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.

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. 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. 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. 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 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.

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. 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. 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. 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 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.

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. 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. 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. 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 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.

Writing is one of the parts of language that younger mathematicians are still developing along with their reading, talking, and listening skills. 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 students to engage in writing about mathematics. As the teacher, providing an environment that is rich in mathematical language is a priority. 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 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.

Writing is one of the parts of language that younger mathematicians are still developing along with their reading, talking, and listening skills. 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 students to engage in writing about mathematics. As the teacher, providing an environment that is rich in mathematical language is a priority. 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 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.

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. 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. 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. 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 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.

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. 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. 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. 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 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.

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. 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. 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. 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 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.

Mathematics is an art form. It is full of patterns and through the study of these patterns students at all ages discover and develop understandings of the many structures of mathematics. The following brief collection of patterns can be studied by students of all ages. The primary mathematician counts to finish the patterns or builds the nest pattern in the sequence. The secondary mathematician who creates a model to represent the pattern in order to predict any term of the sequence. Students need opportunities to engage with and experience a variety of patterns. One of the Habits of Mind roles is that of a pattern sniffer. (See Habits of Minds Roles Poster.) Patterns are presented in four ways. There are number patterns, dot patterns, toothpick patterns, and even letter patterns. Students can be given the patterns all at once and initially just determine the next element or the next three elements. They can then move to developing models later in the year as the related topics are addressed. For primary students, use them as they fit in with the topics being studied or use them for investigations in learning stations or centers. Students can use number charts and manipulatives as needed.

Writing is one of the parts of language that younger mathematicians are still developing along with their reading, talking, and listening skills. 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 students to engage in writing about mathematics. As the teacher, providing an environment that is rich in mathematical language is a priority. 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 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.

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.

Writing is one of the parts of language that younger mathematicians are still developing along with their reading, talking, and listening skills. 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 students to engage in writing about mathematics. As the teacher, providing an environment that is rich in mathematical language is a priority. 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 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.

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. 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. 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. 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 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.

A palindrome is a word or a number that can be read the same way in either direction. For example, MOM is still MOM if read backwards. “A man, a plan, a canal, Panama” is a famous palindrome about the building of the Panama Canal. Palindromes can also be numbers. 121 is still 121 if read from the other direction. This is a short collection of ideas and resources to facilitate students’ fun investigating palindromic numbers.

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.

One of the gold standard resources for mathematics is NCTM’s Navigating Through…series. Each grade band series includes books for Navigating through - Algebra, Data Analysis and Probability, Discrete, Geometry, Measurement, Number and Operations, and Problem Solving and Reasoning. The investigations in the series provide opportunities for students to reason, conjecture, and communicate about mathematics. Having used the series for years, I saw a need to quickly be able to locate potential lessons and activities. This compilation includes the lesson title and the goals. On a PC use “Ctrl F” and on a Mac use “Command F” to search for lessons and activities by keyword.