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.

Students learn mathematics more effectively and more deeply when reading and writing is directed at learning mathematics. (Bossé and Faulconer 2008) This packet includes four activities that target foundational components for developing understandings and building fluency with key mathematical topics: Probability. Vocabulary and writing are targeted and facilitation notes are provided to support making mathematics content accessible to all learners. Templates and additional resources are provided. This resource is good for children 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!

Students learn mathematics more effectively and more deeply when reading and writing is directed at learning mathematics. (Bossé and Faulconer 2008) This packet includes four activities that target foundational components for developing understandings and building fluency with key mathematical topics: Modeling. Vocabulary and writing are targeted and facilitation notes are provided to support making mathematics content accessible to all learners. Templates and additional resources are provided. This resource is good for children 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!

Students learn mathematics more effectively and more deeply when reading and writing is directed at learning mathematics. (Bossé and Faulconer 2008) This packet includes four activities that target foundational components for developing understandings and building fluency with key mathematical topics: Right Triangles and Trigonometry. Vocabulary and writing are targeted and facilitation notes are provided to support making mathematics content accessible to all learners. Templates and additional resources are provided. This resource is good for children 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!

What Do We Know? is a small group writing activity. This is a good activity for struggling students and ESL/ELL who may need some support in writing. It supports students as they build stamina in writing in the content area. This particular What Do We Know About focuses on Multiplication & Division. This resource is good for children 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!

Vocabulary is one of the foundations for developing understanding for any subject area and mathematics is no exception. For many students words used in mathematics may not be familiar in context. Students need many opportunities to use vocabulary in their daily work. Providing additional opportunities to review vocabulary in a learning station, center, or small group will help support students who are challenged by the language of mathematics. These five vocabulary ideas can be first used in the classroom in a large group or small group setting before rotating out to an independent/pair learning center. Specific mathematical topics are included but the activities can be adapted for any topic, or discipline for that matter. Facilitation notes are provided for each station. The ideas presented are but a start for the many ways in which these activities can be adapted. These are licensed for one classroom use only.

Vocabulary is one of the foundations for developing understanding for any subject area and mathematics is no exception. For many students words used in mathematics may not be familiar in context. Students need many opportunities to use vocabulary in their daily work. Providing additional opportunities to review vocabulary in a learning station, center, or small group will help support students who are challenged by the language of mathematics. These five vocabulary ideas can be first used in the classroom in a large group or small group setting before rotating out to an independent/pair learning center. Specific mathematical topics are included but the activities can be adapted for any topic, or discipline for that matter. Facilitation notes are provided for each station. The ideas presented are but a start for the many ways in which these activities can be adapted. These are licensed for one classroom use only.

Vocabulary is one of the foundations for developing understanding for any subject area and mathematics is no exception. For many students words used in mathematics may not be familiar in context. Students need many opportunities to use vocabulary in their daily work. Providing additional opportunities to review vocabulary in a learning station, center, or small group will help support students who are challenged by the language of mathematics. These five vocabulary ideas can be first used in the classroom in a large group or small group setting before rotating out to an independent/pair learning center. Specific mathematical topics are included but the activities can be adapted for any topic, or discipline for that matter. Facilitation notes are provided for each station. The ideas presented are but a start for the many ways in which these activities can be adapted. These are licensed for one classroom use only.

Writing is one of the parts of language that young mathematicians are developing along with their reading, talking, and listening skills. For many students what they know about mathematics may exceed their ability to communicate it through the written word. Children learn to write by writing. Writing needs to be original thought, not just copying something that someone else wrote. Therefore it is imperative that opportunities are provided often for young children to engage in writing about mathematics. For the teacher, providing an environment that is rich in mathematical language is a priority. The following four learning station/center ideas can be first discussed in the classroom in a large group or small group setting before rotating out to an independent learning center. Facilitation notes are provided below for each station. The ideas presented are but a start for the many ways in which these activities can be adapted. Most of the masters have been made so they can be easily used in The Mathematician’s Notebook.

Writing is one of the parts of language that young mathematicians are developing along with their reading, talking, and listening skills. For many students what they know about mathematics may exceed their ability to communicate it through the written word. Children learn to write by writing. Writing needs to be original thought, not just copying something that someone else wrote. Therefore it is imperative that opportunities are provided often for young children to engage in writing about mathematics. For the teacher, providing an environment that is rich in mathematical language is a priority. The following four learning station/center ideas can be first discussed in the classroom in a large group or small group setting before rotating out to an independent learning center. Facilitation notes are provided below for each station. The ideas presented are but a start for the many ways in which these activities can be adapted. Most of the masters have been made so they can be easily used in The Mathematician’s Notebook.

Writing is one of the parts of language that secondary mathematicians are still developing. For some students, ESL/ELL for example, what they know about mathematics may exceed their ability to communicate it through the written word. For that reason, pictures, diagrams, and the use of manipulatives support the students’ efforts in communicating about their mathematical experiences. Students learn to write by writing. Writing needs to be original thought, not just copying something that someone else wrote. Therefore it is imperative that opportunities are provided often for students to engage in writing about mathematics. As the teacher, providing an environment that is rich in mathematical language is a priority. Providing students a Mathematicians’ Notebook, if for nothing else but the development of a Glossary and a Journal, offers a place where students can record their thoughts and experiences as it chronicles their growth over time while on their mathematical journey. Students’ writing should include discussions about what they did or how they thought, why they thought or did what they did. Strategy names and correct mathematical language need to be included as appropriate. Students’ writing should make sense and be complete. This will develop over time for secondary mathematicians as they have more opportunities to write about their experiences. The following four learning station/center ideas can be first discussed in the classroom in a large group or small group setting before rotating out to an independent learning center. Facilitation notes are provided below for each station. The ideas presented are but a start for the many ways in which these activities can be adapted. Most of the masters have been made so they can be easily used in The Mathematician’s Notebook.

Writing is one of the parts of language that secondary mathematicians are still developing. For some students, ESL/ELL for example, what they know about mathematics may exceed their ability to communicate it through the written word. For that reason, pictures, diagrams, and the use of manipulatives support the students’ efforts in communicating about their mathematical experiences. Students learn to write by writing. Writing needs to be original thought, not just copying something that someone else wrote. Therefore it is imperative that opportunities are provided often for students to engage in writing about mathematics. As the teacher, providing an environment that is rich in mathematical language is a priority. Providing students a Mathematician's’ Notebook, if for nothing else but the development of a Glossary and a Journal, offers a place where students can record their thoughts and experiences as it chronicles their growth over time while on their mathematical journey. Students’ writing should include discussions about what they did or how they thought, why they thought or did what they did. Strategy names and correct mathematical language need to be included as appropriate. Students’ writing should make sense and be complete. This will develop over time for secondary mathematicians as they have more opportunities to write about their experiences. The following four learning station/center ideas can be first discussed in the classroom in a large group or small group setting before rotating out to an independent learning center. Facilitation notes are provided below for each station. The ideas presented are but a start for the many ways in which these activities can be adapted. Most of the masters have been made so they can be easily used in The Mathematician’s Notebook.

Primary mathematicians first model “put together” and “take apart” situations using concrete objects, drawings, etc. These concepts are then expanded to composing and decomposing numbers additively. A connection to students’ prior work with building sets is important as students are developing fluencies with their addition and subtractions facts. Children need many opportunities to experience these situations. Incorporating seasonal manipulatives allow children to practice these mathematical ideas in a contextual setting. To effectively facilitate these activities, be sure to cover the common addition and subtraction situations found in Table 1, CCSSM, page 88. Color masters are provided for both activities, the seasonal objects as well as the counters. Hyperlinks are also provided for manipulatives when applicable. 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!

Primary mathematicians first model “put together” and “take apart” situations using concrete objects, drawings, etc. These concepts are then expanded to composing and decomposing numbers additively. A connection to students’ prior work with building sets is important as students are developing fluencies with their addition and subtractions facts. Children need many opportunities to experience these situations. Incorporating seasonal manipulatives allow children to practice these mathematical ideas in a contextual setting. To effectively facilitate these activities, be sure to cover the common addition and subtraction situations found in Table 1, CCSSM, page 88. Color masters are provided for both activities, the seasonal objects as well as the counters. Hyperlinks are also provided for manipulatives when applicable. 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!

Primary mathematicians first model “put together” and “take apart” situations using concrete objects, drawings, etc. These concepts are then expanded to composing and decomposing numbers additively. A connection to students’ prior work with building sets is important as students are developing fluencies with their addition and subtractions facts. Children need many opportunities to experience these situations. Incorporating seasonal manipulatives allows children to practice these mathematical ideas in a contextual setting. To effectively facilitate these activities, be sure to cover the common addition and subtraction situations found in Table 1, CCSSM, page 88. Color masters are provided for both activities, the seasonal objects as well as the counters. Hyperlinks are also provided for manipulatives when applicable.

This is a collection of 10 blackline masters, including a set of elapsed time problems for use with time. There are masters that can be used as writing prompts and journal entries as well as graphic organizers and tolls for supporting students work with time. This resource is good for students with dyslexia and language-based learning deficiencies. Please take a moment to review this resource.

Primary mathematicians first model “put together” and “take apart” situations using concrete objects, drawings, etc. These concepts are then expanded to composing and decomposing numbers additively. A connection to students’ prior work with building sets is important as students are developing fluencies with their addition and subtractions facts. Children need many opportunities to experience these situations. Incorporating seasonal manipulatives allow children to practice these mathematical ideas in a contextual setting. To effectively facilitate these activities, be sure to cover the common addition and subtraction situations found in Table 1, CCSSM, page 88. Color masters are provided for both activities, the seasonal objects as well as the counters. Hyperlinks are also provided for manipulatives when applicable. 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!

Primary mathematicians first model “put together” and “take apart” situations using concrete objects, drawings, etc. These concepts are then expanded to composing and decomposing numbers additively. A connection to students’ prior work with building sets is important as students are developing fluencies with their addition and subtractions facts. Children need many opportunities to experience these situations. Incorporating seasonal manipulatives allows children to practice these mathematical ideas in a contextual setting. To effectively facilitate these activities, be sure to cover the common addition and subtraction situations found in Table 1, CCSSM, page 88. Nine seasonal and topical activities are included. Color masters are provided for both tables for each of the activities, the seasonal objects as well as the counters. Hyperlinks are also provided for manipulatives when applicable. 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!

Secondary mathematicians are developing functional fluency in their study of mathematics. One of the primary representations of functions is the graph. Here is a set of ten graphs of points through which students can try to create functions that will “catch” the most points with the graph. Some of the graphs have points that appear to be quadratic in nature, some linear, and some exponential. The type of graph created can depend upon the student, their level, the mathematical topic being studied, or the teacher’s desire. These make nice journal prompts as well as activities for learning stations. Encourage students to use their graphing technology, TI-Nspire, TI-84 family, etc, as a tool of investigation. Students need to record each of their trials and discuss their thinking as they made refinements to their original function. 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!

Paper folding can be a useful tool of investigation for some students. Here are a few opportunities for using paper folding in the secondary mathematics classroom from difference of squares to an infinite geometric sequence. Directions are included as well as an extension activity for a learning station on paper folding to punch one hole and create a pattern. 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!