This joint position statement of the National Association for the Education of Young Children (NAEYC) and the National Council of Teachers of Mathematics (NCTM) highlights a set of principles for effective early math instruction.
Material Type: Reading
This task requires students to represent fractions on a number line.
Material Type: Activity/Lab
The goal of this task is to provide examples for comparing two fractions by finding a benchmark fraction which lies in between the two.
Material Type: Activity/Lab
The purpose of this task is to provide students with an opportunity to explain fraction equivalence through visual models in a particular example.
Material Type: Activity/Lab
This is a challenging fraction comparison problem. The fractions for this task have been carefully chosen to encourage and reward different methods of comparison.
Material Type: Activity/Lab
The purpose of this task is to help develop students' understanding of addition of fractions; it is intended as an instructional task.
Material Type: Activity/Lab
What we like about this task Mathematically: Addresses standards: 4.OA.A, 4.NBT.B, 4.OA.A.3, 4.NBT.B.6, MP.1, and MP.6 Requires students to understand the meaning of the quotient and remainder in order to solve problems in a real-world context Addresses content across two major clusters (4.OA.A and 4.NBT.B) within the grade, specifically 4.OA.A.3 and 4.NBT.B.6 Requires students to interpret what is being asked and perform extensive calculations (MP.1) accurately and efficiently (MP.6) In the classroom: Offers opportunities for students to use strategies based on place value, properties of operations, and/or the relationship between multiplication and division to solve division problems Provides repeated practice of multi-digit division and can be easily altered to allow for repeated use throughout the year Allows for small group, partner, or individual work
Material Type: Activity/Lab
Mathematically: Addresses standards: 3.NF.A.2a and MP.1 Helps students understand fractions in relation to whole numbers 3.NF.A.2a Includes an example of a fraction greater than one, allowing students to see that fractions are not limited to values between $0$ and $1$ Requires students to make sense of the problem and persevere in solving it (MP.1) In the classroom: Engages students quickly without needing much scaffolding by the teacher Encourages students to share their developing thinking
Material Type: Activity/Lab
A+ Click is an interactive collection of more than 3700 math problems and answers for K-1 K-12 school program. It defines the personal level of math knowledge. You move up into the next level if you give 5 correct answers in a row. Practice makes perfect.
Material Type: Activity/Lab, Assessment, Game, Lecture Notes
This sample PLP was created from the perspective of a student who is fictional. Some of the student work, however, was either based on work done by real students or was actual work used with the permission of students. School-based materials - such as rubrics, etc. - were, when possible, created from actual materials used in Vermont schools today. It includes examples of how the following can be integrated into PLPs or used in the personalized learning planning process:Content-area course workIndependent studyExpanded learning opportunities (e.g., History Day)College planning
Material Type: Diagram/Illustration, Simulation, Teaching/Learning Strategy
This sample PLP was created from the perspective of a student who is fictional. Some of the student work, however, was either based on work done by real students or was actual work used with the permission of students. School-based materials - such as rubrics, etc. - were, when possible, created from actual materials used in Vermont schools today. It is intended to show how the following can be integrated into PLPs and connected to the personalized learning planning process:Student art workContent-area classroom assignmentsExpanded Learning Opportunities (e.g., Poetry Out Loud)Career exploration
Material Type: Assessment, Case Study, Diagram/Illustration, Simulation, Teaching/Learning Strategy
This sample PLP was created from the perspective of a student who is fictional. Some of the student work, however, was either based on work done by real students or was actual work used with the permission of students. School-based materials - such as rubrics, etc. - were, when possible, created from actual materials used in Vermont schools today. The student who created this PLP is a middle-schooler who is interested in STEM, 3-D printing, and Maker Faires. Participation on 3D Vermont has sparked his curiosity about careers that could involve 3-D printing, and you will see that curiosity reflected here.This sample shows connections between PLPs, the personalized learning planning process, and:Content-area class assignmentsExpanded learning opportunitiesMiddle level career exploration
Material Type: Teaching/Learning Strategy
In this professional development session, we will develop a shared understanding of how formative assessment works and different approaches that have been developed. The material for this resource come from a series of PD sessions on formative assessment developed by the ACESSE team: Philip Bell, Shelley Stromholt, Bill Penuel, Katie Van Horne, Tiffany Neill, and Sam Shaw.We will be updating this Facilitator's Guide for ACESSE Resource A with the most up-to-date information about this resource over time. If you encounter problems with this resource, you can contact us at: STEMteachingtools@uw.edu
Material Type: Module
These are the Essential Questions pulled out of Appendix E of the Nextgenscience.org website.
Material Type: Reading, Teaching/Learning Strategy
A given phenomenon that will help drive units and instruction when instructing PEs: 5-ESS2-1, MS-PS1-4, MS-ESS2-4
Material Type: Teaching/Learning Strategy
The Oregon Science Project Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work.
Material Type: Module
This is a template used to create a lesson surrounding an NGSS PE (5-PS1-1)
Material Type: Lesson
Developed in partnership with the Jamerson Center for Engineering and Mathematics and ESD112 STEM Initiatives, this unit explores NGSS Performance Expectations for Kindergarten Weather and Climate, including an engineering design performance task.
Material Type: Activity/Lab
This Super Lesson utilizes Project Based Learning to assist learners with designing, building, and testing flying contraptions as an introduction to Engineering. The goal of this project is to engage students in collaborative team work and to introduce students to the Science and Engineering Practices: Asking Questions and Defining Problems, Planning and Carrying Out Investigations, and Constructing Explanations and Designing Solutions. We have offered this Super Lesson as an 8-week elective course, developing and strengthening student interest in applied Math and Science topics. It could also be offered within upper elementary or middle school Science and Math courses. In addition, each week’s topic could be used as a stand alone mini-lesson if time is limited. We have worked to include multiple options within this unit to make it accessible to both general education and special education programs, including recommendations for modifications and extensions.
Material Type: Activity/Lab, Interactive, Lesson Plan, Unit of Study
In this Unit, students embark on a mission to create a campaign which promotes seat belt use for a teenage audience. In the context of this project, students explore NGSS PE’s 3-PS2-2, 3-PS2-1, 3-5-ETS1-1, 3-PS2-3, and 3-PS2-4 while investigating the effects of balanced and unbalanced forces acting on an object. Through a series of collect evidence to write a claim based on evidence for why seatbelts are important.
Material Type: Activity/Lab
