Defining Accessibility
(View Complete Item Description)An explanation of what it means to say educational materials are "accessible" and why accessibility is important.
Material Type: Reading
An explanation of what it means to say educational materials are "accessible" and why accessibility is important.
Material Type: Reading
What is a Group on the Oregon Open Learning Hub and what are the roles of the Group Members and Group Administrators?
Material Type: Primary Source
Math in a Cultural Context (MCC) is a long-term set of interrelated sponsored research, funded by the National Science Foundation and the US Department of Education and by support from the University of Alaska Fairbanks. Math in a Cultural Context is a rather extraordinary three decades-long collaboration of educators, Yup’ik elders and teachers, mathematicians and math educators, Alaskan school districts, and more recently includes Greenlandic Inuit, Sami, and Pacific Islander partners. We have had the privilege to learn together and understand how the underlying principles that support everyday practical knowledge can inform teaching and learning in a school context. Central to MCC is its long-term collaboration with Yup’ik elders, teachers, and academics that developed into a vibrant learning community. We are deeply inspired by the steadfast support of so many elders who shared their knowledge. Alaskan school districts and teachers opened their classrooms to MCC as we developed, tested, and revised our materials and pedagogical approach.
Material Type: Module
Lamprey were an important food source for many Native American tribes in Oregon, particularly those in coastal areas and along the Columbia River watershed, and they continue to be an important link to traditional cultural practices. Like salmon, lamprey are anadromous, meaning they are born in fresh water, spend most of their life in the ocean, and return to freshwater to spawn. Sustaining the population of lamprey has always been important to Native people, and one way to do that is by not overharvesting. In previous generations this was not a problem, but hydroelectric dams, pollution, and destruction of habitat have all led to a drastic reduction in the lamprey population over the past century. Today, tribal biologists use both traditional and Western scientific methods—such as fish tagging—to protect and preserve lamprey, salmon, and other aquatic species. Using this real-world context, this lesson engages students in a mathematical process to determine the weights of lamprey using a fraction with each fraction having the same denominator, organizing the lamprey on a number line from lowest to highest weight, and comparing the weights of lamprey in decimal format.
Material Type: Lesson, Lesson Plan
This lesson uses a dataset and simple mathematical operations to teach grade 4 students important facts about Native American people in Oregon. In the process, it begins to correct several common misperceptions and to build students’ awareness of the active role Native Americans play in contemporary Oregon culture. Students will learn about the nine federally recognized tribes in Oregon, including tribal membership, tribal lands, and the number of people employed by each tribe. This will give them a basic understanding of the presence of Native people in the state. Students will also be introduced to two key aspects of the complex relationship between Native American tribes and the U.S. government: termination and restoration. While the lesson does not cover these elements in depth, it lays the groundwork for future lessons and further understanding.
Material Type: Lesson, Lesson Plan
Philanthropy is a core value of Native American tribes in Oregon. Many tribes refer to this as the “spirit of potlatch,” which is a tradition that goes back hundreds and possibly thousands of years. In this spirit, many tribes have created charitable foundations or funds to support causes that benefit the local and surrounding communities. Collectively, tribal foundations are among the largest sources of philanthropy in Oregon.This lesson uses the mathematical practice of fractions to introduce students to Native philanthropy. Students are given a dataset and asked to perform fraction concepts and justify their choices as part of a philanthropic effort. Students will be addressing Critical Areas 1 and 2 while addressing mathematical practices.
Material Type: Lesson Plan
This resource is the grade 3 common math curriculum for the San Francisco Unified School District. In Grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes.
Material Type: Activity/Lab
This resource is the grade 4 common math curriculum for the San Francisco Unified School District. In Grade 4, instructional time should focus on three critical areas: (1) developing understanding and fluency with multi-digit multiplication and developing understanding of dividing to find quotients involving multi-digit dividends; (2) developing an understanding of fraction equivalence, addition, and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers; (3) understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry.
Material Type: Activity/Lab
This resource is the Grade 5 common math curriculum for the San Francisco Unified School District. In Grade 5, instructional time should focus on three critical areas: (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions); (2) extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations; and (3) developing understanding of volume.
Material Type: Activity/Lab
This second lesson in negative integers carries the "real life" concept (temperature and debt) to the number line. Students will work with number lines with positive and negative numbers.
Material Type: Activity/Lab, Homework/Assignment
Data talks are short 5-10 minute classroom discussions to help students develop data literacy. This pedagogical strategy is similar in structure to a number talk, but instead of numbers students are shown a data visual and asked what interests them.
Material Type: Teaching/Learning Strategy
This resource was created by the Washington Office of Superintendent of Public Instruction.
Material Type: Activity/Lab
This resource was created by the Washington Office of Superintendent of Public Instruction.
Material Type: Activity/Lab
This resource is a list of math games incorporated into the Grade 5 Math Core Curriculum for the San Francisco Unified School District.
Material Type: Activity/Lab
This resource was created by the Washington Office of Superintendent of Public Instruction.
Material Type: Activity/Lab, Interactive
In this activity, students sort 10 types of fruit by tastiness and ease of eating in order to learn how those attributes can be represented on a coordinate plane, and to determine which fruit truly is "best."
Material Type: Activity/Lab
This task presents students with some creative geometric ways to represent the fraction one half. The goal is both to appeal to students' visual intuition while also providing a hands on activity to decide whether or not two areas are equal.
Material Type: Activity/Lab
This task presents students with some creative geometric ways to represent the fraction one half. The goal is both to appeal to students' visual intuition while also providing a hands on activity to decide whether or not two areas are equal.
Material Type: Activity/Lab
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Find the area of each colored figure. Each grid square is 1 inch long....
Material Type: Activity/Lab
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Plot the following numbers on the number line: 80 328 791 1. Round each number to the nearest 100. How can you see this on the number line? 2. Round ea...
Material Type: Activity/Lab