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By: Juli K. Dixon, Edward C. Nolan, Thomasenia Lott Adams, Jennifer Tobias, Guy Barmoha
Making Sense of Mathematics for Teaching Grades 3-5 utilizes video, group discussion, and activities to help teachers engage in mathematics as both learners and instructors. The workshop explores meaningful tasks for learners/teachers of mathematics; examines the task, question, and evidence (TQE) process; and provides a shared vision of classrooms where teachers and students are engaged in meaningful mathematics learning experiences.
By: Edward C. Nolan, Juli K. Dixon, George J. Roy, Janet Andreasen
Making Sense of Mathematics for Teaching Grades 6-8 utilizes video, group discussion, and activities to help teachers engage in mathematics as both learners and instructors. The workshop explores meaningful tasks for learners/teachers of mathematics; examines the task, question, and evidence (TQE) process; and provides a shared vision of classrooms where teachers and students are engaged in meaningful mathematics learning experiences.
By: Juli K. Dixon, Edward C. Nolan, Thomasenia Lott Adams, Lisa Brooks, Tashana Howse
This video program will help educators develop a deeper understanding of mathematics and more effectively provide mathematics instruction in grades K-2. Watch it as a standalone video or use it with the facilitator's guide to create two half-day workshops or one full-day workshop for teams. Included is the companion paperback book, Making Sense of Mathematics for Teaching Grades K-2.
By: Edward C. Nolan, Juli K. Dixon, Farshid Safi, Erhan Selcuk Haciomeroglu
Making Sense of Mathematics for Teaching High School utilizes video, group discussion, and activities to help teachers engage in mathematics as both learners and instructors. The workshop explores meaningful tasks for learners/teachers of mathematics; examines the task, question, and evidence (TQE) process; and provides a shared vision of classrooms where teachers and students are engaged in meaningful mathematics learning experiences.
The Common Core Standards were designed to raise and align student achievement in the United States and give students greater focus and coherence in mathematics. The standards aim to give students a deeper understanding of the fundamentals of mathematics and prepare them for college and careers in mathematics.
This video explores how educators and school leaders are implementing strategies in the classroom to meet the Common Core Math Standards, both math practices and math content. In-depth profiles of teachers and math coaches, along with practical classroom examples will show how elementary and middle schools are meeting the challenges of the new Common Core directives. The video will also feature comments from students to reveal how increased verbal fluency in tackling math problems improves comprehension and meets multiple Common Core standards (real-life application, ability to reason and critique others, precision, and modeling, et al.).
Featuring two schools, a middle school in San Jose, California (Ida Price Middle School) and an elementary school in Silver Spring, Maryland (Georgian Forest Elementary School) this video shows how collaborative teaching, professional development, formative assessment, and technology help meet the goals of Common Core State Standards for math. Teachers explain how these strategies inform their curriculum and help prepare students for testing, college, and careers in mathematics.
Go inside an award-winning high school's math and science classrooms to witness the evolving process of implementing the Common Core State Standards for mathematics. Sleepy Hollow High in New York is a snapshot of a racially and economically diverse public high school. Led by a dynamic principal, Sleepy Hollow's math and science teachers have embraced the implementation of the Common Core standards and are taking collaboration between departments to a new level. Featuring interviews with the principal and teachers as well as scenes from real classrooms, this video explores how lesson plans are developed across departments, the school's strategy for "teaching to the individual," and how teachers work with students ranging from English as a second language classes to AP Calculus. Testimonies from students and parents show how effective this transformation has been. At Sleepy Hollow High, both collaborative teaching and a principal willing to let her faculty teach "outside the box" have led to a challenging and rewarding environment where students are thriving.
Learning shapes deepens mathematical understanding. Children build future math skills through patterning. Measurement begins in infancy. Exploring length, volume and time supports later learning.
Observation and reflection informs instructional strategies. Learn how to integrate mathematics throughout the learning environment to create intentional teaching opportunities.
Regardless of how well your students performed on the latest math assessment, how can you make sure that your program is teaching students the essential math concepts that they'll need for the next assessment and beyond? Here's a new resource that explores that question and introduces you to what schools and teachers are doing to engage students in math lessons that promote deeper understandings of math curriculum.
Use the DVD with study groups, workshops, school improvement teams, and professional learning communities to explore current perspectives on content of and instructional strategies for mathematics in grades K-12. Introduce your school to classroom techniques that actively engage students in deeper conceptual thinking about the subject. And demonstrate classroom activities and teaching strategies that
Address student prior knowledge and misconceptions about mathematics
Challenge students to justify and explain their understanding of mathematics
Provide opportunities for students to use multiple ways to demonstrate what they've learned in resolving mathematical problems
Connect mathematics to real-life situations and problems
Provide chances for students to apply math content they've learned
Explore a more brain-compatible way of teaching mathematics with this new DVD. Use the DVD to show how new knowledge about the brain can be used in the classroom to help students develop their natural number sense and their overall understanding of and ability to use math. And help teachers engage students in math lessons and improve their understanding and recall of math concepts. Scenes from actual classrooms show numerous tips and strategies that teachers can use right away.
DVD (With Facilitator's Guide) / 2001 / 60 minutes
In this lesson the class look at finding minimum spanning trees from a matrix. In previous lessons the students have been introduced to finding minimum spanning trees using Kruskal's algorithm and Prim's algorithm. Students apply these network algorithms to find the smallest way in which a network can be connected.
A systematic approach for children with learning disabilities
Joyce Steeves, Ed.D., a master teacher and teacher trainer from Johns Hopkins University, demonstrates the connection between math learning problems, dyslexia and attention disorders and also how they differ. Dr. Steeves has devised a lesson plan for math teaching which she sets out in detail for a class of teachers and then shows the plan in action with two groups of children, a demonstration of theoretical and practical math teaching that turns out to be fun. Sessions with Robin Rogers-Browne, Educational Therapist, doing the kind of teaching that helped a student who found numbers impossibly challenging.
This lesson is filmed in a unique early years unit comprising of 20 nursery children and 30 reception age children supported by two teachers and four classroom assistants.
The two teachers have agreed to use a shared theme of Jack and the Beanstalk for the sessions. Children in both reception and nursery groups work on a variety of numeracy focussed activities to consolidate and extend their learning. The timetable is organised so that most able nursery pupils can work with reception aged pupils. Some pupils have a free choice of activity, whilst others are given a selection chosen by the teacher or TA.
This early years session children begin to look at addition. Previously children have been counting in twos, fives and tens.
The theme is 'Under the Sea' and children are shown the four different methods of adding groups together. Strategies of addition are introduced, followed by differentiated games.
Finally children explore the continuous provision in the classroom to reinforce their skills.
This lesson is based on the topic 'Under the Sea' where children revisit all the skills that they have learnt so far in order to see where they are and what they will do next. This includes revisiting numbers, accurate counting, number bonds and problem solving.
A range of differentiated activities take place. The lower ability group play messy maths recognising, ordering and writing numbers. Middle ability pupils work together outside to problem solve and record answers. The higher ability group play the role of roving reporters, recording with marks.
Drs. Fleischner and Garnett explain how LD students actually solve math problems and give practical tips on how to get at the root causes of their math errors. With demonstrations of specific strategies, the video covers problem solving, basic arithmetic, and makes points about number systems.
In the previous lesson the class looked at the properties and names of 2D shapes, which they are now fairly confident with. Today the class study a 3D shape, and play a game in which they have to use new vocabulary to describe a shape to their partner.
The class is grouped into mixed ability pairs where they address misconceptions identified in the previous session. Less able groups are supported by a TA, revising 2D shapes and looking at 3D shapes.
In this lesson students explore how to solve linear equations, solve simultaneous equations using elimination and modify equations to allow for elimination method of solving.
The class have taken their foundation GCSE , and the teacher aims to take them up to a higher level.
The topic for this year group is decision Mathematics. Previously they looked at setting up network diagrams based on critical paths, and this lesson focusses on putting the numbers in. They also revisit prior learning including Dykstra's algorithm and recapping methods from core Maths.
This mixed ability class looks at simple multiplication. In the previous session the pupils reviewed what they already knew. In this lesson any gaps in knowledge are reviewed and the teacher has narrowed down which methods children need to focus on. The class is divided into ability groups focusing on different skills, such as repeated addition, grouping, and consolidating all methods.
The aim is that by the end of the lesson children begin to recall facts by memory.
This lesson is one of a series, in which children prepare for a real charity fundraising sale.
The children use and review their times table knowledge in a money context, discussing what they will need to know in order to successfully run stalls. Children are encouraged to use efficient methods to solve number problems, apply the grid method, and use mathematical language.
This lesson's focus is on negative numbers and using them in context. This is a lower ability group made up of learners with special education needs (SEN) including autism and speech/language difficulties.
Previously the class have looked at positive and negative numbers on a number line, and in this lesson they put this in the context of temperature.
The topic of this year 6 set is solving percentage problems looking at increasing and decreasing figures.
In this fast-paced revision and consolidation pre-SATs lesson, pupils are constantly challenged. With just three weeks left until SATs, the class are aiming to plug gaps in their knowledge and identify areas of weakness.
In this lesson the class look at pictograms to represent data, focussing specifically on whether children can think of keys to use in their pictograms. At the end of the lesson children evaluate each other's work against the success criteria generated in previous sessions.
Lesson 1 of 5 aiming to consolidate and extend students' ability to apply properties of 2-D shapes to solve problems. The lesson is made up of question and answer sessions, group activities, feedback and mymaths.co.uk models. By the end of the session students have learnt how to construct accurate triangles.