The images on this google slide show are best used in the context of a number talk where children are gathered in a common space and know the routine of sharing thoughts and ideas. Teachers use talk moves to keep the dialogue going among and between student, focusing on mathematical ideas and vocabulary found within the images. The teacher’s role is to facilitate the conversation, allowing a forum for the sharing of important ideas.

This google slide show organizes "Would You Rather?" questions in a sequence by weeks. Teachers can use these with students to promote number sense and precise mathematical vocabulary. Students will construct viable arguments and discuss their choices mathematically.

This folder contains grade 3 ALL block student task cards. The format is printer-friendly so teachers may print off "one-pagers" for students to have at their ALL block stations.

This google slide show will be used by third grade teachers with their students as a numeracy routine. Students should be given time to notice and wonder about each slide. Students then engage in discourse to find what is the same and different mathematically about the given images. Images for this particular slide show are from https://samedifferentimages.wordpress.com/

This google slide show will be used by fourth grade teachers with their students as a numeracy routine. Students should be given time to notice and wonder about each slide. Students then engage in discourse to find which two statements are mathematically correct and which one is not.

This google slide show will be used by grade 4 teachers with their students as a numeracy routine. In this routine, "Close, Far, In Between" from Teaching Student-Centered Mathematics, Van de Walle focuses on number sense development and relative magnitude. Relative magnitude refers to the size relationship one number has with another. Three numbers are displayed for students to consider. These can be written on the board, chart paper, or shown using the document camera. Teachers display three numbers then ask a variety of questions prompting students to think about relative magnitude and build a more sophisticated understanding of our number system.

This google slide show can be presented as a number routine to develop mathematical vocabulary in Grade 4 studetns.

Determine partnerships. Explain that one partner will be the “talker” and the other will be the “solver”.
The “talker” is to give clues for each word on the list and have the “solver identify the words within one minute.
The “talker” may only use definitions, examples, and descriptions when giving clues. “Talkers” are not allowed to use rhymes or any part of the target words.
Have students stand or sit so “talker” can see the vocabulary words on the smartboard and “solver” cannot see it.
Set a timer for one minute and begin!
Listen for great clues and misconceptions to share and clarify when the minute is up.
Before having students switch roles, have them identify category of listed words.
Switch roles and continue with next slide.

Before beginning this routine with the students, view Steve Wyborney’s presentation on “Tiled Number Questions.”
https://stevewyborney.com/2017/01/tiled-area-questions/
Show slide. Students should have paper copies of the slide to show their thinking/work.
Point out to the students that the white square in the bottom left corner is one square unit. Ask the students to identify the area of the shape on the slide.
Students will either color in their design to show the area or write in the area of each shape with their pencil
Ask students: “Is there any other way to show the area of this design? How many different ways can you show the area?
For an added challenge, change the value of the bottom left corner square.

The images on this google slide show are best used in the context of a number talk where children are gathered in a common space and know the routine of sharing thoughts and ideas. Teachers use talk moves to keep the dialogue going among and between student, focusing on mathematical ideas and vocabulary found within the images. The teacher’s role is to facilitate the conversation, allowing a forum for the sharing of important ideas.

This web page offers an interactive, game style experience for students to practice various grammar and punctuation skills.  Students immediately know if they did the exercise correctly and have a chance to do over if necessary.

This is a worksheet that is a resource to review to graphing coordinate points while working on other reasoning skills.  It facilitates group and class discussion nicely because there are multiple "correct" answers in deciding which point doesn't belong with the others.  It also allows for students to create their own ideas for reasoning why a point doesn't belong.

This Demonstration illustrates the connection between a function and its derivative on two separate graphs. The green vertical bars indicate the value of the rate of change at the point of tangency.

Students graph exponential growth and decay functions by connecting ordered pairs. This is the first of three activities about Exponential Functions. The associated lesson plan and student assessment questions can be found at: https://concord.org/projects/smartgraphs#curriculum and clicking on “Algebra” and then “Exponential Functions.”

The graph of y = f '(x) will be given. Your goal is to sketch the graph of the derivative: y = f (x). Use your mouse moving from left to right, staying on the graphing board, to draw the curve. When you are ready to sketch the graph move you mouse to the far left and click and drag. Be sure to move your mouse slowly. Moving too quickly will result in the deduction of points.

This inquiry embeds an Academic and Career Planning concept into historical inquiry, allowing students to make connections between historic accident analysis and the type of accident chain analysis a business might do today. By investigating the compelling question “Can the Accident Chain be disrupted?” students evaluate secondary sources about the Great Molasses Flood and address the issue of whether there are points along the accident chain when alternate decisions can avoid a calamity. The formative performance tasks help students build knowledge and practice skills so they can answer the supporting questions. Students create an evidence-based argument to answer the compelling question.

Detective LePlant needs your help to solve the mystery of plant life! To solve this case, you must identify the different parts of plants, what each part does, and how plants grow.

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Students will learn about the four pillars of Drug Strategies our society uses to prevent, reduce the number of addicts, and the harm they place on our society; from deaths, disease transmission, crime, cost, etc.  Once students understand each pillar and how these steps help prevent addictions they will focus on the forth pillar which is "Harm Reduction".  Harm Reduction is very contraversal and fairly new in our society, especially with the Heroin Epidemic we are facing in our society.  Harm reduction programs and practices aim to reduce the harms associated with the use of drugs in people unable or unwilling to stop.  Harm reduction programs focus on limiting the risks and harms associated with unsafe drug use (HIV transmission, viral hepatitis, and death from overdose), decrease the cost on society and petty crime.  Students will form personal opinions on three different types of Harm Reduction practices around the world and they work as a group to debate their view point.