their mathematics standards and determine what are the most important learning targets that students need to learn. What mathematics understanding do students need the most for upcoming instruction in their current grade level and the next grade level? When planning for instruction, teachers need to plan lessons that are precise, focused, and succinct. One individual lesson might need to be chunked into multiple days, in order to provide students with sufficient processing and internalization time. We have to keep in mind the idea that less is more.

1. Increase Connections to Home/Real Life

In order to make mathematics meaningful to students, teachers need to make mathematics visible to students and make connections. It is important that students realize that mathematics learning continues beyond instructional time with their teacher. Manipulatives (physical or virtual), realia, and other visuals are imperative in guiding students to make sense of mathematics concepts. Teachers can support student learning by prompting them to use real-life items from home during math instruction. For example, after working on partitioning objects into halves, fourths, and eighths, students can continue to explore the concept by partitioning food items. Another idea is for students to find examples of different types of angles in their living room.

1. Provide Multiple Opportunities for Interaction

This pandemic has led to long periods of social distancing, but students still need interaction help in their productive struggle and to internalize what is being taught. Students need interaction with their teacher and with their peers. Applications such as Flipgrid (which works great on phones & other devices) can be a great tool for students to record themselves sharing their mathematical thinking, see & hear their peers' ideas, reply to their peers' recordings, and receive feedback from their teacher. Other tools such as Kahoot and Quizlet allow for gamification that will make instruction fun and engaging for students. Other tools such as EdPuzzle, make viewing videos interactive because students are prompted to focus on specific portions of the videos and answer guiding questions throughout the video.

Now more than ever, time is limited and should not be focused on students obtaining the correct answer. Teacher time needs to be focused on figuring out the level of students' understanding in order to make upcoming lessons more targeted. Teacher feedback needs to be specific and provide students with enough information that they know what they should continue doing. Focused feedback can also help students feel confident about their mathematics abilities, and that confidence will encourage their engagement during instructional time.

"Find the bright spots" Shannon Jones is a 14-year educator working in Wheaton, Md. She is a "focus" teacher and works with students in 3rd-5th grades. She can be reached at shannon.l.jones@mcpsmd.net or @MsJonesLuvsMath:
Recently I have been reading, Switch: How to Change Things When Change is Hard by Chip and Dan Heath. The authors refer to the two sides of our brains, the logical side and the emotional side. We have to convince students on a cognitive level that coming to our online class is important to their educational future but we also have to appeal to their emotional side and convince them that school online can still be engaging and enjoyable. So in our current situation, a better question might be, how do you get students to your online class and how do you keep them coming back?

"Find the bright spots": To tackle students' confusion around how to use all of these new online tools and platforms, ask yourself, who are my bright stars? Who are the students that are submitting their work and coming to all of your online classes? When other students ask questions and show confusion during your live lessons, ask those bright stars to do the explaining and the screen sharing.

"Find the feeling": If students don't feel anything when they miss your class, why would they keep logging on? Kahoot has many wonderful tutorials and articles about how to use their tools for online learning. After my online class played Kahoot, I posted the top three scorers on our Class Dojo page. My hope is that students who didn't come to class might see the post and be excited to join next week. Also, if you were already in the habit of doing 3 Act Tasks with your class, try doing one during a live class. Every single one of my students had their hand raised during the notice and wonder segment.

"Tweak the environment": The easier it is for students to find the work you are posting, the less resistance you will have. The Heath brothers state that "clarity resolves resistance." Encourage students to still use their math manipulatives by providing links to online manipulatives. Glencoe has a wonderful online virtual manipulative platform, and my students have been using the "cubes" website from Illuminations. Allow choice, use the poll feature on Kahoot or Zoom to learn how your students would like to access the learning.

Continue with the positive reinforcement: Class Dojo has a wonderful feature called "portfolios." It allows you to post student work privately to families in a visual way. Recognizing hard work at this time is especially important. Many students are navigating these online platforms alone while their families are at work.

Keep up the human contact: When you call home, ask to speak to your student. This allows you to check in with them and ask how they are doing. If students know you care about them, they are more likely to make an effort to be online the next time you have a class. Another way for students to connect is through the "breakout" room feature on Zoom. This allows students to work in small groups again, and conversation increases.

Be predictable with scheduling your lessons and assignments but vary your delivery and show your heart. Keep a growth mindset with yourself and your students; this will get better.

Heath, C., & Heath, D. (2010). Switch: How to Change Things When Change Is Hard. New York: Broadway Books.

"Less is more" Elissa Scillieri, Ed.D., has enjoyed her previous roles of elementary teacher, math instructional coach, and math supervisor. This year she has taken on an invigorating new challenge as an elementary school principal in New Jersey. Follow her on Twitter: @EScillieri:
As if mathematics weren't complicated enough, add a pandemic to the mix, and math instruction has become infinitely more challenging. If you scroll through social media, it is evident that many parents already have negative opinions about current math instruction, and these same people are now the substitute teachers for our students. Teachers have many considerations as they plan math lessons for distance learning, but here are three guidelines that encompass many of them..
Less is more
Few students ever wanted to do 50 of the same type of problem from their math book. Now, with distracting home environments, inconsistent access to technology, and fewer opportunities for individualized help, it is even more important to cut back on our expectations. Teachers can begin by paring down the quantity of topics that they expect to teach. In order for students to digest any new topics, they will need it presented in small chunks with plenty of time to check in for understanding. Rather than sharing a slideshow with 20 examples of a strategy or problem, choose the best three examples and give students an opportunity to draw their own conclusions or ask questions. Students could then practice their skills on about five problems. Allowing students to work with smaller groups of topics will account for the varying home situations and allow the teacher to intervene, however possible, before a student feels very lost or overwhelmed.
Use technology wisely
Each day, educators' inboxes overflow with offers from companies, suggesting free digital services to get schools through distance learning. Districts and teachers should be selective in the digital programs and tools that they assign to students. Consider staying away from programs or websites that only provide rote problems; instead, look for opportunities that are valuable and offer interaction and engaging content. Students might search for a topic and end up relying on videos they find that robotically teach math strategies. Teachers, instead, could direct students to virtual manipulatives that they can maneuver themselves or to websites with graphing tools and activities, such as Desmos.
Show parents and students the relevance of math in the real world
While there may be many reasons why distance learning can be frustrating and overwhelming, it also presents us with opportunities to make connections between math and the world around us. Students have been able to see, through all of the charts and graphs in every news cycle, that math truly is relevant to our lives. High schoolers, especially, can study exponential growth to explore their own questions about the disease's spread. Parents can reinforce concepts like time and money with younger students and notice more opportunities to point out math, such as in cooking. The more families are ready to move away from pencil-and-paper math, the more progress can be made when we return to our school buildings.

Of course, the ideal situation would be if math teaching and learning were occuring in a building, with in-person social interactions. However, as we continue to adapt to distance learning, educators discover new ways to make magic happen from anywhere.

"It's tricky and it's complicated" Beth Brady is a passionate educator who loves to bring math alive. She works in Northampton, Mass., as a Title I math interventionist and is the district's Math Recovery Champion. She was NCTM's 2016-18 Program of Mathematics Study & Active Professionalism Grant recipient and earned her second master's degree in mathematics teaching at Mount Holyoke College in July 2018. She has been teaching in Northampton since 1992:
It's tricky and it's complicated. How can we teach math to children when we can't be there to support their reasoning? Most caregivers aren't teachers, and the way many of us learned math was with rote learning of procedures and memorizing facts. How do you develop a partnership between home and school when there is a lot of math phobia out there, often admittedly so?

Many people are openly afraid of math, with caregivers often complaining about "this new math." The math hasn't changed, but how we teach it has. They continually wonder why we don't teach math the way they learned it.

It's partly because there is a lot more research about the brain, how we learn, and mathematical progressions of development, and we need to adjust our teaching practices to compensate for this knowledge. It's also in part because we teach math in tandem with reasoning skills.

Math must make sense. Reading includes the need for comprehension, and math requires the same. In order to learn more math, we need to be able to build on what we already know. This is where the "new math" comes in: Teachers are constantly asking children to explain their thinking so that others can understand.

Magic happens when the classroom floor is opened to a rich discussion about mathematical ideas led by student voices making claims, conjectures, or simply showing how they arrived at their answer. Students find comfort in knowing that peers have similar thinking or they dig deeper or the learning sticks when someone has an idea different from their own.

Children build new understandings partly by justifying their thinking, often self-correcting when they explain their thinking with a peer. In these unprecedented times, it's the caregiver who takes the place of the peer, which is one reason why teaching math is so tricky. Teachers can't be there in the moment to ask questions, to guide, prompt, or wonder together. It is the caregivers' opportunity to get to know their children's math minds, something that teachers are craving for right now: student voice.

Prior to the Age of the Coronavirus, I could not talk with my 3rd grade daughter about math, as it would often end in an argument or her shutting down. I eventually realized that I was trying to tell her how to do it or what to think about. As soon as I stopped doing that and I started asking her what she was thinking, she was able to talk to me more about math. She has her own mind and thinks about math in her own way. She makes sense of it based on her own experiences. We connect in a new way now, sometimes adding math to our discussions as we notice, because math is everywhere.

Teaching during the Age of the Coronavirus, for me, means making videos and posting them to YouTube because it's a platform with which most students are familiar. I am very concerned about equity issues, knowing that not everyone has access to technology nor synchronous learning, which itself is troublesome to navigate and nothing like face-to-face learning.

So I make math videos with the student and the caregiver in mind. I hope that if caregivers watch and listen to the short video of my daughter and me engaged in math, they'll get a sense of how they can talk to their child about math and what kinds of questions to ask. I don't tell her how to do it, I present the math ideas, and she tells me her thinking. She shows me what she knows, and we talk about that.

I'm not perfect and I'm learning so much about many aspects of teaching and learning in these crazy surreal times. Math instruction in the Age of the Coronavirus isn't about teaching. It's about opening up the pathway of talk and wonder when exploring mathematical ideas in the world around us, which caregivers can do as they take on the additional roles of classroom peer and teacher to support their child's reasoning skills in mathematics.

Thanks to Cindy, Shannon, Elissa, and Beth for their contributions!

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.
Just a reminder, you can subscribe and receive updates from this blog via email or RSS Reader. And if you missed any of the highlights from the first eight years of this blog, you can see a categorized list below. The list doesn't include ones from this current year, but you can find those by clicking on the "answers" category found in the sidebar.

# data[].attributes.attachment_link.title
'Less Is More' in Math Distance Learning (Opinion)

# data[].attributes.attachment_link.description
Four math educators offer advice about remote instruction, including providing more specific targets and cultivating home connections.

# data[].attributes.body
With lots of planning & teaching going on, it's nice to find other lessons already made for your students to watch and complete. This blog post has various lessons that are already made.

# data[].attributes.attachment_link.readable_text
We're in this together!

This is uncharted territory for all of us, but we know that just because we can't open our schools doesn't mean that our kids have to stop learning. Distance learning is the reality at the moment. With that in mind, we'd like to provide some FREE digital resources that we hope will help you along the way.

You can also find additional distance-learning materials in the Google activities section of our shop.

The virtual Lesson Plans

5-8 Teacher-led examples via video (15 minutes max)

5 Practice problems on Google Forms as a self-grading exit ticket

Currently Included Lessons:

INSTRUCTIONS FOR USE

[0:00] - I generally talk about remote learning and give you a pep talk 🙂

[2:20] - Actual instructions for use

Lesson 1: One-step equations (integers)
Lesson 1: One-Step Equations (Integers) Google Form
Lesson 2: One-step equations (rationals)
Lesson 2: One-Step Equations (Rationals) Google Form
Lesson 3: two-step equations (integers)
Lesson 3: Two-Step Equations (Integers) Google Forms
Lesson 4: two-step equations (rationals)
Lesson 4: Two-Step Equations (Rationals) Google Form
Lesson 5: multi-step equations (distributive)
Lesson 5: Multi-Step Equations (Distributive) Google Form
Lesson 6: EQUATIONS WITH VARIABLES ON BOTH SIDES (INTEGERS)
Lesson 6: Equations with Variables on Both Sides (Integers) Google Form
Lesson 7: EQUATIONS WITH VARIABLES ON BOTH SIDES (RATIONALS)
Lesson 7: Equations with Variables on Both Sides (Rationals) Google Form
Lesson 8: Volume of Rectangular Prisms
Lesson 8: Volume of Rectangular Prisms - Google Form
Lesson 9: Volume of triangular prisms
Lesson 9: Volume of Triangular Prisms - Google Form
Lesson 10: Volume of pyramids
Lesson 10: Volume of Pyramids - Google Form
Lesson 11: volume of cylinders
Lesson 11: Volume of Cylinders - Google Form
Lesson 12 Volume of Cones
Lesson 12: Volume of Cones - Google Form
Lesson 13: Volume of spheres
Lesson 13: Volume of Spheres - Google Form
REMOTE LEARNING IDEAS
In this blog post, you will find several videos for use and other resources that you might find helpful when planning for remote or virtual learning.
LOOKING FOR ADDITIONAL DIGITAL PRACTICE?

If you need any other digital materials for your students, check out the Google activities section of our shop. This post explains how you can use the digital activities in more detail though you may have to adjust for remote learning.

# data[].attributes.attachment_link.description
This is uncharted territory for all of us, but we know that just because we can't open our schools doesn't mean that our kids have to stop learning. Distance learning is the reality at the moment. With that in mind, we'd like to provide some FREE digital resources that we hope will help you along the way.

# data[].attributes.body
Khan Academy has tons of online videos with the lessons done and ready to share with your students!

# data[].attributes.attachment_link.description
A required part of this site couldn’t load. This may be due to a browser extension, network issues, or browser settings. Please check your connection, disable any ad blockers, or try using a different browser.

# data[].attributes.body
I used Google Meets almost everyday to meet with students. This is a tutorial on how to use it!

# data[].attributes.attachment_link.title
Getting Started with "Google Meet" Tutorial