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Number Talks Recordings in Distance Learning

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Number Talks Recordings in Distance Learning

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Number Talks in Distance Learning Videos 20-21

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From Stanford Online's "How To Learn Math for Teachers and Parents": Number Talks

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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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Math Coach / Third, Fourth, and Fifth Grade Number Talks

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Grassroots Workshops

Have you ever been a part of a process that just fascinated you? That's the only way to describe my summer project. With this one project, I learned so much. I was approached by Robert Kaplinsky (who I've known for several years) to plan and produce a Grassroots mini-workshop on the use of Clothesline Math. Wow! This was going to ...

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KristenAcosta.com | Where Math is an Active Subject

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Have you ever been a part of a process that just fascinated you? That's the only way to describe my summer project. With this one project, I learned so much. I was approached by Robert Kaplinsky (who I've known for several years) to plan and produce a Grassroots mini-workshop on the use of Clothesline Math.

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Website with Slides for Dot Talks and Ten Frames

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Website with Slides for Dot Talks and Ten Frames

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Math / Kindergarten Number Talk Resources

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New to Number Talks? Read the following article to find a summary of the Number Talks idea!(Content for slides below come from Number Talks by Sherry Parrish)Five and Ten FramesNumber 3(The slides above were compiled by Mary Elizabeth Mendenhall from Griffin RESA.)

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Searching the internet and more for the best apps and tech tools for a 1 iPad classroom

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SheLovesMath.com is a free math website that explains math in a simple way, and includes lots of examples, from Counting through Calculus.
Practice problems here:
Note: Use CTRL-F to type in search term on individual pages on PC; for tablets, use URL or Search Box and, after typing in search term, scroll down to "On This Page" (before hit GO).

Note: Please let me know if you see any errors or have suggestions for this site at . Thanks!

Calculus (Differential)

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SheLovesMath.com is a free math website that explains math in a simple way, and includes lots of examples, from Counting through Calculus. Here are the topics that She Loves Math covers, as expanded below: Basic Math, Pre-Algebra, Beginning Algebra, Intermediate Algebra, Advanced Algebra, Pre-Calculus, Trigonometry, and Calculus.

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Website with Templates of all Kinds for Number Talks

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Website with Templates of all Kinds for Number Talks

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Access Google Sites with a personal Google account or Google Workspace account (for business use).

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Number talks were developed for classroom teachers to engage students in "mental math" through grappling with interesting mathematics problems. Educators can use number talks regularly as introductions to the day's mathematical practice, as "warm ups" for other lessons, or as stand-alone extended engagements with mathematical concepts. The teachers in these videos are from schools participating in the Silicon Valley Mathematics Initiative.

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Number talks were developed for classroom teachers to engage students in "mental math" through grappling with interesting mathematics problems. Educators can use number talks regularly as introductions to the day's mathematical practice, as "warm ups" for other lessons, or as stand-alone extended engagements with mathematical concepts.

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Progressions Through the Grade Levels in Math

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Progressions Through the Grade Levels in Math

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Funded by the Brookhill Foundation

The Common Core State Standards in mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics. These documents were spliced together and then sliced into grade level standards. From that point on the work focused on refining and revising the grade level standards. The early drafts of the progressions documents no longer correspond to the current state of the standards.

It is important to produce up-to-date versions of the progressions documents. They can explain why standards are sequenced the way they are, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics. This would be useful in teacher preparation and professional development, organizing curriculum, and writing textbooks. Progressions documents also provide a transmission mechanism between mathematics education research and standards. Research about learning progressions produces knowledge which can be transmitted through the progressions document to the standards revision process; questions and demands on standards writing can be transmitted back the other way into research questions.

This project is organizing the writing of final versions of the progressions documents for the K-12 Common Core State Standards. The work will be undertaken by members of the original work team of the progressions and also by mathematicians and educators not involved in the initial writing.

Richard Askey (reviewer)

Sybilla Beckmann (writer)

Douglas Clements (writer)

Phil Daro (co-chair)

Skip Fennell (reviewer)

Brad Findell (writer)

Karen Fuson (writer)

Roger Howe (writer)

Cathy Kessel (editor)

William McCallum (chair)

Bernie Madison (writer)

Dick Scheaffer (writer)

Denise Spangler (reviewer)

Hung-Hsi Wu (writer)

Jason Zimba (co-chair)

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The University of Arizona - Institute for Mathematics & Education

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The Common Core State Standards in mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics. These documents were spliced together and then sliced into grade level standards.

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Find the connections between the Common Core State Standards for Mathematics

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

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

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

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Math Targets & Achievement Level Descriptors

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Math Targets & Achievement Level Descriptors

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Math Targets and Achievement Level Descriptors

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When schools started closing months ago, we heard two loud requests from teachers in our community. They wanted:

1. Written feedback for students.

2. Co-teacher access to student data.

Those sounded like unambiguously good ideas, whether schools were closed or not. Good pedagogy. Good technology. Good math. We made both.

Here is the new loudest request:

Self-checking activities. Especially card sorts.

hey @Desmos - is there a simple way for students to see their accuracy for a matching graph/eqn card sort? thank you!

Is there a way to make a @Desmos card sort self checking? #MTBoS #iteachmath #remotelearning

@Desmos to help with virtual learning, is there a way to make it that students cannot advance to the next slide until their cardsort is completed correctly?

Let's say you have students working on a card sort like this, matching graphs of web traffic pre- and post-coronavirus to the correct websites.

What kind of feedback would be most helpful for students here?

Feedback is supposed to change thinking. That's its job. Ideally it develops student thinking, but some feedback diminishes it. For example, Kluger and DeNisi (1996) found that one-third of feedback interventions decreased performance.

Butler (1986) found that grades were less effective feedback than comments at developing both student thinking and intrinsic motivation. When the feedback came in the form of grades and comments, the results were the same as if the teacher had returned grades alone. Grades tend to catch and keep student attention.

So we could give students a button that tells them they're right or wrong.

Resourceful teachers in our community have put together screens like this. Students press a button and see if their card sort is right or wrong.

My concerns:

1. If students find out that they're right, will they simply stop thinking about the card sort, even if they could benefit from more thinking?

2. If students find out that they're wrong, do they have enough information related to the task to help them do more than guess and check their way to their next answer?

For example, in this video, you can see a student move between a card sort and the self-check screen three times in 11 seconds. Is the student having three separate mathematical realizations during that interval . . . or just guessing and checking?

On another card sort, students click the "Check Work" button up to 10 times.

Instead we could tell students which card is the hardest for the class.

Our teacher dashboard will show teachers which card is hardest for students. I used the web traffic card sort last week when I taught Wendy Baty's eighth grade class online. After a few minutes of early work, I told the students that "Netflix" had been the hardest card for them to correctly group and then invited them to think about their sort again.

I suspect that students gave the Netflix card some extra thought (e.g., "How should I think about the maximum y-value in these cards? Is Netflix more popular than YouTube or the other way around?") even if they had matched the card correctly. I suspect this revelation helped every student develop their thinking more than if we simply told them their sort was right or wrong.

We could also make it easier for students to see and comment on each other's card sorts.

In this video, you can see Julie Reulbach and Christopher Danielson talking about their different sorts. I paired them up specifically because I knew their card sorts were different.

Christopher's sort is wrong, and I suspect he benefited more from their conversation than he would from hearing a computer tell him he's wrong.

Julie's sort is right, and I suspect she benefited more from explaining and defending her sort than she would from hearing a computer tell her she's right.

I suspect that conversations like theirs will also benefit students well beyond this particular card sort, helping them understand that "correctness" is something that's determined and justified by people, not just answer keys, and that mathematical authority is endowed in students, not just in adults and computers.

Teachers could create reaction videos.

In this video, Johanna Langill doesn't respond to every student's idea individually. Instead, she looks for themes in student thinking, celebrates them, then connects and responds to those themes.

I suspect that students will learn more from Johanna's holistic analysis of student work than they would an individualized grade of "right" or "wrong."

Our values are in conflict.

We want to build tools and curriculum for classes that actually exist, not for the classes of our imaginations or dreams. That's why we field test our work relentlessly. It's why we constantly shrink the amount of bandwidth our activities and tools require. It's why we lead our field in accessibility.

We also want students to know that there are lots of interesting ways to be right in math class, and that wrong answers are useful for learning. That's why we ask students to estimate, argue, notice, and wonder. It's why we have built so many tools for facilitating conversations in math class. It's also why we don't generally give students immediate feedback that their answers are "right" or "wrong." That kind of feedback often ends productive conversations before they begin.

But the classes that exist right now are hostile to the kinds of interactions we'd all like students to have with their teachers, with their classmates, and with math. Students are separated from one another by distance and time. Resources like attention, time, and technology are stretched. Mathematical conversations that were common in September are now impossible in May.

Our values are in conflict. It isn't clear to me how we'll resolve that conflict. Perhaps we'll decide the best feedback we can offer students is a computer telling them they're right or wrong, but I wanted to explore the alternatives first.

2020 May 25. The conversation continues at the Computation Layer Discourse Forum.

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When schools started closing months ago, we heard two loud requests from teachers in our community. They wanted: Written feedback for students. Co-teacher access to student data. Those sounded like unambiguously good ideas, whether schools were closed or not. Good pedagogy. Good technology. Good math. We made both.

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Looking for mathematically rich problems to motivate, challenge, or inspire your students? The ODMP collection features intriguing, inquiry-oriented mathematics problems for grades 3-12, including topics in pre-algebra, algebra, geometry, trigonometry, and pre-calculus.

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Looking for mathematically rich problems to motivate, challenge, or inspire your students? The ODMP collection features intriguing, inquiry-oriented mathematics problems for grades 3-12, including topics in pre-algebra, algebra, geometry, trigonometry, and pre-calculus.

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The standards for mathematical practices are the same for K-12 grade. Many times teachers need to know “How do I teach practice #1 at my grade level. The link above shows examples of the math…

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At youcubed, we inspire, educate and empower teachers of mathematics, transforming the latest research on mathematics learning into accessible and practical forms.

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CCSS Math Activities - CCSS Math Activities

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CCSS Math Activities provides tools to support K-12 teachers in teaching math by engaging students through activities and tasks and informing teachers about the Smarter Balanced Assessment.

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Achievethecore.org :: Instructional Content Nav - Mathematics: Focus by Grade Level

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The Common Core and other college- and career-ready (CCR) standards call for a greater focus in mathematics. Rather than racing to cover topics in a mile-wide, inch-deep curriculum, CCR standards require us to significantly narrow and deepen the way time and energy are spent in the math classroom. We focus deeply on the major work of each grade so that students can gain strong foundations: solid conceptual understanding, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the math classroom. The following documents illustrate these concepts using the Common Core State Standards, but Focus, Coherence, and Rigor are integral to all college- and career-ready standards.

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I train mathematics educators who want their students to be better problem solvers.

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3 Act Tasks for K-2 Students

There's lots of room for improvement with these materials. Please leave comments about what should be added or revised. If you try them with students, share what you learn!

(Note: A few tasks are in-progress!) Also, see the links at the bottom of this page for more great 3 Act Task resources.

More 3 Act Tasks

The tasks here are inspired by the work of Dan Meyer and many others. Check out these excellent resources for more tasks:

Dan Meyer - 3 Act Tasks (grades 6-12)

Graham Fletcher - 3 Act Tasks (grades K-7)

Mike Wiernicki - 3 Act Tasks (grades 2-8)

Andrew Stadel - 3 Act Tasks (Elem-HS)

Kyle Pearce - 3 Act Tasks (grades 3-HS)

Dane Ehlert - 3 Act Tasks (grades 3-HS)

Andrew Gael - 3 Act Tasks with particular considerations for a range of learners

Mike Flynn - creating a first 3 Act Task

Annie Fetter - more on using I Notice & I Wonder

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3 Act Tasks for K-2 Students There's lots of room for improvement with these materials. Please leave comments about what should be added or revised. If you try them with students, share what you learn! (Note: A few tasks are in-progress!) Also, see the links at the bottom of this page for more great 3 Act...

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Our summative tasks are divided into three classes - Novice, Apprentice and Expert. This is not a measurement of the difficulty of the content, but indicates the extent to which they require students to autonomously apply their mathematical knowledge: Novice tasks explicitly test particular items of content knowledge, Expert tasks are far less structured and require strategic problem-solving skills in addition to content knowledge. A "balanced diet" of Novice, Apprentice and Expert tasks is needed to properly assess the Mathematical Practices.

Each task includes a scoring rubric, a set of pre-scored sample student work, and the same set of work without the scores. Scoring practice for this type of task can be an effective Professional Development activity.

A selection of test forms using these styles of task is also available.

Choosing Tasks

There are several ways of navigating:

1. Use the menu on the left to browse by grade and topic area, or search for a key phrase.

2. Go to the Standards tab to find tasks linked to a particular content standard or practice.

3. The complete set of tasks is listed below in alphabetic order.

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Our summative tasks are divided into three classes - Novice, Apprentice and Expert. This is not a measurement of the difficulty of the content, but indicates the extent to which they require students to autonomously apply their mathematical knowledge: Novice tasks explicitly test particular items of content knowledge, Expert tasks are far less structured and require strategic problem-solving skills in addition to content knowledge.

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with special thanks to Christopher Danielson and his Which One Doesn’t Belong - A Shapes Book.

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with special thanks to Christopher Danielson and his Which One Doesn’t Belong - A Shapes Book.

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Understanding Language: Mathematics Instruction for ELs Article

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Understanding Language: Mathematics Instruction for ELs Article

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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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Searching the internet and more for the best apps and tech tools for a 1 iPad classroom

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The standards for mathematical practices are the same for K-12 grade. Many times teachers need to know “How do I teach practice #1 at my grade level. The link above shows examples of the math…

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Teachers, sign up for my mini-workshop to learn about how to implement Would You Rather Math into your classroom routines. We will explore some sentence frames, what happens when things don't go as planned, how to use the prompts in a remote learning setting, and much more. See you there!

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Teachers, sign up for my mini-workshop to learn about how to implement Would You Rather Math into your classroom routines. We will explore some sentence frames, what happens when things don't go as planned, how to use the prompts in a remote learning setting, and much more. See you there!

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Open Middle - Challenging math problems worth solving

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Open Middle - Challenging math problems worth solving

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Open Middle - Challenging math problems worth solving

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

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Spatial Reasoning - manipulate a 2D object

Common Core Connection for Grades 6, 7 and 8

Draw polygons in the coordinate plane given coordinates for the vertices.
Understand that a two-dimensional figure is congruent to another if the second can be
obtained from the first by a sequence of rotations, reflections, and translations.
Understand that a 2D figure is similar to another if the 2nd can be obtained from the 1st
by a sequence of rotations, reflections, translations, and dilations.

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Spatial Reasoning - manipulate a 2D object Common Core Connection for Grades 6, 7 and 8 Draw polygons in the coordinate plane given coordinates for the vertices. Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations.

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This activity will help students make the transition from one-variable representations (e.g., number lines) to the TWO-variable representation of the coordinate plane. Students will watch 15-second videos and translate them into graphs with your help. Special thanks to Adam Poetzel (@adampoetzel) for his videos. (Used under CC-BY license.)

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Looking for mathematically rich problems to motivate, challenge, or inspire your students? The ODMP collection features intriguing, inquiry-oriented mathematics problems for grades 3-12, including topics in pre-algebra, algebra, geometry, trigonometry, and pre-calculus.

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Looking for mathematically rich problems to motivate, challenge, or inspire your students? The ODMP collection features intriguing, inquiry-oriented mathematics problems for grades 3-12, including topics in pre-algebra, algebra, geometry, trigonometry, and pre-calculus.