The following collection of 10 photographs can be used as journal prompts, discussion starters, bell ringers, or for centers, small groups, or learning stations. These pictures provide opportunities for students to engage in mathematics through looking at pictures of sculpture and art in the world. Facilitation notes are provided. This resource is good for students with dyslexia and language-based learning deficiencies.

The following collection of 10 photographs can be used as journal prompts, discussion starters, bell ringers, or for centers, small groups, or learning stations. These pictures provide opportunities for students to engage in mathematics through looking at pictures of mathematics in the world. Facilitation notes are provided. This resource is good for students with dyslexia and language-based learning deficiencies.

The following collection of 11 photographs can be used as journal prompts, discussion starters, bell ringers, or for centers, small groups, or learning stations. These pictures provide opportunities for students to engage in mathematics through looking at pictures of numbers in arrays in the world. Facilitation notes are provided. This resource is good for students with dyslexia and language-based learning deficiencies.

The activities in this 20 page packet on A Study of the Real Number system include two application probes, 2 investigations, 7 tasks to probe students deeper into their study of this topic, and several pre-assessment and writing activities that support the development of the language of mathematics. Student activity and investigation sheets are provided as well as teacher facilitation notes. Many of these activities can be extended into the Complex Number System as well.

NCTM describes “representation” as referring to both a process and a product. So mathematical representations include all the different ways that students depict their thinking as well as the processes they use to put their thinking into those forms. Representations have often been taught as an end in and of themselves, most as essential elements in supporting students’ understanding. When students gain access to mathematical representations and the ideas they express they acquire a set of tools that significantly expand their capacity to model and interpret physical, social, and mathematical phenomena. This activity takes common fractions and represents them through a concrete manipulative, a verbal symbol, a fraction model, a number line representation, and a symbolic representation. There is also a contextual problem for the students to work through. There are 5 sets of cards, each with 6 representations with facilitation notes. This resource is good for students with Dyslexia and language-based learning deficiencies. We'd like to hear about your experience with our resources. Just give it a star rating then tell us what you think, simple as that!

“Difficulty with fractions (including decimals and percents) is pervasive and is a major obstacle to further progress in mathematics, including algebra.” (National Math Advisory Panel, 2008.) Fractions are the earliest topic in school mathematics where educators agree that students fail and teachers struggle to instruct. This activity packet is good for students with dyslexia and language-based learning deficiencies.

By the intermediate grades, students have had many experiences with both 2D and 3D geometric objects. Their studies become more sophisticated as they are describing and classifying shapes based upon their attributes. They are also working with perimeter, area, and volume. Student reasoning, discussion, writing, and argumentation should be expected to show this more sophisticated level of understanding. However, some students may still need some review on the basic geometric figures and their attributes. Geometry in the intermediate grades should be just as experiential as it was in the primary years. Students are better able to articulate their findings and justifications for their spatial reasoning investigations. These five activities offer literacy connections, opportunities for writing, extensions and adaptations for diverse learners, money connections, and suggestions for the Art teacher in supporting mathematics. The sorting mat is also given separately to print 11X17 inches. This resource is good for students with Dyslexia and language-based learning deficiencies. We'd like to hear about your experience with our resources. Just give it a star rating then tell us what you think, simple as that!

NCTM describes “representation” as referring to both a process and a product. So mathematical representations include all the different ways that students depict their thinking as well as the processes they use to put their thinking into those forms. Representations have often been taught as an end in and of themselves, most as essential elements in supporting students’ understanding. When students gain access to mathematical representations and the ideas they express they acquire a set of tools that significantly expand their capacity to model and interpret physical, social, and mathematical phenomena. This activity takes two- and three-digit numbers and represents them through a concrete manipulative, the written symbol, a verbal symbol, a diagram, picture, graph, drawing, or table, and an algebraic representation with a mathematical sentence. There is also a contextual problem for the students to work through. There are 6 sets of cards, each with 6 representations with facilitation notes. This resource is good for students with Dyslexia and language-based learning deficiencies. We'd like to hear about your experience with our resources. Just give it a star rating then tell us what you think, simple as that!

Arthur L. Costa and Bena Kallick wrote Habits of Mind in the late 90’s. Soon thereafter, Al Cuoco, E. Paul Goldenberg, and June Mark wrote Habits of Mind: An Organizing Principle for Mathematics Curriculum. In their work they described roles that students hopefully will assume as they are working with mathematics. This poster gives a visual and brief descriptive overview of some of those roles. The language is applicable for all grade levels as well as subjects beyond mathematics.

Surface area and volume are important contextual topics for secondary students. This study allows many opportunities for students to deepen their spatial reasoning skills and to build connections through geometric modeling and a variety of mathematical experiences. In Part 1, students are pre-assessed on their understanding of their prior mathematical experiences, both with geometric and algebraic reasoning. They are also asked to use analogies in anticipation of the work they are getting ready to do. In the main investigation students are required to create and write about their strategy while kinesthetically building a 3D shape and then drawing the net. Differentiation strategies are provided. Graphic organizers are provided to support students building connections to prior learning. Extensions tasks to think deeper about as well as application probes are also included. This resource is good for students with Dyslexia and language-based learning deficiencies. We'd like to hear about your experience with our resources. Just give it a star rating then tell us what you think, simple as that!

Perfect resource for RtI/Intervention, small group instruction, or learning stations. Incorporating literature into the mathematics classroom at any level can increase student engagement, as well as support ELL/ESL students. Contains 10 pages with over 15 assorted activities, A MUST HAVE book for all secondary teachers. Several activity sheets and blackline masters are included as well as tables identifying keywords, topics, and suggested manipulatives. Book not included.

Perfect resource for RtI/Intervention, small group instruction, or learning stations. Incorporating literature into the mathematics classroom at any level can increase student engagement, as well as support ELL/ESL students. Contains 15 pages with over 15 assorted activities, A MUST HAVE book for all secondary teachers. Several activity sheets and blackline masters are included as well as tables identifying keywords, topics, and suggested manipulatives. Book not included.

This secondary Christmas activity packet has 55 pages full of fun Christmas activities for 8th-grade up to 12th-grade students. Activities: The Twelve Days of Christmas Activity Grades 6-12 Twelve Days of Christmas Math Secondary Activity Packet Grades 8-12 Glyphs: A Different Approach Secondary The Mathematics of a Christmas Tree

Number charts support the investigation of and discovery of many number patterns as well as serve as an aid in developing fluencies with composition and decomposition of numbers. This 32 page packet offers aids for investigations from a 100 chart, 200 chart, up to a 1000 chart (counting by 10s) support students as they are further developing their understandings of the base ten number system. Multiple charts per page are provided that will fit nicely into the Mathematician’s Notebook.

The following collection of 11 photographs can be used as journal prompts, discussion starters, bell ringers, or for centers, small groups, or learning stations. These pictures provide opportunities for students to engage in mathematics through looking at pictures of architecture in the world. Facilitation notes are provided. This resource is good for students with dyslexia and language-based learning deficiencies. We'd like to hear about your experience with our resources. Just give it a star rating then tell us what you think, simple as that!

Flatland by Edwin Abbott Abbott, is a classic. Published in 1884, it is a satire on life during the Victorian era. Secondary students can read the story a few chapters at a time. It can be purchased, but it is available on line. In the 18 page packet you will find an introductory list of reading questions for students as they get into the book as well as a list of questions broken into sections that go into a little more detail. There is also a list of projects that students can complete once they have read the book. Several resources with hyperlinks are included as well.

Students at all levels need many experiences with estimating. This first collection of fifteen full-color photographs can be used as journal prompts, discussion starters, bell ringers, or for centers, small groups, or learning stations. These pictures have been chosen and formatted with estimation in mind but serve many other academic topics as well as opportunities for making meaning through writing. Pictures include animals, plants, and inanimate objects and holidays. Facilitation notes are provided. 16 colorful images 3 pages of facilitation notes This resource is useful for students with Dyslexia and language-based learning deficiencies. We'd like to hear about your experience with our resources. Just give it a star rating then tell us what you think, simple as that!

There are problems from history that can serve today’s secondary mathematicians well. One such problem comes from The Nine Chapters on the Mathematical Art, written in the 3rd C. AD. It is as important a mathematical source as Euclid’s compilation, Elements. Where Elements influenced Western mathematics, Nine Chapters influenced the mathematics of China. It serves as a rich source of contextual problems to challenge today’s young mathematicians. Excerpts can be found in Google books among other places. This problem is from Chapter 9, Problem 20. The accompanying power point has facilitation notes. This resource includes a PDF with description, the Nine Chapters Problem, and PDF of Power Point. We'd like to hear about your experience with our resources. Just give it a star rating then tell us what you think, simple as that!

NCTM describes “representation” as referring to both a process and a product. So mathematical representations include all the different ways that students depict their thinking as well as the processes they use to put their thinking into those forms. Representations have often been taught as an end in and of themselves, most as essential elements in supporting students’ understanding. When students gain access to mathematical representations and the ideas they express they acquire a set of tools that significantly expand their capacity to model and interpret physical, social, and mathematical phenomena. This activity takes the number 5 and represents it through a concrete manipulative, the written symbol, a verbal symbol, a diagram, picture, graph, drawing, or table, and an algebraic representation with a mathematical sentence. There is also a contextual problem for the students to work through. There are 5 sets of cards, each with 6 representations with facilitation notes. This resource is good for students with Dyslexia and language-based learning deficiencies. We'd like to hear about your experience with our resources. Just give it a star rating then tell us what you think, simple as that!

NCTM describes “representation” as referring to both a process and a product. So mathematical representations include all the different ways that students depict their thinking as well as the processes they use to put their thinking into those forms. Representations have often been taught as an end in and of themselves, most as essential elements in supporting students’ understanding. When students gain access to mathematical representations and the ideas they express they acquire a set of tools that significantly expand their capacity to model and interpret physical, social, and mathematical phenomena. This activity takes the number 8 and represents it through a concrete manipulative, the written symbol, a verbal symbol, a diagram, picture, graph, drawing, or table, and an algebraic representation with a mathematical sentence. There is also a contextual problem for the students to work through. There are 5 sets of cards, each with 6 representations with facilitation notes. This resource is good for students with Dyslexia and language-based learning deficiencies. We'd like to hear about your experience with our resources. Just give it a star rating then tell us what you think, simple as that!