Today’s teachers are pushed for time to develop the level of understanding with content as well as the levels of expertise with the Standards for Mathematical Practice in the typical mathematics classroom. Fermi problems provide an engaging platform for fostering students’ critical thinking, problem-solving, estimating, modelling, and questioning skills. And they can be implemented in such a way as not to detract from the limited class time teachers have available. Fermi problems can be embedded in daily instruction to help students develop these important skills. This model of implementation does not require a large amount of additional time to be spent but fits seamlessly into daily instruction. A power point for classroom use is provided as well as facilitation notes supporting the initial process for implementing a Fermi problem in your daily instruction. From the first journaling assignment to the final check phase students will engage in writing, posing questions that need to be answered in order to “solve” the Fermi problem, developing a model to be used in determining an answer, applying the model, and reflecting on the outcomes. Activity, PowerPoint Presentation This resource is good for students with dyslexia and language-based learning deficiencies.

Today’s teachers are pushed for time to develop the level of understanding with content as well as the levels of expertise with the Standards for Mathematical Practice in the typical mathematics classroom. Fermi problems provide an engaging platform for fostering students’ critical thinking, problem-solving, estimating, modelling, and questioning skills. And they can be implemented in such a way as not to detract from the limited class time teachers have available. Fermi problems can be embedded in daily instruction to help students develop these important skills. This model of implementation does not require a large amount of additional time to be spent but fits seamlessly into daily instruction. A power point for classroom use is provided as well as facilitation notes supporting the initial process for implementing a Fermi problem in your daily instruction. From the first journaling assignment to the final check phase students will engage in writing, posing questions that need to be answered in order to “solve” the Fermi problem, developing a model to be used in determining an answer, applying the model, and reflecting on the outcomes. Activity, PowerPoint Presentation This resource is good for students with dyslexia and language-based learning deficiencies.

Rooster's Off to See the World, by Eric Carle, is a beloved children’s book. Not only does the story engage children it can also serve as a foundation for many mathematical investigations for primary mathematicians. One interesting and important concept in mathematics is Pascal’s Triangle. The combination of Rooster's Off to See the World and the related mathematical concepts that can be found in Pascal’s Triangle allows students a fun, unique, and engaging venue for developing mathematical literacy. Questions are provided that can be used during the development of the activity to determine the desired focus of the lesson. It is very important that young mathematicians understand that numbers are quantities represented by numerals, pictures, numerals, etc. Materials are listed for each of the activities. The 30 pages include both black line masters as well as color masters have been provided. Suggestions for preparing the materials have been noted as well to facilitate making classroom sets for long term use. 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!

Cubing and think dots are two strategies for differentiation in the classroom. Traditionally students are given a cube with a variety of activities or tasks at a given level. Different cubes can contain different levels of tasks and activities. Think dots work in a similar way. Cards with a certain number of dots are provided as well as a number cube. Students roll the number cube and work the associated activity or task on the card with the corresponding number of dots. Again, tasks and activities are varied or leveled to meet the needs of the students. In this adaptation of a cubing and think dots activity, there are four cubes. One cube has geometric shapes pictured. Another cube has numerals, another cube has number words, and a fourth cube has shape names. There are a variety of activities that students can engage in on three sets of think dot cards. 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!

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 59-page packet offers aids for investigations from a 10 frame, 20 frame, 100 chart, 300 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. This resource is good for students with 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 at all levels need many experiences with estimating. This collection of 45 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. 45 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!

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:Mathematics: Geometric Measurement: Angles. 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: Ratios & Proportional Reasoning. 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: Quadratic Functions. 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: Linear Functions. 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: 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!

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.

This packet offers 10 diverse opportunities for writing in mathematics with over 35 individual prompts for intermediate students. Writing in mathematics involves more than just putting word to paper. Words need to be carefully chosen to communicate ideas and concepts clearly. Writing involves all of the language of mathematics. Reading, vocabulary, notations and symbols, diagrams, charts, graphs, and metacognition all serve a role as students are engaged in writing in mathematics. Many and varied opportunities need to be provided for students to engage in original thought writing. And remember, just because a students can say something in words, it in no way shows that they can write those same thoughts. Those are two different skill sets. Writing also provides opportunities for the verbal learner to excel as well as the creative learner. This beginning assortment of writing prompts can be adapted as needed for the course, topic, and level of the students. The important thing is to write! Just asking, “Why?”, “How did you think about that?”, “What could be another strategy used here?”, and “Is your conclusion reasonable?” requires students to engage in more than just procedural mathematics. On the back page is a sample of how journal prompt cards can be made for learning station facilitation or to print on labels for ELL/ESL and struggling learners and beginning writers.

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: addition & subtraction. 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!

Working toward functional fluency is a major goal of secondary mathematicians. As students progress through the six levels of Modular Math: Functions they will have opportunities to develop the definition for a function as well as to work with and understand the notation and symbolic representations for various functions. Technology will be incorporated as they investigate both linear functions and quadratic functions. Verbal, one-to-one, onto, and diagrammatic representations of functions will be studied as well as composition. Modular Mathematics is an alternative for students and teachers who would like something different or something additional to support the building of function fluency in secondary mathematicians. This is not your usual collection of notes, thoughts, writing assignments or activities. A student journal template is provided as well as a concept exploration graphic organizer. 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!

This packet offers 10 diverse opportunities for writing in mathematics with over 35 individual prompts for intermediate students. Writing in mathematics involves more than just putting word to paper. Words need to be carefully chosen to communicate ideas and concepts clearly. Writing involves all of the language of mathematics. Reading, vocabulary, notations and symbols, diagrams, charts, graphs, and metacognition all serve a role as students are engaged in writing in mathematics. Many and varied opportunities need to be provided for students to engage in original thought writing. And remember, just because a students can say something in words, it in no way shows that they can write those same thoughts. Those are two different skill sets. Writing also provides opportunities for the verbal learner to excel as well as the creative learner. This beginning assortment of writing prompts can be adapted as needed for the course, topic, and level of the students. The important thing is to write! Just asking, “Why?”, “How did you think about that?”, “What could be another strategy used here?”, and “Is your conclusion reasonable?” requires students to engage in more than just procedural mathematics. On the back page is a sample of how journal prompt cards can be made for learning station facilitation or to print on labels for ELL/ESL and struggling learners and beginning writers.

This packet offers 8 diverse opportunities for writing in mathematics with over 35 individual prompts for primary students. Writing in mathematics involves more than just putting word to paper. Words need to be carefully chosen to communicate ideas and concepts clearly. Writing involves all of the language of mathematics. Reading, vocabulary, notations and symbols, diagrams, charts, graphs, and metacognition all serve a role as students are engaged in writing in mathematics. Many and varied opportunities need to be provided for students to engage in original thought writing. And remember, just because a students can say something in words, it in no way shows that they can write those same thoughts. Those are two different skill sets. Writing also provides opportunities for the verbal learner to excel as well as the creative learner. This beginning assortment of writing prompts can be adapted as needed for the course, topic, and level of the students. The important thing is to write! Just asking, “Why?”, “How did you think about that?”, “What could be another strategy used here?”, and “Is your conclusion reasonable?” requires students to engage in more than just procedural mathematics. On the back page is a sample of how journal prompt cards can be made for learning station facilitation or to print on labels for ELL/ESL and struggling learners and beginning writers.

Working toward functional fluency is a major goal of secondary mathematicians. As students progress through the six levels of Modular Math: Functions they will have opportunities to develop the definition for a function as well as to work with and understand the notation and symbolic representations for various functions. Technology will be incorporated as they investigate both linear functions and quadratic functions. Verbal, one-to-one, onto, and diagrammatic representations of functions will be studied as well as composition. Modular Mathematics is an alternative for students and teachers who would like something different or something additional to support the building of function fluency in secondary mathematicians. This is not your usual collection of notes, thoughts, writing assignments or activities. A student journal template is provided as well as a concept exploration graphic organizer. 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!

This packet offers 11 diverse opportunities for writing in mathematics with over 30 individual prompts for middle school students. Writing in mathematics involves more than just putting word to paper. Words need to be carefully chosen to communicate ideas and concepts clearly. Writing involves all of the language of mathematics. Reading, vocabulary, notations and symbols, diagrams, charts, graphs, and metacognition all serve a role as students are engaged in writing in mathematics. Many and varied opportunities need to be provided for students to engage in original thought writing. And remember, just because a students can say something in words, it in no way shows that they can write those same thoughts. Those are two different skill sets. Writing also provides opportunities for the verbal learner to excel as well as the creative learner. This beginning assortment of writing prompts can be adapted as needed for the course, topic, and level of the students. The important thing is to write! Just asking, “Why?”, “How did you think about that?”, “What could be another strategy used here?”, and “Is your conclusion reasonable?” requires students to engage in more than just procedural mathematics. On the back page is a sample of how journal prompt cards can be made for learning station facilitation or to print on labels for ELL/ESL and struggling learners and beginning writers.

One Duck Stuck, by Phyllis Root, is a beloved children’s book. Not only does the story engage children it can also serve as a foundation for many mathematical investigations for primary mathematicians. One interesting and important concept in mathematics is Pascal’s Triangle. The combination of One Duck Stuck and the related mathematical concepts that can be found in Pascal’s Triangle allows students a fun, unique, and engaging venue for developing mathematical literacy. Questions are provided that can be used during the development of the activity to determine the desired focus of the lesson. It is very important that young mathematicians understand that numbers are quantities represented by numerals, pictures, numerals, etc. Materials are listed for each of the activities. The 24 pages include both black line masters as well as color masters have been provided. Suggestions for preparing the materials have been noted as well to facilitate making classroom sets for long term use.