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Create Math Tests and Flashcards

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You're using the new beta version of the Create-A-Test. If you notice anything not looking quite right, please let me know.

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Jessica Shumway

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Number Sense Routines by- Jessica Shumway

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SMP's

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Great starters or closings for Math!

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PDF

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Quick Video Support

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Instructional presentation explaining the partial products multiplication strategy. This strategy is conceptually simpler than the U.S. standard algorithm.

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Khan Academy

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I'm going to do a couple of lattice multiplication examples in this video. And in the next one we'll try to understand why it worked. Let's say we're trying to multiply 27 times 48. What you do is you write down your 27. The 2 and the 7 are going to get separate columns and you write your 48 down the right-hand side, and then you draw a lattice. This is why it's called lattice multiplication. So the 2 is going to get its own column. The 7 is going to get its own column. The 4 is going to get its own row and the 8 is going to get its own row. Now the fun thing about lattice multiplication is you get to do all of your multiplication at one time and then you can finish up the problem with all your addition. You don't have to keep switching gears by carrying and all of that. Although there is carrying, but it's all while you're doing the addition step. So we're almost done with our lattice. We actually have to draw these diagonals here. We'll understand in the next video why these diagonals even work. Just like that. And now we're ready to multiply. 7 times 4 is 28. 7 times 4 is equal to 28. So you write down a 2 and an 8 just like that. 2 times 4 is equal to 8. So you write down a 0, 8 just like that. Then you have 7 times 8. 7 times 8 is equal to 56. So we write down a 5 and a 6. And then finally, 2 times 8 is equal to 16. You write down a 1 and a 6 just like that. And we're done all of our multiplying. Now we're ready to add. So what you do is you go down these diagonals that I drew here. So this first diagonal, which is really the 1's diagonal, you just have a 6 sitting here. So you write a 6 just like that. Then we move over to the next diagonal. This diagonal with the 6, 5, and 8 in it. That's our 10's diagonal. So 8 plus 5 is 13. 13 plus 6 is 19. So you write your 9 right here in the 10's place and now you carry the 1 in 19 up there into the 100's place because this isn't just 19, it's actually 190. It's nineteen 10's. Anyway, you carry your 1. You have 1 plus 2 is 3. 3 plus 8 is 11. 11 plus 1 is 12. You write the 2 in your 100's place and you carry the 1 into your 1,000's place. 1 plus 0 is 1, so you just have a 1 in your 1,000's place just like that. And you get our answer. 27 times 48 is equal to 1,296/ Let's do a harder problem. One that requires more digits, just to show that this'll work for any problem. Let's say we had 5,479 times-- let's do a three-digit number. Times 787. So just like we did in the last time, we make four columns. One for the 5, the 4, the 7, and the 9. We'lll have 5,479 and then times 787. So they each get their own row. 787. Looks like that. Then we have to draw our lattice. Draw the lattice. Each of these guys get their own column. Draw the columns just like that. And then each one of these characters got their own row. One row for the 7, one row for the 8, and one row for this other 7. Then we have to draw the diagonals. Draw it like that. One diagonal, two diagonals, so three diagonals, four diagonals. I think you get the idea and than we have just one, two more diagonals. We're ready to multiply now. So it's 9 times 7. I won't do it on the side here. We know our times tables. 9 times 7 is 63. 7 times 7 is 49. 4 times 7 is 28. 5 times 7 is 35. Let me switch callers arbitrarily. 9 times 8 is 72. 7 times 8 is 56. 4 times 8 is 32. 5 times 8 is 40. I'll switch colors again. 9 times 7-- we saw that before. It's 63. 7 times 7 is 49. 4 times 7 is 28. And then 5 times 7 is 35. We're done all of our multiplying. Now we can switch our brains into addition mode. Let me find a nice suitable color for addition. Maybe a pink will do for addition. So we start at our 1's place. Just have a 3 there, so you write the 3 in your 1's place. You go to the 10's place. 2 plus 6 is 8. 8 plus 9 is 17. Write the 7 in the 10's place, carry the 1 into the 100's place. I wrote a 1 really small here. 1 plus 3 is 4. 4 plus 7 is 11. 11 plus 6 is 17. 17 plus 4 is 21. 21 plus 8 is 29. Write the 9 in the 100's place and carry the 2. 2 plus 6 is 8. 8 plus 9 is 17. 17 plus 5 is 22. 22 plus 2 is 24. 24 plus 2 is 26. 26 plus 5 is 31. Carry the 3. 3 plus 4 is 7. 7 plus 8 is 15. 15 plus 3 is 18. 18 plus 0 is 18. 18 plus 3 is 21. Write the 1, carry the 2. 2 plus 2 is 4. 4 plus 5 is 9. 9 plus 4 is 13. Write the 3, carry the 1. 1 plus 3 is 4. And we're done. That easy. Well, there's two advantages here. One is we got to do all of our multiplication at once. And then we got to do all of our addition at once. The other advantage is it's kind of neat and clean. When you just do it the traditional way with carrying and number places, it takes up a lot of space. But notice, we did our whole problem in a nice, neat and clean area like that and we got our answer. Our answer is 4,311,973. There you go. Now in the next video we're going to try to understand why this worked.

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Lattice multiplication (video) | Khan Academy

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Learn for free about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more. Khan Academy is a nonprofit with the mission of providing a free, world-class education for anyone, anywhere.

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See PDF!

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Lattice multiplication is a method of multiplying large numbers using a grid. This method breaks the multiplication process into smaller steps, which some students find easier. Digits to be carried are written within the grid, making them harder to miss.

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Instructional Support

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Looking for online content to supplement Singapore Math? Try these:

The Singapore Maths Teacher
FREE
Written by Singaporean educators, The Singapore Maths Teacher aims to provide students with an effective learning tool to assist them in mastering the art of problem solving. Provided problems have a step-by-step slide format allowing students to pause and consider drawings and answers.

Thinking Blocks
FREE/Also FREE Ipad apps via app store
Thinking Blocks is an interactive math tool developed by classroom teachers to help students learn how to solve multi-step word problems. There are two components:

Model and solve given word problems in a guided environment. Great for teachers, parents, and students to learn bar modeling by doing!

Modeling tool designed to be used on SMARTboards or other classroom technology. Teachers can use given problems or input their own.

Thinking Blocks is also available in an iPad app.

Math Buddies and PrimaryMathDigital.com
PAID/Free trial available
Online learning platform from Marshall Cavendish, publisher of Primary Mathematics and Math in Focus. Includes student e-textbooks, tests (pre-, post and challenge tests), and learning lessons. Lesson formats include Teach - to aid in content delivery in a classroom, Learn - independent lessons for classroom or individual use, Guided Learning, Assisted Practice and Benchmark Practice. Math Buddies for grades K-5, Primary Digital for grades 1-5.

iSingaporeMath.com
PAID/FREE Placement assessments
ISM = Increase Skills to Mastery. ISM is an online Singapore Math program that provides practice and assessment on specific skills, bar model drawing and test prep. Available for both parents and classrooms, the program includes reports that help target knowledge gaps. areas for

Conceptua Math
FREE/PAID additional content
Has a superb set of free whole number and fractions tools which use a similar pedagogical approach as the Singapore syllabus. Conceptua® Math is a Common Core math solution that uses a combination of visual models, story problems, classroom discussion guides, and real world investigations to support the teacher in the classroom.

Matholia - Practice, learn and play
PAID/FREE trial available
Comes in both US-Common Core and US-Singapore Math editions. Matholia is an online portal that provides Practice, Learn, Play, and Review components in addition to digital manipulatives, and of course, full reporting with color-coded skills map. For grades 1- 6. I'm hearing GOOD things about this program!

Ace-Learning
PAID
The leading online Mathematics E-Learning system in Singapore. For grades 7-12.

Home Campus
FREE/PAID
From Singapore. Learn, practice and assess elementary mathematics, currently grades 3 - 6. Learn component is free, and a good resource for parents looking for homework help! Practice and Assessments start at Singapore $2.48 per month. Parents with accounts can follow their child's progress and set goals.

CybeRShala

PAID
Online classes based on Primary Mathematics for grades 1-6, New Elementary Mathematics for grades 7-10 and College Mathematics for grades 11-12. to the Alternative placement tests written by the self-described "team of academicians, technocrats and concerned parents" that provide online classes with Primary Mathematics. Free trial offered.

Scridb filter

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Looking for online content to supplement Singapore Math? Try these: The Singapore Maths Teacher FREE Written by Singaporean educators, The Singapore Maths Teacher aims to provide students with an effective learning tool to assist them in mastering the art of problem solving. Provided problems have a step-by-step slide format allowing students to pause and consider drawings and answers.

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Common Core Supported

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Singapore Math Strategies & Resources - BPS K-6 MCCS Math

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Singapore Math strategies and methods connect well with the Common Core Math Practice and Content Standards. Some people think that Singapore Math is a "program". There are certainly several programs that can be purchased.

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Math Support!

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Looking for Singapore Math help?
We have a collection of videos, solutions, activities and worksheets that are based on Singapore Math or Maths.

We will look at:

What is Singapore Math or Maths?

Using Singapore Math to solve word problems.

Singapore Math from Grade 1 to Grade 6 (Videos and Worksheets).

What is Singapore Math?
Introduction to Singapore Math Part 1
What are the benefits and strategies of Singapore Math?
What are number bonds? How to use Model Drawing?
Introduction to Singapore Math Part 2
Examples:
(1) Carla and Jerome kept track of the miles they ran over the weekend. Carla ran three times as far as Jerome. If Carla ran 6 miles, how far did Jerome run?
(2) Mrs. Walsh made 300 cookies. She sold 3/4 of them and gave 1/3 of the remainder to her neighbor. How many cookies were left? Helping Parents Explain Singapore Math - Word Problems 1
Demo for parents and educators on how to use "thinking blocks" (block diagrams) to help even young children - 1st grade, 2nd grade - understand, model and solve word problems.
Examples:
(1) David has 45 marbles. His sister gave him 32 more. How many marbles does he have altogether?
(2) Caleb wants to buy a scooter that costs $63. He saved $38 so far. How much more money does Caleb need? Helping Parents Explain Singapore Math - Word Problems 2
Part 2: 2-Step Word Problems.
Examples:
(1) Anna is riding in a bike-a-thon. She rode 49 miles in the morning, stopped for a lunch break, then rode another 37 miles in the afternoon. Anna was then only 62 miles from the finish line. How long was Anna's bike ride?
(2) Kierka bought a juice for 55 cents, a breakfast bar for 27 cents and a package of gum. She spent $1.22 altogether. How much did the package of gum cost?
Solve Word Problems using Singapore Math - according to Topics

These lessons and videos show how to use the block models (tape diagrams or bar models) in the Singapore Math method of solving word problems. The blocks can assist the students in visualizing, modeling and solving the word problems without using algebra.

Solve Word Problems using Singapore Math - according to Grades

Percent Word Problems 1 - 4

Fraction, Discount, Prices, Tax

Percent Word Problems 5 - 8

Banking Principles, Measurement (length), Convert Percent to Fraction

Decimal Word Problems 1 - 4

Subtraction of two decimals and unit conversion, Measurement using decimals to explain unit conversion

Decimal Word Problems 5 - 8

Multiplying decimals by 10s and rounding off decimals, Word problems involving decimals, fractions and measurement, Compare decimals involving measurement (volume)

Decimal Word Problems 9 - 11

A measurement (area) word problem involving decimals, Word problems involving measurement (mass) and unit conversion

Worksheets and Questions for Grade 1 Singapore Math (Primary 1)

Addition using Number Bonds

Addition using number bonds

Adding by Making 10
Adding Tens and Ones
Add a Two-Digit Number and One-Digit Number
Adding by grouping tens

Subtraction using Number Bond

Subtraction using number bonds

Subtract Ones
Subtract a One-Digit Number from a Two-Digit Number
Subtract Tens
Subtract Tens and Ones

Worksheets and Questions for Grade 2 Singapore Math (Primary 2)

Worksheets and Questions for Grade 3 Singapore Math (Primary 3)

Worksheets and Questions for Grade 4 Singapore Math (Primary 4)

Videos and Worksheets

Fractions

Types of Fractions, Improper Fractions and Mixed Numbers, Simplifying Fractions and GCF, Comparing Unlike Fractions and LCM, Subtracting Related Fractions

Worksheets on Fractions

Equivalent Fractions,
Comparing Fractions,
LCM,
Adding and Subtracting
Fractions

Shape and Area

Which shape cannot tessellate? Areas of Figures,Decimals

Worksheets and Questions for Grade 5 Singapore Math (Primary 5)

Whole Numbers

Whole Numbers

Place Values of Whole Numbers, Writing Whole Numbers from Figures to Words, Writing Whole Numbers from Words to Figures or Numerals

Comparison & Approximation

Comparison, Ordering and
Patterns in Whole Numbers,
Approximation and
Estimation,
Whole Numbers

Basic Operations

Multiplying Whole Numbers by 10s, 100s and 1000s, Dividing Whole Numbers by 10s, 100s and 1000s, Operations on Whole Numbers, Order of Operations

Adding and Subtracting Fractions

Adding and Subtracting Fractions

Adding fractions (adding unlike fractions), Subtracting fractions (subtracting unlike fractions), Adding mixed fractions or mixed numbers, Subtracting mixed numbers or mixed fractions

Multiplying and Dividing Fractions

Multiplying fractions, Multiplying a mixed number (mixed fraction) and a whole number, Dividing a proper fraction by a whole number, Concept of fraction as division

Percent (Percentage)

Percent

Introduction to Percent
Percent and Fraction
Percent and Decimal

Geometry

Geometry

Angles, angles on a straight line
Angles at a point
Vertically opposite angles
Isosceles triangle, equilateral triangle and right-angled triangle
Sum of angles of a triangle
Drawing different types of triangle
Find unknown angles in a four-sided figure
Drawing parallelograms, rhombus and trapeziums

Rotate to landscape screen format on a mobile phone or small tablet to use the Mathway widget, a free math problem solver that answers your questions with step-by-step explanations.

You can use the free Mathway calculator and problem solver below to practice Algebra or other math topics. Try the given examples, or type in your own problem and check your answer with the step-by-step explanations.

We welcome your feedback, comments and questions about this site or page. Please submit your feedback or enquiries via our Feedback page.

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Singapore Math (solutions, worksheets, examples, videos, games, activities)

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A collection of math videos, solutions, activities and worksheets that are based on Singapore Math, Examples and step by step solutions of Singapore Math Word Problems, Videos and Worksheets for Singapore Math from Grade 1 to Grade 6, What is Singapore Math, How to explain Singapore Math?

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Foldables, Lessons, Concepts, etc.

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My goal with this page is to walk you through what an ISN is and how to start using one. I will try to cover anything I can think of, but if there is something you don't see here and are curious about please don't hesitate to ask me about it.

What is an ISN?:
A little about the ideas behind Interactive Student Notebooks and how I am using them.

Getting your supplies ready, setting up your classroom, and deciding on your ISN procedures.

The First Couple Days of School:

Setting up the first pages, decorating the covers, putting in formula sheets, etc. This section is about physically getting the notebook set up. I do the following things in the order that they are listed.

Putting in the First Actual (numbered) Pages:

These pages are first week of school stuff- students getting to know about the class, and about themselves.

A little about the ideas behind Interactive Student Notebooks and how I am using them.

Foldables and Lessons that I have done:
These are specific lessons and activities I have put into my ISN.

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My goal with this page is to walk you through what an ISN is and how to start using one. I will try to cover anything I can think of, but if there is something you don't see here and are curious about please don't hesitate to ask me about it.

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Fun projects!

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Math Activities for Kids | Education.com

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Check out our collection of fun, hands-on math activities for kids to get your child excited about learning!

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60 Teacher Strategies

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Formative Assessment Strategies

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Quick Writes, Reflections, Quizzes, etc.

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20 Simple Assessment Strategies You Can Use Every Day
contributed by Saga Briggs

The ultimate goal of teaching is understanding.

But sometimes it's easier to talk than to teach, as we all know, especially when we need to cover a lot of material in a short amount of time. We hope students will understand, if not now then before test time, and we keep our fingers crossed that their results will indicate we've done our job.

The problem is, we often rely on these tests to measure understanding and then we move on. There isn't always time to address weaknesses and misunderstandings after the tests have been graded, and the time to help students learn through strategies to ask great questions is gone.

Below are 22 simple assessment strategies and tips to help you become more frequent in your teaching, planning, and curriculum design.

Book TeachThought Professional Development for training on assessment practices that grow teachers
22 Simple Assessment Strategies & Tips You Can Use Every Day 1. An open-ended question that gets them writing/talking
Avoid yes/no questions and phrases like "Does this make sense?" In response to these questions, students usually answer 'yes.' So, of course, it's surprising when several students later admit that they're lost.

To help students grasp ideas in class, ask open-ended questions that require students that get students writing/talking. They will undoubtedly reveal more than you would've thought to ask directly.
2. Ask students to reflect
During the last five minutes of class ask students to reflect on the lesson and write down what they've learned. Then, ask them to consider how they would apply this concept or skill in a practical setting.
3. Use quizzes
Give a short quiz at the end of class to check for comprehension.
4. Ask students to summarize
Have students summarize or paraphrase important concepts and lessons. This can be done orally, visually, or otherwise.
5. Hand signals
Hand signals can be used to rate or indicate students' understanding of content. Students can show anywhere from five fingers to signal maximum understanding to one finger to signal minimal understanding. This strategy requires engagement by all students and allows the teacher to check for understanding within a large group.
6. Response cards
Index cards, signs, whiteboards, magnetic boards, or other items are simultaneously held up by all students in class to indicate their response to a question or problem presented by the teacher. Using response devices, the teacher can easily note the responses of individual students while teaching the whole group.
7. Four corners
A quick and easy snapshot of student understanding, Four Corners provides an opportunity for student movement while permitting the teacher to monitor and assess understanding.

The teacher poses a question or makes a statement. Students then move to the appropriate corner of the classroom to indicate their response to the prompt. For example, the corner choices might include "I strongly agree," "I strongly disagree," "I agree somewhat," and "I'm not sure."
8. Think-pair-share
Students take a few minutes to think about the question or prompt. Next, they pair with a designated partner to compare thoughts before sharing with the whole class.
9. Choral reading
Students mark text to identify a particular concept and chime in, reading the marked text aloud in unison with the teacher. This strategy helps students develop fluency; differentiate between the reading of statements and questions; and practice phrasing, pacing, and reading dialogue.
10. One question quiz
Ask a single focused question with a specific goal that can be answered within a minute or two. You can quickly scan the written responses to assess student understanding.
11. Socratic seminar
Students ask questions of one another about an essential question, topic, or selected text. The questions initiate a conversation that continues with a series of responses and additional questions. Students learn to formulate questions that address issues to facilitate their own discussion and arrive at a new understanding.
12. 3-2-1
Students consider what they have learned by responding to the following prompt at the end of the lesson: 3) things they learned from your lesson; 2) things they want to know more about; and 1) questions they have. The prompt stimulates student reflection on the lesson and helps to process the learning.
13. Ticket out the door
Students write in response to a specific prompt for a short period of time. Teachers collect their responses as a "ticket out the door" to check for students' understanding of a concept taught. This exercise quickly generates multiple ideas that could be turned into longer pieces of writing at a later time.
14. Journal reflections
Students write their reflections on a lesson, such as what they learned, what caused them difficulty, strategies they found helpful, or other lesson-related topics. Students can reflect on and process lessons. By reading student work-especially - types of learning journals that help students think- teachers can identify class and individual misconceptions and successes. (See also
15. Formative pencil-paper assessment
Students respond individually to short, pencil-paper formative assessments of skills and knowledge taught in the lesson. Teachers may elect to have students self-correct. The teacher collects assessment results to monitor individual student progress and to inform future instruction.

Both student and teacher can quickly assess whether the student acquired the intended knowledge and skills. This is a formative assessment, so a grade is not the intended purpose.
16. Misconception check
Present students with common or predictable misconceptions about a concept you're covering. Ask them whether they agree or disagree and to explain why.
17. Analogy prompt
Teaching with analogies can be powerful. Periodically, present students with an analogy prompt: "the concept being covered is like ____ because ____."
18. Practice frequency
Check for understanding at least three times a lesson, minimum.
19. Use variety
Teachers should use enough different individual and whole group techniques to check understanding that they accurately know what all students know. More than likely, this means during a single class the same technique should not be repeated.
20. Make it useful
The true test is whether or not you can adjust your course or continue as planned based on the information received in each check. Do you need to stop and start over? Pull a few students aside for three minutes to re-teach? Or move on?
21. Peer instruction
Perhaps the most accurate way to check for understanding is to have one student try to teach another student what she's learned . If she can do that successfully, it's clear she understood your lesson.
22. "Separate what you do and don't understand"
Whether making a t-chart, drawing a concept map, or using some other means, have the students not simply list what they think they know, but what they don't know as well. This won't be as simple as it sounds-we're usually not aware of what we don't know.

They'll also often know more or less than they can identify themselves, which makes this strategy a bit crude. But that's okay-the goal isn't for them to be precise and complete in their self-evaluation the goal is for you to gain insight as to what they do and don't know.

And seeing what they can even begin to articulate on their own is an excellent starting point here.
This post was written by Saga Briggins and was first publish by on opencolleges.edu.au; 20 Simple Assessment Strategies You Can Use Every Day

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20 Simple Assessment Strategies You Can Use Every Day

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20 Simple Assessment Strategies You Can Use Every Day contributed by Saga Briggs The ultimate goal of teaching is understanding. But sometimes it's easier to talk than to teach, as we all know, especially when we need to cover a lot of material in a short amount of time.

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McRel- Deepen Understanding of Mathematics

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Writing in Math

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Journal writing can be a valuable technique to further develop and enhance your mathematical thinking and communication skills in mathematics. Journal entries in mathematics provide opportunities for individuals to self-assess what they've learned. When one makes an entry into a math journal, it becomes a record of the experience received from the specific math exercise or problem-solving activity. The individual has to think about what he/she did in order to communicate it in writing; in so doing, one gains some valuable insight and feedback about the mathematical problem-solving process. The math no longer becomes a task whereby the individual simply follows the steps or rules of thumb. When a math journal entry is required as a follow up to the specific learning goal, one actually has to think about what was done and what was required to solve the specific math activity or problem. Math instructors also find that math journaling can be quite effective. When reading through the journal entries, a decision can be made to determine if further review is required. When an individual writes a math journal, they must reflect on what they have learned which becomes a great assessment technique for individuals and instructors.

If math journals are something new, you will want to use the following strategies to assist the implementation of this valuable writing activity.

A journal should be written at the end of a math exercise.

Journal entries should be in a separate book, one used specifically for mathematical thinking.

Math journals should contain specific details about the areas of difficulties and areas of success.

The math journal entries should take no more than 5-7 minutes.

Math journals can be done with children and adults. Younger children will draw pictures of the concrete math problem they have explored.

Math journals should not be done daily, it's more important to do math journals with new concepts in areas specifically related to growth in mathematical problem-solving.

Be patient, math journaling takes time to learn. It is critical to understand that math journaling is an entry of the mathematical thinking processes.

There's no right or wrong way of thinking!

Math Journal Prompts to Get You Started

I knew I was right when......

If I missed____________ I would have to__________________.

The thing you have to remember with this kind of problem is........

Tips I would give a friend to solve this problem are.........

I wish I knew more about......

How many times did you try to solve the problem? How did you finally solve it?

Could you have found the answer by doing something different? What?

What method did you use to solve this problem and why?

Was this hard or easy? Why?

Where else could you use this type of problem-solving?

What would happen if you missed a step? Why?

What other strategies could you use to solve this problem?

Write 4 steps for somebody else that will be solving this problem.

What would you like to do better next time?

Were you frustrated with this problem? Why or why not?

What decisions had to be made when solving this problem?

What do you like about math? What don't you like about math?

Is math your favorite subject? Why or why not?

"When one has to write about problem-solving strategies, it helps to clarify thinking. We will often discover solutions to problems when we write about the problem".

Another strategy that helps to retain math concepts and support understanding is knowing how to take great notes in math.

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Math Journaling in the Classroom and Out

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Journal writing can be a valuable technique to further develop and enhance your mathematical thinking and communication skills in mathematics

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Powerpoint

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I love Math

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Jig Saw, 3-2-1-, One-Word Summaries, etc.

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Read Aloud, Think Aloud, etc.

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Strategies/ Word Play

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Reading/Writing/Math

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The 2002 and 2007 reports of the National Assessment of Educational Progress (NAEP) writing as ses sment (National Center for Education Statistics, 2008), administered to 8th and 12th graders, show an increase in writing scores. Applebee and Langer's (2006) analysis of NAEP data as well as other sources published during the decade preceding their review revealed that the more frequently students reported writing one or more paragraphs in science and social studies, the higher their writing achievement.

The results, however, were lower in mathematics. "It may be that at the classroom level, the role of writing in mathematics instruction has not been well conceptualized" (Applebee & Langer, 2006, p. 14). Indeed, many teachers find it more natural to integrate writing and science (e.g., Varelas, Pappas, Kokkino, & Ortiz, 2008) or writing and social studies (e.g., Jones & Thomas, 2006). Wolsey (2010) examined the complexity of student writing and vocabulary learning in a cross-disciplinary writing project involving English, science, and social studies. Where was mathematics?

That we see so few examples of the integration of writing and mathematics in educational literature seems surprising, considering that the mathematics education community has affirmed the importance of such integration for many years. As early as 1989, the National Council of Teachers of Mathematics (NCTM) identified learning to communicate mathematically as a major goal for students.

In 1992, Countryman's book, Writing to Learn Mathematics: Strategies That Work, K-12, captured the attention of mathematics educators amid a flurry of interest and ideas (e.g., Quinn & Wilson, 1997; Sipka, 1990). Almost a decade later, NCTM (2000) specifically stressed writing as "an essential part of mathematics and mathematics education" (p. 60) in the landmark document Principles and Standards for School Mathematics.

Still, many teachers struggle to link writing and mathematics and honor the integrity of both disciplines at the same time. Teachers of writing might say that if students are assigned to describe the process they used in solving a problem with no revision or editing, the quality of integration is drawn into question. Teachers of mathematics might say that if students are asked to write a report on a famous mathematician they may not be engaged in developing mathematical reasoning no matter how many drafts they write. Although the appropriate balance may be elusive, the endeavor is nevertheless worthy of being undertaken (e.g., Applebee, 1984; Bossé & Faulconer, 2008; Newell, 2008).

There are two levels of integration that teachers may use as a beginning point. Writing without revision, the first level, can be readily worked into mathematics instruction. Writing with revision, the second level, may take more time but enables teachers to connect the writing process more fully with mathematics instruction. Each level can be appropriate under differing circumstances.

In Carter's (2009) description of writing tasks in her mathematics instruction, both levels are reflected. She had her students write in what she called "mathematical notebooks" (p. 607), which required little or no revision. She also had her students write about mathematics in a process-oriented way during writing workshop. Some wrote stories such as "The Hexagon Adventure" and "The Magical Subtracting Frying Pan." Others wrote autobiographies such as "How I Learned to Do Math in Kindergarten and Beyond."

Although Carter's (2009) reflective mathematical journals and stories about mathematical concepts in writing workshop may not represent an ideal solution, they demonstrate one teacher's exploration of the possibilities. This article presents six additional examples, including student work, in which teachers have attended to the goals of both writing and mathematics. By no means are these ideas new. Teachers may have been introduced to them before, but perhaps not in the context of mathematics. Although the following suggestions are not exhaustive, teachers have found them to be a promising place to begin.

Writing without revision

Learning logs

As students start class, they are given a prompt to which they respond for a few minutes in writing. The task is not designed as a mathematics problem per se, but rather to encourage students to focus on mathematics.

One fifth-grade teacher typically used learning logs to review previously learned material. On one occasion, the prompt she posed was, What did we learn about mean, median, and mode? Most students wrote at least a half page filled with definitions and examples (see Figure 1A). While studying probability, one student wrote the following definition: "The 'probability' of something is how likly your gonna get, pick, or find something." He then gave an example using shapes and colored cards (see Figure 1B).

Figure 1A: Learning log entries by fifth graders - definitions and examples of mean, median, and mode

Figure 1B: Learning log entries by fifth graders - definition and examples of probability

This teacher found that the quality of the learning logs improved as students shared their work: "[When a student shared] a log that showed clear understanding, this provided others with an example to follow." Along with finding learning logs to be an effective way to introduce or close a lesson, the teacher observed that the quality of student discussion of mathematics during lessons was richer when students were expected to write.

Learning logs honor the integrity of writing when students write their own connections and examples. At the same time, they foster mathematical understanding by engaging the minds of students in transforming information from facts to be memorized to the construction of meaning (e.g., Newell, 2008).

Think-write-share

Teachers often ask questions and count on having at least one or two students raise their hands. One 2011fourth-grade teacher tried to involve everyone in the class by allowing think time and expecting students to write before sharing. For one think-write-share, she asked, "What is an equivalent fraction?" She gave the students a few minutes to think and then asked them to write their responses before calling on students to share, using a document camera. In reflecting on the use of this strategy, the teacher commented,

I assumed that everyone understood [what an equivalent fraction is], because we've done it for a while. However, as we shared, I soon realized that some of my students thought that equivalent fractions were [only] fractions that were the same, for example, 1&#8260;4 = 1&#8260;4.

To address this misconception, the teacher strategically selected students to share based on the thinking she had seen demonstrated: "Kids who were getting it wrong, kids who were getting it a little, and those who knew it well." Once several clear responses had been shared and discussed (see Figure 2A), the teacher invited all students to write again, revising their original work to reflect their increased understanding (see Figure 2B).

Figure 2A: Think-write-shares by fourth graders - example showing a clear understanding of equivalent fractions

Figure 2B: Think-write-shares by fourth graders - example of equivalent fractions, before and after revision

The think-write-share strategy heightens student engagement in writing. Concurrently, students are held accountable for their own mathematical understanding.

Note-taking/note-making

Students may be accustomed to taking notes, but now ask them to make notes as well. Along with listing the main points of a lesson, students can write their own reflections and perceptions. One fifth-grade teacher used the strategy of note-taking/note-making in mathematics to extend the notion of whole numbers to integers, including the concept of negative number.

She asked her students to fold their papers in half vertically. On the left side, she directed students to define integers and construct number lines to demonstrate relative size of integer pairs. On the right side, students wrote their own reactions and observations. One student wrote, "I will remember that on the negitive side the bigger it gets the smaller it is. I thought that was cool." Another student wrote, "It is weird that -2 is greater than -5." This same student went on to create his own analogy: "It is like a piano, lower to higher with middle C. Smaller to larger with zero. Zero and C aren't small, big, high, or low" (see Figure 3).

Figure 3: Note-taking/Note-making: A fifth grader's conception of integers

Note-taking/note-making honors both writing and mathematics. It encourages students to make connections between new concepts and previously learned material and their personal experiences.

Writing with revision

Shared writing

A third-grade teacher used shared writing with her students to review what they had learned in their geometry unit. Using chart paper, the teacher recorded a student-generated word bank that included face, edge, vertex, congruent figures, and polygons. On subsequent sheets, the teacher used a black pen to record in sentences what the students shared about their learning. Next she guided them to suggest revisions and additions to their shared writing and recorded those suggestions with a different colored pen.

Some changes related to word choice ("learning about geometry" became "learning and exploring geometry"), while other changes related to geometry concepts. In the shared writing, students had listed 3-D shapes such as spheres, cones, cubes, and cylinders and had given real-life examples. During revision, students added the following sentence that went beyond visualization to include attributes: "Some 3-D figures will have vertexes (corners), edges, and faces." Students then suggested three titles and voted on which title was best (see Figure 4).

Figure 4: A shared writing about geometry composed and revised by third graders and their teacher

This teacher valued shared writing as an engaging strategy to help students internalize mathematics:

I feel that this experience has helped them go beyond recording the information in their math journals and just doing our assignments.... I think it helped to make it more personal and [validate] what was important to them.

As students engaged in revising, they improved the writing while extending their mathematical thinking (see Whitin & Whitin, 2000). Because the mathematical ideas are constructed through group interaction, students help one another learn to communicate mathematically.

Class book

Using a similar process, a teacher can make a class book with students. Once a shared writing is completed on chart paper, the teacher numbers the sentences and assigns each student a numbered part to write as a final draft for a page in the class book. Very little time is required for the teacher to move from student to student and edit sentences. As the teacher edits, students are encouraged to create representations for the idea on their page.

When the students are finished, the teacher gathers the pages in order and adds a cover with a title. When the shared writing has only a few sentences, the teacher assigns several students the same number and creates several covers. In this way, students produce multiple copies of the same book. One could be kept in the classroom and others given to teachers of younger grades for their reading centers.

A fourth-grade teacher used a variation of this strategy with her students. This teacher's prompt was to create and illustrate a word problem using fractional parts of a set of 24 (see Figure 5). Every student's work became a page in the class book.

Figure 5: A class book page about word problems written and illustrated by fourth graders

Class books provide a sense of audience as well as an opportunity for students to revise and edit their writing. Simultaneously, the format invites students to "create and use representations to organize, record, and communicate mathematical ideas" (NCTM, 2000, p. 67).

Alphabet books

One fifth-grade teacher helped her students create alphabet books to develop mathematics vocabulary. She assigned students letters of the alphabet and sent them on a search for new and complex words in their mathematics textbook, notes, thesaurus, and mathematics dictionary (e.g., Monroe, 2006). Students were assigned to use each word in a meaningful sentence, draw an appropriate representation, or write a real-world connection (see Figure 6). The teacher explained,

Because the format of an alphabet book requires brevity, I can readily respond to what students have written individually in short conferences, offering both compliments and suggestions for improvement. I can discuss their mathematical thinking and their writing in the same conference.

Figure 6: A class book page about word problems written and illustrated by fourth graders

Students then revise and edit as they prepare a final draft for publication. This teacher prefers to have the book professionally printed, using an inexpensive online publishing tool (e.g., mightyauthors.com).

Alphabet books not only introduce students to a delightful genre, but also allow students to experience every phase of the writing process. At the same time, they honor the integrity of mathematics by helping students develop vocabulary essential for mathematical thinking. The format invites the use of meaningful communication through words, graphic representations, and symbols.

A call for additional strategies

These six ideas represent only a place to begin. Creative teachers will use these ideas as springboards to additional strategies for integrating their writing and mathematics instruction. Numerous and varied opportunities for this integration support students as they learn to think their way into mathematics and make it their own (Zinsser, 1988) and also become more aware of the range of writing possibilities available to them (Newell, 2008). Such opportunities are not superfluous or simply nice to do if there is enough time. They are too important to ignore.

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The 2002 and 2007 reports of the National Assessment of Educational Progress (NAEP) writing as ses sment (National Center for Education Statistics, 2008), administered to 8th and 12th graders, show an increase in writing scores.

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Let's Write!

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Writing in Math

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Teachers incorporate writing in math class to help students reflect on their learning, deepen their understanding of important concepts by explaining and providing examples of those concepts, and make important connections to real-life applications of the math they are learning.

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Grades 2-5

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Multiplication & Division Hip-Hop Lessons | Flocabulary - Flocabulary

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Want a cool way to teach multiplication & division lessons to get higher scores? Try Flocabulary's educational videos for grades 2 to 5.

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PBS Learning Media

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Your child's introduction to multiplication is through repeated addition. He will draw an array to visualize, or see, five groups of four stars. He will count the stars and find the total.As his understanding improves, he will skip count to find the total more efficiently.

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Multiplication Fluency

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Multiplication Mash Up - A Fun Way to Learn Your Multiplication Facts!

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K-5

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Use these I Can Resources to help your students understand the standards. Written in kid friendly language for classroom use.
*******This is our original collection of our common core checklists, if you are looking for our newer, updated version with the current standards, follow the bold red link at the bottom of this post.

Our common core standards checklists are just what you need to help you keep track of the standards taught in your classroom. Use these to make sure you are addressing all that you need to teach throughout the course of the school year. Keep track of when you have introduced, retaught and assessed each indicator.

The most important parts of the common core are the anchor standards that carry through from kindergarten to high school. These have been included with each language arts checklist so that you don't lose sight of your essential goals for teaching and learning.

***Please keep in mind that this checklist is more to be used as a system of checks and balances in your teaching for the year and not so much a "check off" sheet for these indicators to be checked and thought of as "done". You will be teaching so many of these concepts during your one-on-one conferencing each and every day.

The newly updated kindergarten checklists can be found here: Kindergarten Checklists

The newly updated 1st grade checklists can be found here: 1st Grade Checklists

The newly updated 2nd grade checklists can be found here: 2nd Grade Checklists

The newly updated 3rd grade checklists can be found here: 3rd Grade Checklists

The newly updated 4th grade checklists can be found here: 4th Grade Checklists

The newly updated 5th grade checklists can be found here: 5th Grade Checklists

The newly updated 6th grade checklists can be found here: 6th Grade Checklists

*******WE HAVE UPDATED ALL CCSS MATERIALS! You will find the new links for K - 8 here: I Can Common Core for K - 8

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Common Core Checklists - The Curriculum Corner 123

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Use these I Can Resources to help your students understand the standards. Written in kid friendly language for classroom use. *******This is our original collection of our common core checklists, if you are looking for our newer, updated version with the current standards, follow the bold red link at the bottom of this post.

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K-5

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Curriculum Corner

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As the original writers of the "I Can" Common Core statements we felt it was important to rewrite our statements to spiral between grade levels.

We are often asked why we have changed our original "I Can" Common Core statements. This change occurred for two reasons.

First, there have been significant changes to the first set of CCSS standards that were published. Because of this, we felt that our resources needed an update. The old version of our standards now do not contain the correct standards.

Second, after spending time looking at our first set of "I Can" statements, we felt that they could be reworded to better spiral between grade levels. We hope you find these new resources useful!

Click on the links below to be directed to the resources available for each grade level.

Within each grade you will find checklists, posters, student checkboxes, individual statements and more!
Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade 7th & 8th Grade Checklists for CCSS 7th & 8th Grade Everything "I Can"
****These statements are designed for personal, classroom use. You may print and share with families or display in your classrooms. You may add to data binders or back to school packets. Because our goal is to provide free resources for teachers, you MAY NOT resell or use to create materials on Teachers Pay Teachers or other sites. This is a violation of our copyright. You MAY NOT post a direct link to the PDFs on your site. Please feel free to link to this post or the individual grade level posts. ****

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Everything CCSS "I Can" for K - 8 Grades - The Curriculum Corner 123

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As the original writers of the 'I Can' Common Core statements we felt it was important to rewrite our statements to spiral between grade levels. We are often asked why we have changed our original 'I Can' Common Core statements. This change occurred for two reasons.

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Poster and Guidelines

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Explanation of the Eight Mathematical Practices

The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important "processes and proficiencies" with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council's report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one's own efficacy).

Websites for explanations

Let's say I, Amy, ask Shaun to go get me a sandwich for lunch. Let's see how he figures out how to do this using the MPs.

1. Make sense of problems and persevere in solving them: Shaun has to ask himself, "I wonder what kind of sandwich she wants." Then he has to figure out where to go get the sandwich.

2. Reason abstractly and quantifiably: Shaun says to himself, "I'm pretty sure Amy will want only a 6 inch sandwich, and only one, not 20 sandwiches."

3. Construct a viable argument and critique the reasoning of others: Shaun tells Kelly that he's going to get me a veggie sandwich. Kelly tells him he should really get me some chicken noodle soup and a salad. Shaun replies, "I disagree with you, Kelly. Amy's a vegetarian and doesn't eat chicken. I think I'll stick with the veggie sandwich, but you are right about the salad. She's always watching her caloric intake and she likes salad. I will pick one up."

4. Model with mathematics: Shaun pulls out a piece of paper and creates a table with all the ingredients he knows I want on my sandwich to hand to the clerk at the deli. And then, just for fun, he draws a diagram of how it should be constructed.

5. Use appropriate tools strategically: Realizing that the deli has an app, Shaun pulled out his iPhone, downloaded the app, and uses it to place the order ahead of time. Then he uses a map to find the deli.

6. Attend to precision: Just to make sure the deli gets the order right, Shaun calls and speaks to the clerk. He states, "Be sure to include 3 tomato slices and 6 avocado slices. And yellow mustard, not Dijon."

7. Look for and make use of structure: This MP has kids use what they already know to solve problems. Shaun says to himself, "I already know that the deli has a deal where you can get a sandwich and a side. I'll order that for Amy."

8. Look for and express regularity in repeated reasoning: Shaun checks himself. He wants to use a strategy he's already used and check for reasonableness. He steps back, realizes he's ordered sandwiches from this deli before and knows a shortcut how to get there, checks the order to make sure it's correct, and heads off to get me lunch.

What a good friend!

A Really Clear Video to Explain the Eight MPs

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Explanation of the Eight Mathematical Practices The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important "processes and proficiencies" with longstanding importance in mathematics education.

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Ga Standards of Excellence-Math Frameworks

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Ga Standards of Excellence-Math Frameworks

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K-5

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Mathematical Language.

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Engage NY

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K-6

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This page contains math vocabulary cards for Kindergarten through 8th Grade and Secondary 1 Mathematics. These cards can also be found in Spanish, Chinese, and French under the Dual Immersion menu. Portuguese, German, and Russian vocabulary cards are located at the following website: USOE Dual Immersion Vocabulary Cards

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This page contains math vocabulary cards for Kindergarten through 8th Grade and Secondary 1 Mathematics. These cards can also be found in Spanish, Chinese, and French under the Dual Immersion menu. Portuguese, German, and Russian vocabulary cards are located at the following website: USOE Dual Immersion Vocabulary Cards

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Assessment

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As we all know grading is the most necessary procedures of our career. It might just be me, but grading is the bane of my existence. Do you feel the same way? Grading large works, especially towards the end of the school year, feels like it is an endless and mindless process. I remember a few years back when I helped grade over 4,000 essays from a neighboring school district. The only thing I can relate the feeling of completing that grading session was giving birth to my daughter.

When you grade large works of any kind it is very difficult for even the most competent people to remain 100% objective. We are human and have limits. So how do we take steps to remain fair and objective at all times? It took me about 5 years of teaching to begin to learn that rubrics should be used daily to help teachers remain objective and maintain fairness at all times.

Not only do rubrics lead to better equality in assessment, but it gives you standard that will help you understand exactly what you are looking for in the quality of work. That can even be translated to students to help them achieve that higher standard. You might want to give it a try with your students. The next time you give your class a large assignment that produces a product (essay, poster, presentation); provide students with 3 versions of the product and rubric to assess. Insure that each product differs greatly in quality. As a class review and rate these products based on the rubric. There is no clearer way to display your expectations. I have gone as to have students rate their own products prior to grading. If they match my score, I give them extra credit.

Rubrics are essential to grading student assignments effectively. How else would you be able to grade work accurately without specific grading guidelines? For example, writing assignments. Let's say you have 17 writing assignments that you need to grade, with each assignment being 7-8 pages long. How would you go about grading them? It would be a matter of teacher opinion, rather than grading on an accurate and more thorough scale, which every student deserves. This is where rubrics kick in, and this is why they are important to incorporate into your subject and grading guidelines.

Rubrics make grading quicker, clearer, and more objective. They are one of the most helpful tools that teachers can have in their bag of tricks. You will find our site to one of the most extensive teacher resources for rubrics on the Internet. You will find tools that help guide you through the process of creating these assessment tools for evaluating student performance. You will also find over five hundred printable rubrics on our web site. If the concept of rubrics is completely new to you, you will want to read this article for a complete explanation.

Rubrics By Category

Rubric Maker Tools

Writing Rubric Generator- Writing is one of the most difficult pieces to assess. Clear up some confusion for you and your students.

Learn All About Rubrics

1. 10 Uses for Rubrics You Never Thought Of

2. 5 Features of a Highly Effective Rubric

3. How Rubrics Make Elementary Teachers Day Easy!

4. How Rubrics Make Middle School and High School Teachers Day Easy!

5. How Rubrics Make Scoring Quick And Easy

6. How to Create an Outline for a Rubric

7. How to Make a Rubric in Less Than 5 Minutes

8. How to Tell If Your Rubric Works?

9. Students Grading Themselves? - Rubrics Can Change Everything

10. The Pros and Cons of Using Rubrics

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We have hundreds of printable rubrics. We also have rubric maker tools that make it simple to create a rubric.

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Practice sheets for fluency

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Math-Drills.com includes over sixty-four thousand free math worksheets that may be used to help students learn math. Our math worksheets are available on a broad range of topics including number sense, arithmetic, pre-algebra, geometry, measurement, money concepts and much more. There are two interactive math features: the math flash cards and dots math game.

Math-Drills.com was launched in 2005 with around 400 math worksheets. Since then, tens of thousands more math worksheets have been added. The website and content continues to be improved based on feedback and suggestions from our users and our own knowledge of effective math practices.

Most Math-Drills users are classroom teachers or parents. Classroom teachers use our math worksheets to assess student mastery of basic math facts, to give students extra math practice, to teach new math strategies, and to save precious planning time. Parents use our math worksheets to give their children extra math practice over school breaks and to enhance their math education. Home schools use our math worksheets in their programs to develop and strengthen math skills in their children.

Most Popular Free Math Worksheets this Week

Supporting Student Learning with Free Math Worksheets by Math-Drills

Math-Drills believes that education should be accessible to all children despite their socioeconomic situation or any other factors. Since it began in 2005, all the math worksheets on Math-Drills have been free-to-use with students learning math. The Math-Drills website works well on any device and worksheets can be printed or used on a screen.

Math-Drills worksheets are also used in special education, adult education, tutoring, colleges, high schools, prisons and a variety of other situations. Special education teachers especially like that we break down math skills and provide large-print options. Adult learners appreciate the simple uncluttered format that our worksheets offer. Tutors use our math worksheets to reduce their costs and focus on student learning. High school, college and university educators sometimes need remedial resources for students to allow them to continue with more advanced topics.

Students who practice their math skills with our math worksheets over school breaks keep their math skills sharp for upcoming school terms. Because we provide answer keys, students are able to self-assess and use the immediate feedback provided by an answer key to analyze and correct errors in their work. Our interactive (fillable) math worksheets allow them to fill in their answers on the screen and save or print the results.
Math-Drills.com Tour on YouTube.
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Join our newsletter to find out about new math worksheets and other information related to the website.

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Math-Drills includes over 58 thousand free math worksheets for students in elementary and middle school. Our easy to print math worksheets are free to use in your school or home.

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Eureka Math

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{ Parent Math Resources- 4th Grade : LPSS : Lafayette Parish School System }

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Draw shapes and divide into different fractions * Create numbers to use in fractions * Use measuring cups when baking or cooking * Pick numbers to create fractions-Practice simplifying them * Make up numbers, roll numbers with dice, or find numbers (on labels) and compare them * Find numbers and write them in expanded form * Make numbers and tell which place value (and/or value) each digit represents * Place large numbers on a number line * Collect objects (i.e.

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Technology Integration

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Traveling Around Italy!!! Ciao! Arrivederci! Buona Sera! Students: You will go to an adventure trip to the Italy. You will acquire information about the government, culture, life style, history and geography.

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Have a little fun playing Math

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Maths Games for KS2: designed by a teacher for teachers - Mathsframe

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Mathsframe has more than 200 interactive maths games and 300 maths worksheets and assessments linked to the new curriculum. All resources are designed by an experienced KS2 teacher. New games and worksheets are added regularly.

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All grades

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Heidi Reina, M.S., Ed, is an educational technology integrator and former teacher, reviewing free educational websites and apps.

Engaging Math Projects for All Grade Levels

If you've developed your own project-based learning lesson plans, you know that math project plans can be an octopus-like undertaking incorporating state or Common Core standards and possibly coordinating with other teachers-all within the class schedule. And then there are the necessary assessment rubrics.

I undertook my first project-based learning math plan with my 5th graders several years ago. My students were fully engaged and it was rewarding for all of us. But it was a bear to develop; I spent about 20 hours just on the plan. I swore then to find a more efficient way to build out my math projects.

Fellow teachers recommended many resources to me, and I found many online. These 160 math projects, from schools across the US, provide overviews, activities, assessment rubrics, work-product descriptions, and ideas for reflection. Although they vary in format, you can adjust them to your students' learning situation and to curriculum demands.

Projects from Teach21 PBL (West Virginia Dept of Education) and Math Matters in Indiana, in particular, are very detailed and provide excellent project-based learning lesson plan templates.

The projects are organized by topic and grade level, when available. Keep in mind that project-based learning lesson plans are usually cross-curricular. Math projects often incorporate STEM-science, technology, engineering, and math-particularly in middle and high school classes.

General Math Projects - 70 Ideas and Examples

Geometry Projects: Ideas and Examples

Project-Based Homeschooling: Mentoring Self-Directed Learners

This is the premier guide for how to incorporate project-based learning into your children's daily lessons. Lori Pickert provides valuable advice on how to harness your child's natural questioning nature into inquiry-based projects that provide a sense of accomplishment and pride as they learn math, science, reading, writing, and art concepts.

The main critique of the book is that it is short on project ideas and structure. Use the detailed projects I list in this article as a jumping-off point for the guidance provided by Pickert.

Algebra Projects: Ideas and Examples

Math Project Ideas from Readers

A question for all of you teachers out there

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Math Project Ideas: Examples of Project-Based Learning

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Heidi Reina, M.S., Ed, is an educational technology integrator and former teacher, reviewing free educational websites and apps. If you've developed your own project-based learning lesson plans, you know that math project plans can be an octopus-like undertaking incorporating state or Common Core standards and possibly coordinating with other teachers-all within the class schedule.

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Project Based Learning

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Project Based Learning for all. We build the capacity of teachers and school leaders to design and facilitate quality Project Based Learning.

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Eureka- All Grades

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Parents " Eureka Math Resources " Eureka Math Parent Tip Sheets

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Integration of Math w/PBL

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Welcome to emergent math. Feel free to explore featured blog posts, Problem Based curriculum maps, or other professional development resources.

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Check it out!

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Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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AAA- Practice!

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AAA Math features a comprehensive set of interactive arithmetic lessons. Unlimited practice is available on each topic which allows thorough mastery of the concepts.

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Math used in the real world.

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Eureka Math

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Technology in Math

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Scratch is a free programming language and online community where you can create your own interactive stories, games, and animations.

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Yes it is.

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Math explained in easy language, plus puzzles, games, worksheets and an illustrated dictionary. For K-12 kids, teachers and parents.

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Engaging projects.

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Welcome to WV Teacher Resources for Educational Excellence (TREE). The WV TREE is a one stop, grade specific site highlighting WV College- and Career-Readiness Standards and resources that are essential to the classroom teacher. The resources include grade specific lessons, professional learning, and guidance documents crafted to help enhance teaching practice and guide the classroom teacher in the art of teaching.

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Math Fun!

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ScootPad: Delivering personalized, mastery-based learning to every student, at scale. ™

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ScootPad is an adaptive, online learning platform for grades PreK-8 covering Common Core Math, ELA and more.

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Math for Diverse Learners

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All Grades

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Let's see whats playing!

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Free math help! Tutorial videos on topics including arithmetic, algebra, trigonometry, and calculus.

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All Grades

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This work by EMBARC.Online based upon Eureka Math and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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Videos of grade level expectations K-8 (Great Schools)

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Milestones: Watch kids demonstrate skills. | GreatSchools

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Milestones two-minute videos let you watch as kids demonstrate skills.

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Extra Support

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Eureka Math is probably very different than your math classes in school or the way you learned math. It is not that one way is better than the other, the key is the expectations that are being put on our students today. Today's world has many challenges and problems that need to be solved. Our students will be the ones who will have to solve these problems and most careers will require strong problem-solving skills. To address this new challenge, we must prepare our students to be thinkers and problem-solvers and really UNDERSTAND math.

This is probably the biggest difference. Math has been traditionally taught as "math facts" and formulas. Students were taught just to memorize math facts and one specific way of calculating or solving a math problem. The trouble with this type of instruction was that many of us never really understood the math we were doing. We just memorized and solved the problem like the teacher told us to. Today, the expectations of students are much greater. Today's standards and assessments are requiring students to solve much more complex problems. To solve complex problems, student must understand the math concepts and have numerous strategies for solving difficult problems. Memorizing facts and one strategy may not help solve the complex problems students may face on state assessments and even life.

Eureka Math is created to build math understanding from kindergarten to 12th grade. Yes, what your student is doing in math may not be familiar and you may not totally understand everything they are doing. Please be assured there is a good reason the students are doing what they are doing. Building multiple strategies and deep understanding of numbers is how students will become great math problem solvers. We hope you will do your part in helping your student gain this important understanding, even though it may sometimes be difficult and different than your math experience.

Eureka Math Parent Page - videos about helping your student with their math and links to Parent Tip Sheets for each grade and module.

NEW REPORT ABOUT EUREKA MATH RELEASED!!

An independent research organization( edreports.org) reviewed all of the various publishers math curricula and evaluated them on several criteria. Below is a link to a graphic that summarizes the findings:

The link for the specific reports for each curriculum can be found here:

I hope this gives all of you the confidence that we are doing what we need to do for your student and that we are using the best tool available.

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Eureka Math is probably very different than your math classes in school or the way you learned math. It is not that one way is better than the other, the key is the expectations that are being put on our students today. Today's world has many challenges and problems that need to be solved.

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Students will leap into Zearn and practice each module with fidelity. Engaging and user friendly! Create a FREE account! https://www.zearn.org

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K-5 - Oakdale School District

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Courtesy of Modesto City Schools.This document is an alphabetical list of vocabulary taught throughout Engage New York math lessons posted on this website.

Math vocabulary cards for Kindergarten through 8th Grade and Secondary I Mathematics. These cards can also be found in Spanish, Chinese, and French under the Dual Immersion menu.

A Maths Dictionary for Kids is an animated, interactive online math dictionary for students which explains over 600 common math terms and math words in simple language.

A collection of over 200 printable maths charts suitable for interactive whiteboards, classroom displays, math walls, student handouts and homework help.

The most common question students ask math teachers is
"When will I use math?" This website describes the importance of mathematics and many rewarding career opportunities available to students who study mathematics.

To help you make sense of new standards-and to give you peace of mind as you support your child through the sometimes challenging experience of learning- this site provides parents with information, resources, and tips.

Welcome to Milestones, a free online collection of videos aimed at helping parents understand grade-level expectations in grades K-8. Milestones show students demonstrating what success looks like in reading, writing and math, grade by grade. Choose a grade to get started.

For technical operation, usability problems with the OJUSD ENY Math Homework Help website, please use the Contact Webmaster Form .

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Courtesy of Modesto City Schools.This document is an alphabetical list of vocabulary taught throughout Engage New York math lessons posted on this website. Math vocabulary cards for Kindergarten through 8th Grade and Secondary I Mathematics. These cards can also be found in Spanish, Chinese, and French under the Dual Immersion menu.

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Resources for teachers and students.

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MATHguide is the source for interactive mathematics for students, parents and teachers called MATHguide

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MATHguide contains math lessons, interactive quizzes, instructional videos, and information helpful to students, parents, teachers, and those who have inquisitive, logical minds.

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Printables for teachers and certificates for students

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Math help since 1998. Math Goodies helps kids at all levels with interactive instruction and free resources. Get help online or offline.

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Engaging Student Learning