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No te lo puedes perder ! Capacitación FINANZAS BASICAS que se llevará a cabo el día 7 de abril . Será un gusto contar con la participación de su personal. Puede inscribir de 5 a 7 personas por razón social. Favor llenar formulario con máquina, ya que INSAFORP lo solicita, contamos con mensajero para ir por documentación.

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Small posters of the Standards of Mathematical Practice

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Explanation and examples of how to incorporate Math Practices at each grade level.

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Sadlier Math Blog | K-8 Education Resource | Sadlier School | Sadlier

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A K-8 resource to support deep comprehension of math skills and concepts. Dr. Jeff shares math activities, classroom management tips, and more!

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1. Make sense of problems and persevere in solving them.

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1. Make sense of problems and persevere in solving them.

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visuals with charts and posters/anchor charts
handouts
strategic grouping (with instruction)
sentence frames
repeat responses
vocabulary poster with explicit instruction
peer tutors
native language
turn-n-talk
incorporate students in the word problems
drawing
wait time
videos/songs
group discussion to find goals, givens, and unknowns
L1 support
literature that relates to the topic
manipulatives
modeling
multi-modal instruction
reteaching

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* trade books
* literature
* restate another person's ideas
* Document Camera to show student work
* word wall
* break down directions for clear steps
* small group guided math
*anchor chart
* manipulatives
* auditory, kinesthetic, and visuals
*think, pair, share
*think, write, talk, share
*concept idea map
*sentence frames
*restating
*scaffolded notes
*TPR
*individual work, small group work, whole group conversation and presentation

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3.  Construct viable arguments and critique the reasoning of others 

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3.  Construct viable arguments and critique the reasoning of others 

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vocabulary cards
allow students to use native language
work/speak together
small group instruction
build classroom community
turn & talk to with partners
clock buddies
gallery walk
write around
sentence starters
think, pair, share
small discussion groups
talk about steps
intentional partners
multi-language partner work
wait/thinking time

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auditory, visual, models, hands on activity, examples, manipulative, anchor charts, algebra tiles, technology

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example on page
-manipulatives (unifix cubes, straws, 10 frames)
-wait time for determining structure
- strategic grouping
- place value charts
-Anchor charts
- math models
-think aloud
-word bank (sentence starters/frames)
- discussion protocol or process
-native language

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These glossaries are to provide permitted testing accommodations of ELL/MLL students. They should also be used for instruction during the school year.

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-7steps of teaching vocabulary (choral response)
-pre-teach vocab w/crosword
-Word Walls
-Sentence frames for language usage
-model precise vocabulary
-technology usage
-leaving directions on board
-children sharing out language
-pairing ELL/non-ell together
-use native language
-visuals and concrete objects
-quick write
-stations
-model how to clearly label work

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Algebra Tiles (CPM) | CC Course 3 eTools | CPM Student Tutorials

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CPM Student Tutorials CC Course 3 eTools General eToolsAlgebra Tiles (CPM)

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Inside Mathematics - Using Appropriate Tools Strategically 

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Inside Mathematics - Using Appropriate Tools Strategically 

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classroom observations:
Teachers who are developing students' capacity to "use appropriate tools strategically" make clear to students why the use of manipulatives, rulers, compasses, protractors, and other tools will aid their problem solving processes. A middle childhood teacher might have his students select different color tiles to show repetition in a patterning task. A teacher of adolescents and young adults might have established norms for accessing tools during the students' group "tinkering processes," allowing students to use paper strips, brass fasteners, and protractors to create and test quadrilateral "kite" models. Visit the video excerpts below to view multiple examples of these teachers

the standard:
Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

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common core resources /mathematical practice standards /standard 5: use appropriate tools strategically /

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classroom observations: Teachers who are developing students' capacity to "use appropriate tools strategically" make clear to students why the use of manipulatives, rulers, compasses, protractors, and other tools will aid their problem solving processes. A middle childhood teacher might have his students select different color tiles to show repetition in a patterning task.

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common core resources /mathematical practice standards /

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Model Curriculum - Curriculum and Instruction

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This video of the kindergarten classroom in a Boston Public School provides a look at curriculum and instruction using Focus on K2 (kindergarten), which was created by Boston Public Schools' Early Childhood Department.

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8. Look for and express regularity and repeated reasoning

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8. Look for and express regularity and repeated reasoning

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Remind students to look for patterns
Repeat directions/words in different lang/L1 support
Partner, small group, individual, whole class chances to practice
Use of games/math centers
Solve more than one way
Google
extensions

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- Manipulatives
- Reference Sheets
- Calculators
- Smart Board
-Number Lines
- 10 Frame
-Vocabulary (dictionary or cards with pictures)

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"Everyone tells us we need to teach this way, but no one has shown us how. This shows us how!"

~ teacher at NSTA conference in 2014

"For the first time in over 20 years of teaching, I'm confident that my students understand this. They don't need to memorize formulas or math jingles. They really understand the math."

~ a seventh grade Algebra teacher

"When I do my walk-arounds, I see 100% engagement in high-level math discussion. That's never happened before, and it's exciting."

~ principal in a participating school

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"Everyone tells us we need to teach this way, but no one has shown us how. This shows us how!" ~ teacher at NSTA conference in 2014 "For the first time in over 20 years of teaching, I'm confident that my students understand this. They don't need to memorize formulas or math jingles.

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Page not found – Center for Applied Linguistics

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It looks like nothing was found at this location. Maybe try searching?

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1.Make sense of problems and persevere in solving them

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1.Make sense of problems and persevere in solving them

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visuals with charts and posters/anchor charts
handouts
strategic grouping (with instruction)
sentence frames
repeat responses
vocabulary poster with explicit instruction
peer tutors
native language
turn-n-talk
incorporate students in the word problems
drawing
wait time
videos/songs
group discussion to find goals, givens, and unknowns
L1 support
literature that relates to the topic
manipulatives
modeling
multi-modal instruction
reteaching

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Witnessing Whiteness: The Need to Talk About Race and How to Do It Second Edition

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Witnessing Whiteness invites readers to consider what it means to be white, describes and critiques strategies used to avoid race issues, and identifies the detrimental effect of avoiding race on cross-race collaborations. The author illustrates how racial discomfort leads white people toward poo...

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WIDA develops and provides proven tools and support to help multilingual learners, and their educators, succeed.