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Teaching Fractions For Conceptual Understanding (Find out if you may use Title II funds/ESSA)
HELPING TEACHERS RECOGNIZE/DEVELOP RICH MATH TASKS
QUASAR MATERIALS: These materials are for professional development purposes for mathematics teachers and instructional coaches. It is an excellent resource for improving a teacher's ability to identify and create rich mathematics tasks. It includes a Facilitator's Guide and PowerPoint Presentation for leading professional developement using the resources listed here. Classroom teacher vignettes are excellent resources for informing teachers AND school administrators about what it looks like to teach and assess using rich tasks, without scaffolding the task such that the richness of the learning opportunity is lost. Elementary Task Sorts, Middle School Task Sorts, and High School Task Sorts are provided so that teachers may have critical conversations about what it means to develop and hold integrity of rich mathematical tasks.
Standards for Mathematical Practice Videos
To reinforce and honor the language of the standards, we have directly correlated the mathematical practice standards to excerpts of mathematics lessons. Just as with content standards, not every lesson reflects all elements of the individual standards for mathematical practice. By representing examples from different classrooms for each standard, we also want to emphasize how many different ways teachers may enact these standards for mathematical practice in their classrooms, with their particular learners. While there is no one "right way," there are multiple examples of successful strategies to launch and sustain these practices. Click the individual standards below to see instances of the practice standards in classroom lessons. Although the practices are presented here individually, it's important to keep in mind that the practices can, and should, be evident together in a lesson. See the Exemplary Lessons Integrating the Standards for Mathematical Practicefor a holistic view of the practices together.
