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.

Writing is one of the parts of language that students are developing. For some students, ESL/ELL for example, what they know about a topic may exceed their ability to communicate it through the written word. 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 a variety of content. Students’ writing should make sense and be complete. Writing About offers a collaborative opportunity for small groups of students to work individually first to write about a concept and then to come together and putting their individual work into a paragraph about the topic. A word cloud of Earth's Systems associated words is given as a prompt for words and ideas. Facilitation notes are provided as well as student activity sheet. This is a good activity for struggling students and ESL/ELL who may need some support in writing. 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 second 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. 15 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!

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!

Flatland by Edwin 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 online. 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.

Literacy and art support students’ study of money. This packet contains four literacy connections: Where the side Walk Ends The Penny Pot A Quarter from the Tooth Fairy Pigs will be Pigs Activities and suggestions for working with students on developing an understanding of money with the included activities and task cards as well as utilizing items that are your classroom. Packet includes: questions, activity extensions, color masters and task cards

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. Children benefit from using Five Frames and Ten Frames while learning basic number facts. Making ten is one of the key strategies young mathematicians need to experience as they are developing fluency with addition and subtraction. Students should have many opportunities to work with composing and decomposing numbers in a variety of ways. Connecting to a familiar story makes these activities more engaging for students. “How many?”, building and filing five frames and ten frames, and composing and decomposing numbers are all covered in these activities. 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 11 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.

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. These lessons draw from the counting and cardinality standards. Children love playing with dominoes. These two sets of dominoes offer children a chance to practice their subitizing skills as well as strengthening their sense of number. Dominoes are great for young children because they are so simple to use. 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 42 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. 36 pages of blackline and color masters 4 pages of facilitation notes, extensions, and sample questions 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!

Students at all levels need many experiences with estimating. This third 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. 15 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!

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. These lessons draw from the counting and cardinality standards as well as those dealing with positional relationships. 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 12 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. 6 blackline and color masters 4 pages of facilitation notes and sample questions 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 need opportunities to work with data. Making connections to measurement and literature support building deeper understandings. Five activities, some with literacy connections, five formative assessments, and two investigations 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!

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. The natural progression from counting and making comparisons is to composing and decomposing numbers. The earlier experiences with sets and the relationships between numbers laid the foundation for young mathematicians to learn about operating with numbers. Using operations to make sense of situations in their world or to describe events in their world helps young children build an understanding for the need for operations. The discovery of some basic properties, such as the commutative property of addition, also allow students to build strategies for working with progressively larger numbers as they move from kindergarten through second grade. 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 a familiar story 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. 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 25 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. 16 blackline and color masters 8 pages of facilitation notes, sample questions, and extensions 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!

Do trade books have a place in today’s mathematics classroom? Yes! Incorporating literature into the mathematics classroom at any level can increase student engagement, make mathematics come alive and have meaning, and can help to differentiate instruction as well as support ELL/ESL students. Present mathematics in a way that will make mathematics more accessible and understandable for students at all levels. This resource contains 19 suggested activities and "Ordering Dominoes" activity to engage students AS YOU READ, for students to experience BEING A MATHEMATICIAN, and provide authentic OPPORTUNITIES FOR WRITING. The suggested activities can be adapted for a large or small group, centers, learning stations and for intervention. 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! Book not included.

Do trade books have a place in today’s mathematics classroom? Yes! Incorporating literature into the mathematics classroom at any level can increase student engagement, make mathematics come alive and have meaning, and can help to differentiate instruction as well as support ELL/ESL students. Present mathematics in a way that will make mathematics more accessible and understandable for students at all levels. This resource contains seven suggested activities and "The King's Chessboard" activity to engage students AS YOU READ, for students to experience BEING A MATHEMATICIAN, and provide authentic OPPORTUNITIES FOR WRITING. The suggested activities can be adapted for a large or small group, centers, learning stations and for intervention. 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! Book not included.

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.

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.

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.

This packet offers 11 diverse opportunities for writing in mathematics with over 40 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.

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.