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Sort by grade, topics, and more.

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Naseem's CABE presentation on Integrated ELD in Math

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Naseem's CABE presentation on Integrated ELD in Math

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Click links on Slide 38 for their Resource Guide

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Click on your grade level to see tasks.

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Providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developers since 2011.

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Expand and search your grade level.

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Inside Problem Solving | Inside Mathematics

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The Inside Problem Solving problems are non-routine math problems designed to promote problem-solving in your classroom. Each problem is divided into five levels of difficulty, Level A through Level E, to allow access and scaffolding for students into different aspects of the problem and to stretch…

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Problem Solving Tasks:  Oregon Department of Education

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Problem Solving Tasks:  Oregon Department of Education

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Oregon Department of Education : Mathematics Problem Solving Tasks Grades 3-8 : Essential Skills : State of Oregon

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These examples of work sample tasks are aligned to the 2011-12 Mathematics Problem Solving Scoring Guide and to the Common Core State Standards (CCSS).

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search

Enriching mathematics for all learners

A free-to-use collection of mathematics activities, lessons and problems designed to nurture curious, resourceful and confident learners of mathematics. Produced by The University of Cambridge.

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The Nrich Maths Project Cambridge,England. Mathematics resources for children,parents and teachers to enrich learning. Problems,children's solutions,interactivities,games,articles.

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Choose "math" and your level.

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Search through collections curated by our digital librarians

Collections

Browse an alphabetical list of all participating providers

Providers

Search our extensive library and find exactly what you need

Advanced Search

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Search through collections curated by our digital librarians Collections Browse an alphabetical list of all participating providers Providers Search our extensive library and find exactly what you need Advanced Search

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Tasks

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achievethecore.org's digital tools and resources for teachers have been made possible by contributions from teachers across the country as well as through generous support from the Leona M. and Harry B. Helmsley Charitable Trust and the GE Foundation.

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Emergent Math:  Problem Based Units and Their Tasks

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Emergent Math:  Problem Based Units and Their Tasks

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Click on your grade level map and check links within

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The following Problem Based Learning (PrBL) curriculum maps are based on the Math Common Core State Standards and the associated scope and sequences. The problems and tasks have been scoured from thoughtful math bloggers who have advanced our practice by posting their materials online.

The Scope and Sequences for Algebra 1, Geometry, Algebra 2, Math 9 (Integrated), Math 10 (Integrated), and Math 11 (Integrated) are from Pearson. Other Scope and Sequences were developed by me, modeling a similar visual style.
Grade 3 CCSS PrBL Curriculum Map Grade 4 CCSS PrBL Curriculum Map Grade 5 CCSS PrBL Curriculum Map Grade 6 CCSS PrBL Curriculum Map Grade 7 CCSS PrBL Curriculum Map Grade 8 CCSS PrBL Curriculum Map Math 9 (Integrated) CCSS PrBL Curriculum Map Math 10 (Integrated) CCSS PrBL Curriculum Map Math 11 (Integrated) CCSS PrBL Curriculum Map Algebra 1 CCSS PrBL Curriculum Map Geometry CCSS PrBL Curriculum Map Algebra 2 CCSS PrBL Curriculum Map
Be sure to check back often as these curriculum maps are bound to change when new cool activities are added on math blogs worldwide. I'll be adding more and more curriculum maps in due time. Also, if you have a favorite particular task that isn't here (or just comments in general), let me know in the comments!

For more on Problem Based learning, you can check out my previous posts on the topic.

- Geoff

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Common Core Problem Based Curriculum Maps

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The following Problem Based Learning (PrBL) curriculum maps are based on the Math Common Core State Standards and the associated scope and sequences. The problems and tasks have been scoured from thoughtful math bloggers who have advanced our practice by posting their materials online. The Scope and Sequences for Algebra 1, Geometry, Algebra 2, Math...

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Search extensive collections by grade level and topic. Try adding the term "task" to limit the resources.

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Classroom collections are ideal for teachers to use in helping students understand concepts. Each resource set includes an outstanding selection of interactives, games, videos and learning tools.

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Part of the Math Assessment Project has involved research into how the materials are used in classrooms, their effect on teaching practices, and how Professional Development can be used to support the goals of the Mathematics Assessment Project materials. A major strand of this has been a joint effort with the Algebra Teaching Study at UC Berkeley and Michigan State to develop the Teaching for Robust Understanding of Mathematics (TRU Math) suite of tools for Professional Development and research. During development of TRU Math, it became clear that the concepts could be generalized into a framework that was applicable across subjects.

The TRU Framework

TRU is a framework for characterizing powerful learning environments in crisp and actionable ways. It provides a straightforward and accessible language for discussing what happens (and should happen) in classrooms, in professional preparation and professional Development (PD). TRU is consistent with what we know to be good practice; and it focuses classroom and administrative attention on what counts in learning. What that means in particular is that high quality instruction and PD will be consistent with TRU - and that if we adopt this framework and language, parallels in instruction across disciplines will be clear.

Central to TRU are the 5 dimensions of classroom activity. Classrooms that do well on these 5 dimensions produce students who are powerful thinkers:

The Five Dimensions of Powerful Classrooms

The Content

Cognitive Demand

Equitable Access to Content

Agency, Authority and Identity

Formative Assessment

The extent to which classroom activity structures provide opportunities for students to become knowledgeable, flexible, and resourceful disciplinary thinkers. Discussions are focused and coherent, providing opportunities to learn disciplinary ideas, techniques, and perspectives, make connections, and develop productive disciplinary habits of mind.

The extent to which students have opportunities to grapple with and make sense of important disciplinary ideas and their use. Students learn best when they are challenged in ways that provide room and support for growth, with task difficulty ranging from moderate to demanding. The level of challenge should be conducive to what has been called "productive struggle."

The extent to which classroom activity structures invite and support the active engagement of all of the students in the classroom with the core disciplinary content being addressed by the class. Classrooms in which a small number of students get most of the "air time" are not equitable, no matter how rich the content: all students need to be involved in meaningful ways.

The extent to which students are provided opportunities to "walk the walk and talk the talk" - to contribute to conversations about disciplinary ideas, to build on others' ideas and have others build on theirs - in ways that contribute to their development of agency (the willingness to engage), their ownership over the content, and the development of positive identities as thinkers and learners.

The extent to which classroom activities elicit student thinking and subsequent interactions respond to those ideas, building on productive beginnings and addressing emerging misunderstandings. Powerful instruction "meets students where they are" and gives them opportunities to deepen their understandings.

The TRU Document Suite

The TRU materials available from this website are:

Introduction to the TRU Framework

This introduction provides an overview of the fundamentals of the TRU framework and the tools that support its use.

Download An Introduction to the TRU Framework (December 2016)

The TRU Professional Development Tools

These can be used by teacher and coach, by a professional learning community, or by teachers reflecting on their own practice, to enhance instruction along the lines that the TRU Framework indicates are important. Two key sets of documents, the TRU Conversation and Observation guides, are available in domain-general and mathematics-specific versions.

The TRU Math Conversation Guides offer five collections of reflection questions, with each collection focused on a key dimension described in Table 1. The purpose of these questions is to guide discussions between teachers and supportive others, with the goal of enhancing understanding and capacity along each dimension.

Download TRU Domain-General Conversation Guide (Beta, September 2016)

Download TRU Mathematics Conversation Guide (Beta, November 2016)
Download TRU Mathematics Conversation Guide for Algebra (Alpha, March 2014)
The Teaching for Robust Understanding Observation Guides are intended to support collegial observations of teaching, whether by coaches, mentor teachers, administrators, or professional learning communities. The Observation Guides provide a series of "look fors" for each dimension, and can be used to facilitate planning, observation, and collaborative reflections on instruction.
Download TRU Domain-General Observation Guide (Alpha, November 2016)Download TRU Mathematics Observation Guide (Alpha, November 2016)
TRU Math Rubric

The TRU Math Rubric, a tool for researchers to measure mathematics classroom performance along six critically important dimensions (five general, one algebra-specific) of classroom activity.
Download TRU Math Rubric (alpha, July 2014)
Introductory Session

A leader guide, slides and handounts for a workshop introducing TRU, suitable for a wide audience including teachers and school leadership is available as part of the Mathematics Improvement Network project: MathNIC.org

Supporting Papers

Elaboration about the ideas behind the TRU framework can be found in the following papers:
Schoenfeld, A. H. (2013) Classroom observations in theory and practice ZDM, DOI 10.1007/s11858-012-0483-1. Schoenfeld, A. H. (2014, November).
What makes for powerful classrooms, and how can we support teachers in creating them? Educational Researcher, 43(8), 404-412. DOI: 10.3102/0013189X1455 Schoenfeld, A.H. (2015). Thoughts on scale. ZDM, DOI 10.1007/s11858-014-0662-3. Schoenfeld, A.H. (2017). The Role of Video in Understanding and Improving Mathematical Thinking and Teaching. To appear in the Journal of Mathematics Teacher Education.

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Part of the Math Assessment Project has involved research into how the materials are used in classrooms, their effect on teaching practices, and how Professional Development can be used to support the goals of the Mathematics Assessment Project materials.

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Collaborative maths project on rich tasks.

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NCTM's Math Forum: Ideas to help students understand the problem, key to persistence. Includes noticing and wondering

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math help mathematics homework  education curriculum 
  algebra geometry trig trigonometry calculus volume area perimeter 
  circumference quadratic pythagorean prime elementary secondary
  college percent percentage decimal fraction addition subtraction
  multiplication division measurement logarithms fibonacci calculate
  calculating numbers

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Math Forum: Problem Solving and Communication Activity Series: Understand the Problem

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The Math Forum is the comprehensive resource for math education on the Internet. Some features include a K-12 math expert help service, an extensive database of math sites, online resources for teaching and learning math, plus much more.

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Type in a search term such as "geometry." Solutions are posted too.

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Three-Act Problems for Elementary Grades

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Three-Act Problems for Elementary Grades

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Thanks, Naseem!

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Michigan Council of Teachers of Mathematics

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Great support for a 3-phase lesson

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whatever it takes: how professional learning communities respond when kids don't learn

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Whatever It Takes: How Professional Learning Communities Respond When Kids Don't Learn

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Whatever It Takes: How Professional Learning Communities Respond When Kids Don't Learn examines the question, What happens when, despite our best efforts in the classroom, a student does not learn? A professional learning community creates a school-wide system of interventions that prov...

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CDE Resource:  Integrating ELD and Math Standards

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CDE Resource:  Integrating ELD and Math Standards

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Walk Around Survey with Results (Monday)

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Walk Around Survey with Results (Monday)

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What exactly are schools legal responsibilities to families experiencing homelessness?

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What exactly are schools legal responsibilities to families experiencing homelessness?

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Paul Lockhart writes about what real mathematician's think about, and what that might look like. He expands this in his book:

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2.  Monday:  TRU Framework and Lesson Study Context

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2.  Monday:  TRU Framework and Lesson Study Context

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2.  Monday TRU Framework and Lesson Study

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CMPF Research Lesson Plan Sample jamirs penny jar

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3rd grade Relate Area to multiplication and addition

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3rd grade Relate Area to multiplication and addition

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Examples: Historical changes of pesos, pennies, nickels, quarters; who appears on coins and bills around the world; Materials science questions

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Discourse Routine from Mango Problem Article

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Discourse Routine from Mango Problem Article

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...In a single page!

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Making Mathematical Discourse Worth Your While in one page

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Mathematics and Social Emotional Learning

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Mathematics and Social Emotional Learning

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(Practical Examples)

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Introduction:  Mathematics and Social Emotional Learning

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Introduction:  Mathematics and Social Emotional Learning

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(Great Intro to SEL in first pages)

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Make math more interactive and fun with Brainingcamp online software and iPad apps. Meets Common Core standards for Middle School, Grade 6, Grade 7, and Grade 8.

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Amy

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Virtual math manipulatives: Base ten blocks, fraction circles, algebra tiles, Rekenrek, pattern blocks, and much more.

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Growth Mindset Motivational Posters Looking for bright, uplifting posters to decorate your classroom with the purpose of encouraging your students to have a

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Free MathManipulatives

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Sharing in an app allows educators to pose problems and investigations for students by using an 8-character code or link. Students can share their thinking with their teachers and classmates. Share codes remain available for continued use for 18 months from the date they are last accessed.
Watch the video to learn how sharing works.

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Sharing in an app allows educators to pose problems and investigations for students by using an 8-character code or link. Students can share their thinking with their teachers and classmates. Share codes remain available for continued use for 18 months from the date they are last accessed.

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The best counting book ever!

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https://www.youtube.com/watch?v=1ytFB8TrkTo

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(Marie)

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The Incredible Power of Yet - Big Ideas - Classdojo

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Katie discovers the incredible power of yet from an unexpected source.

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https://www.youtube.com/watch?v=Qhm7-LEBznk

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The real meaning of MPH- The Original- TCHappenings

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Growth mindset videos :
https://youtu.be/2zrtHt3bBmQ

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Growth Mindset (1 of 5) | Social Emotional Learning for kids

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Thank you Dr. Pagni and Dr. Guillaume for everything!

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Thanks for sharing the number line, Dee!

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Thanks for the new website, Lynn.

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How about these for rubrics for reasoning?

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How about these for rubrics for reasoning?

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Beniy, Thanks for the idea of ONLY asking for estimate.  

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Beniy, Thanks for the idea of ONLY asking for estimate.  

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It emphasizes reasonableness with fractions.

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Dee, both of your ideas really encourage meaningful learning and agency in math.  I'm using your sticker idea this fall!  Actually number lines too.  I appreciate how they are great for a range of kids.

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Dee, both of your ideas really encourage meaningful learning and agency in math.  I'm using your sticker idea this fall!  Actually number lines too.  I appreciate how they are great for a range of kids.

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(Search as a term as well)

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Free online word cloud generator and tag cloud creator

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Wordclouds.com is a free online word cloud generator and tag cloud generator, similar to Wordle. Create your own word clouds and tag clouds. Paste text or upload documents and select shape, colors and font to create your own word cloud. Wordclouds.com can also generate clickable word clouds with links (image map). Save or share the resulting image.

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Sunita, Your demonstration of Poll Everywhere reawakened my interest in it.  I didn't realize I could still access it! And what a beautiful, insightful word cloud!

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Sunita, Your demonstration of Poll Everywhere reawakened my interest in it.  I didn't realize I could still access it! And what a beautiful, insightful word cloud!

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Student response system for K-12 annual plans

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Poll Everywhere is the most affordable Student Response System available. Plans include free text message voting and polling. Replace clickers with cellphones.

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Sacramento, One of Many California Capitols

The immigration of thousands of "Forty-niners" in search of gold prompted California's admission as the 31st state into the Union in 1850, thus creating the need for a state capital. California did not have a permanent seat of government until 1854. Cities vied for the opportunity to house the state capital for the power, prestige, and economic benefit that accompanied it. Four capitol buildings existed in other cities before Sacramento became the permanent site.
The first State Constitutional Convention was held in 1849 at Colton Hall in Monterey. During the convention, delegates discussed the need for a suitable location for the seat of California's government. Anticipating prestige and profit, communities from all over the state made attractive offers that included free land and buildings.
The journey of California's Capitol to its final location in Sacramento took five years.

Monterey (pictured at top)
September 9, 1849 - October 13, 1849

Pueblo de San Jose
December 15, 1849 - May 1, 1851

Vallejo
January 5, 1852 - January 12, 1852

Sacramento
January 16, 1852 - November 2, 1853

Vallejo
January 3, 1853 - February 4, 1853

Benicia
February 11, 1853 - February 25, 1854

Sacramento
February 28, 1854 - present day

Even after Sacramento became the permanent seat of California's government in 1854, there were several unsuccessful efforts to relocate the capital to Oakland (1858-59), San Jose (1875-78, 1893, 1903), Berkeley (1907), and Monterey (1933-41).

Monterey

September 9, 1849 - October 13, 1849

The first State Constitutional Convention in 1849 was held at Colton Hall in Monterey. During the convention, 48 delegates worked diligently to write California's first constitution as well as to build a state infrastructure from scratch.

Pueblo de San Jose

December 15, 1849 - May 1, 1851

While the delegates were still convened in Monterey, communities competed with one another to become the home of California's capital.

"During this session, two men from the booming little town of Pueblo de San Jose were sent galloping over the hills to Monterey to offer Washington Square in their town as a capitol site and to assure delegates that a suitable building would await them. After hours of debate the convention accepted the offer and named Pueblo de San Jose the capitol-with the qualification that, by law, it might be moved elsewhere."

However, the newly elected legislators quickly became disgruntled with the poorly lit and ventilated accommodations in San Jose. Several more proposals to provide land, buildings, and money for construction were presented to the Legislature. Among these was a generous offer from General Vallejo, whose proposal to remove the capital to the town of Vallejo was approved by the Legislature.

Vallejo

January 5, 1852 - January 12, 1852
January 3, 1853 - February 4, 1853

Having promised land and accommodations, General Vallejo worked furiously to complete the capitol before the commencement of the third legislative session. Unfortunately, when the legislators arrived, construction was still in progress. The noise and lack of furnishings made work impossible. A new battle to move the capital ensued, and charges were made that General Vallejo had broken his contract. In a spirit of compromise, the legislators agreed to keep the town of Vallejo as the permanent location of the capital, but the Legislature would be removed to Sacramento to finish the session. A steamer was chartered, and the legislators were ferried 110 miles upriver to the town of Sacramento.

Benicia

February 11, 1853 - February 25, 1854

When the Legislature returned to Vallejo in 1854, the legislators were once again dissatisfied with the conditions. General Vallejo asked to be released from his contract because he felt he had been discredited by the repeated removal of the capital. The legislators were concerned that roving about the state would erode the people's confidence in state government. Despite their concerns, they moved to the town of Benicia, which had promised them the use of their City Hall. However, the facilities were inadequate, and a second proposal from Sacramento brought the Legislature back for good.

Sacramento

January 16, 1852 - November 2, 1853
February 28, 1854 - present day

The first time the Legislature convened in Sacramento, it was on a temporary basis because the capitol in Vallejo was still incomplete. An interesting twist resulted from General Vallejo's breach of contract. A restraining order was issued by J.D. Hoppe of San Jose to prevent the Governor from having the state's archives sent to Sacramento. It was stated that the archives were being held in the "true legal capitol" and that the Removal Act of 1851 was conditional on Vallejo fulfilling his contract.

The Legislature was provided ample and comfortable accommodations in the courthouse in Sacramento. It would be another year and two more removal acts before Sacramento would successfully capture the prize and become California's final seat of government in 1854. At this time, 0,000 was appropriated to build a new capitol. Construction on the present-day Capitol began in 1860, and the building has endured for nearly 150 years after its completion in 1874.

California being the 31st state to join the Union, the design of its capitol was influenced by architectural styles used in American public buildings that preceded it.

A common feature found in many state capitols, including California's, is a portico opening into a central rotunda that rises into a dome. This architectural convention, borrowed from the Romans, creates an inspiring and majestic entrance.

To house the bicameral (composed of two legislative houses) government that the United States adopted from the British, the design of many capitols includes two wings that extend from a central rotunda. In California's capitol the Assembly is in the north wing and the Senate in the south wing.

Virginia State Capitol, Richmond
Constructed: 1785-1789
Architect: Thomas Jefferson
In 1785, while minister to France, Jefferson designed Virginia's first permanent capitol the in Neo-Roman style. He was assisted by the prominent draftsman Charles-Louis Clérisseau. The Maison Carrée at Nîmes, France, served as their model. This temple, built by the Romans, still stands today.

The capitol's rotunda displays a life-size statue of George Washington. Wings were added to the original building in 1906. You can see the Washington statue in a virtual tour of the Virginia Capitol.

The Massachusetts State House, Boston
Constructed: 1795-1797
Architect: Charles Bulfinch
Self-taught architect Charles Bulfinch designed Massachusetts' Capitol in the American Federal style, which takes its names from the era in American history (1783-1815) when the nation was being established.

The building's front features an elevated portico with a series of Corinthian columns. The large gilded dome is topped with a lantern, and a pinecone, a symbol of the Massachusetts forests. Bulfinch also designed state houses for Connecticut (1796) and Maine (1832). You can see a virtual tour of the Massachusetts State House.
In the Governor's office there is suspended in an elegant frame, a drawing of the State House of California, as it will appear when finished. The drawing is by Mr. Clark, the architect, and it presents a building of noble design and proportions, wearing a grand and imposing exterior. If this building looks like the drawing, the new Capitol will be a credit not only to the El Dorado state, but to the Republic. In 1856, Reuben Clark completed architectural plans for the Capitol. Ongoing controversy about the building's exact location in Sacramento, the construction budget, and supervision delayed its start. Finally, on March 29, 1860, Governor John G. Downey signed legislation creating the Board of State Capitol Commissioners to be responsible for contracting and superintending the work.
U.S. Capitol, Washington, DC
Completed: 1826
Architect: Benjamin Latrobe
Benjamin Latrobe immigrated to the United States from England in 1796. By 1798, he had established himself as a talented architect specializing in Greek Revival buildings. This architectural style fits nicely with then-president Thomas Jefferson's philosophy of politically relevant architecture. In 1803, Latrobe was called to Washington to complete the U.S. Capitol, a project that kept him occupied for the remainder of his life. You can see a virtual tour of the U.S. Capitol.

- Sacramento Daily Bee, March 19, 1861

Although the state already owned Clark's architectural plans, the commissioners held an open competition for the Capitol's design. Within four weeks, architects submitted seven different plans. In July 1860, following a controversy involving plagiarism, the Commission selected plans presented by M. F. Butler. According to the Sacramento Daily Union, Reuben Clark had prepared the plans while employed by M. F. Butler. The Commissioners paid Butler the $1,500 allowed for by law and designated Reuben Clark the supervising architect. The top image is a watercolor rendering thought to be made by Clark to show his vision of the completed project.

Reuben Clark's design for California's Capitol included all three branches of government: Executive, Legislative, and Judicial. Today, only the executive and legislative branches are located here. The executive branch is located in the East Annex, which was added to the Capitol in 1951. The Assembly is in the north wing; the Senate is in the south wing. The judicial branch is now across the street in the Library and Courts building.

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Capitol History - California State Capitol Museum in Sacramento, California

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Part I: Planning > Part II: Construction > Part III: Growth > Part IV: Restoration Part I: Planning At the 1849 Constitutional Convention, plans to establish a capital for the 31st state in the union were conceived, years of ongoing

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Lynn, Thanks for the book versions of bedtime math.  I'm so BUYING them! 

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Lynn, Thanks for the book versions of bedtime math.  I'm so BUYING them! 

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I will use it with an assignment in my math methods course

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A good 14-minute TED Talk

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Math as Social Justice | Gina Cherkowski | TEDxRundleAcademy

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Laura, thanks for the tool for guiding discourse during a three-phase lesson.  I'll use the words, "Can we retire that answer?" See the Share Fare resources for Laura's handout

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Laura, thanks for the tool for guiding discourse during a three-phase lesson.  I'll use the words, "Can we retire that answer?" See the Share Fare resources for Laura's handout

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Amy, I am definitely going to use Braining Camp with my math methods students.  Thanks!  Andrea

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Amy, I am definitely going to use Braining Camp with my math methods students.  Thanks!  Andrea

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https://www.polleverywhere.com
https://www.chrome.google.com/webstore

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Here is the link to the word cloud from poll everywhere

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Here is the link to the word cloud from poll everywhere

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https://www.polleverywhere.com/free_text_polls/2QIyhB9rp8VHyJIRBySpn?preview=true

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I found this book and it is uncannily similar to the big idea of learning through productive struggle as told by a young woman who learned math by solving problems posed by her math loving dad. It includes problems that she solved along her journey from childhood through the age of sixteen when she become temporarily famous for inventing her own algorithm.

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In Code book. Read 42 reviews from the world's largest community for readers. In January 1999, Sarah Flannery, a sports-loving teenager from Blarney in C...