TN Core | Education in Tennessee The Math Forum @ Drexel University The Math Forum has a rich history as an online hub for the mathematics education community. A debt of gratitude is owed to the dedicated staff who created and maintained the top math education content and community forums that made up the Math Forum since its inception. NCTM will continue to make many of the most popular parts of the Math Forum content accessible to the mathematics education community. We hope that you will join or continue to be a member of the NCTM community to access even more high-quality resources for teaching and the learning of each and every student. Problems of the Week The Math Forum created Problems of the Week as an integrated program that features problems by standard and additional teacher support materials. Continue Your Math Education Conversations in MyNCTM! MyNCTM is an online community where NCTM members can ask questions, network and connect with each other, start and join discussions, find and upload resources, and interact with education experts.
Questioning My Metacognition | Trying to be a better teacher Me: What’s a half? Students: When you take something and cut it in half. Me: So what’s a half then? Students: When you take a piece of anything and cut it into 2 pieces.Anticipating this response I quickly grabbed the scissors and cut a piece of paper into 2 obviously unequal parts. Students: That’s not a half because they’re not equal. We formalized our definition of a half and this is what the students came up with: “A half is when a shape or noun is cut, shaded, partitioned into 2 EQUAL parts.” They told me I had to underline equal and I gladly obliged. Student 1 defined half using the term shapeStudent 2 said pizzas needed to be included in our definitionStudent 3 said a cake can be cut in half as wellLast student said “well your bedroom should be included because my sister doesn’t keep her half clean and we get in trouble.” And that is how “noun” got added into our 2nd grade definition. Me: So we all have an understanding of what half means, right? Which shapes are shaded in half?
Welcome to the Mathematics Assessment Project Concrete-Representational-Abstract Sequence of Instruction Concrete - Representational - Abstract Sequence of Instruction Purpose The purpose of teaching through a concrete-to-representational-to-abstract sequence of instruction is to ensure students truly have a thorough understanding of the math concepts/skills they are learning. What is it? Each math concept/skill is first modeled with concrete materials (e.g. chips, unifix cubes, base ten blocks, beans and bean sticks, pattern blocks). [ back to top ] What are the critical elements of this strategy? Use appropriate concrete objects to teach particular math concept/skill (see Concrete Level of Understanding/Understanding Manipulatives-Examples of manipulatives by math concept area). How do I implement the strategy? When initially teaching a math concept/skill, describe & model it using concrete objects (concrete level of understanding). How Does This Instructional Strategy Positively Impact Students Who Have Learning Problems? Additional Information Create seperate pages Concrete What is it? .
www.turnonccmath.net Georgia Standards · CCGPS Mathematics Grades K-5 · CCGPS Mathematics Glossary Third grade teachers working on unit revisions at GaDOE (June 2013) 2013-2014 CCGPS Mathematics Unit Frameworks Teacher and Student Editions of the 2013-2014 CCGPS Mathematics Unit Frameworks were posted on July 1, 2013, to GeorgiaStandards.Org and Learning Village. K-5 CCGPS Mathematics Overview The K-5 standards are organized using domains, overarching ideas that connect topics across the grades, clusters that illustrate progression of increasing complexity from grade to grade and standards which define what students should know and be able to do at each grade level. The K-5 standards are organized in the following domains: counting and cardinality; operations and algebraic thinking; number and operations in base ten; number and operations – fractions; measurement and data; and geometry. The focus in the K-5 standards is comparable to that seen in high-performing countries.
NYC Math Keywords (optional) Enter keywords (e.g., K.OA.3, informational text, arguments, quadratic equations, etc.) Grade (select at least one) Subject (select one) NYC educators and national experts are developing Common Core-aligned tasks embedded in a unit of study to support schools in implementing the Citywide Instructional Expectations. Search a growing assortment of Common Core-aligned tasks, units and student work by keyword, grade level, subject area and Common Core Learning Standard. The components of the Common Core-aligned tasks with instructional supports include: Unit overview and task description Teacher-annotated student work representing a range of performance levels Rubrics used to assess student work Universal Design for Learning (UDL) principles Other instructional support materials To learn more about the components of these tasks and units and for help navigating the interactive student work, watch our virtual training modules. NEW!