What should a modern math class look like?

This map is a popular meme making the social networking rounds, and it is, of course, loaded with agendized innuendo and doubts about accuracy. But a cursory check of math scores from the 2012 Program for International Student Assessment (PISA) indicate that there is a fair amount of truth and reality embedded in this graphic, … Continue reading

Assessment serves many purposes, including informing instructional decisions, determining student proficiency, and accountability, which takes a variety of forms. Without getting overly technical, assessment is very generally formal or informal. What we need to keep in our sights are the intended benefactors of formal assessment, the assessment with which most of our culture places the … Continue reading

“Five or above, give it a shove” is the common mnemonic chanted in primary classrooms throughout the nation to help kids to remember the convention for rounding numbers. Given that rounding and estimation are key indicators of that nebulous realm that teachers call number sense, it is a shame to reduce a skill that could … Continue reading

The modern math class should look different than the math classes that most adults experienced. Although there have been many visionary teachers who have been teaching for a deep understanding of math all along, these teachers are relatively few in number. If you are able to observe your child’s math instruction (and you should), the … Continue reading

Young students tend to show much more curiosity and persistence in math class than they do as they get older. It is no coincidence that for many students, the lack of motivation in math begins around the time that focus on test scores begins. Around grade 3, some students who were once excited by math … Continue reading

Common Core is here, and schools should be implementing Common Core instruction. Common Core mathematics is designed to provide students with not only the computational fluency that has always been a focus, but also the mathematical reasoning and problem solving skills and the persistent and creative habits of mind that will allow our children to … Continue reading

full article “This math looks different.” “I learned division by memorizing ‘Does McDonalds sell Cheese Burgers.’” “You just invert and multiply to get the answer, why bother with all these area models.” “I don’t get why they need to break those numbers down into tens and ones, you just borrow one from the number to … Continue reading

- What Principals Need to Know About Teaching and Learning Mathematics. These three outstanding mathematics teachers and renowned leaders—Tim Kanold, Diane Briars, and Skip Fennell—provide specific information for principals who face the challenges of implementing the Common Core State Standards (CCSS). In this comprehensive book, principals will have the resources and perspectives to develop an intentional plan to support their teachers and students in the newly organized content, mathematical practices, instruction, and assessment.” —Shirley M. Frye, Retired Mathematics Educator, Former President of NCTM and NCSM
- Common Core Mathematics in a PLC at Work™ Common Core Mathematics in a PLC at Work™These teacher guides illustrate how to sustain successful implementation of the Common Core State Standards for Mathematics. Discover what students should learn and how they should learn it at each grade level. Comprehensive and research-affirmed analysis tools and strategies will help you and your collaborative team develop and assess student demonstrations of deep conceptual understanding and procedural fluency.via Solution Tree | Common Core Mathematics in a PLC at Work™ - Books & Videos.
- Putting the Practices Into Action by Susan O'Connell, John Sangiovanni - Heinemann Publishing. “This book will be your roadmap to implementing the CCSS Standards for Mathematical Practice. The explanations, examples, activities, and suggestions are intended to guide you to a deepened understanding of the Practice Standards so your classroom is filled with students who reason, apply, and truly understand mathematics.”—Susan O’Connell and John SanGiovanni
- Common Core Look-fors - Splaysoft. Look-fors A 'Look-for' is a classroom resource that can be used as a non-evaluative assessment tool. The Look-fors in this peer-observation tool are designed to assess the extent to which students are engaged in particular elements of the mathematical practices of the Common Core State Standards for mathematics (CCSSO, 2010) and technology. The tool provides suggested student actions for each of the practices as observational look-fors. These should be helpful in providing suggestions related to both planning and assessment for teachers, leaders, and school-based administrators.
- Grade 6 Roadmap | mathinc.
- Grade 5 Roadmap | mathinc.
- Grade 4 Roadmap | mathinc.
- Grade 3 Roadmap | mathinc.
- Grade 2 Roadmap | mathinc.
- Grade 1 Roadmap | mathinc.
- Kindergarten Roadmap | mathinc.

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