The number two is the next number for the 12 Days of Christmas. Students from kindergarten through high school work with the number two in various formats. Today middle school and high school mathematicians will be investigating powers of two and exponential growth using a well-known piece of children’s literature. Work mats, recording sheets, and a Multiple Representation Frayer for are provided. Opportunities for writing, listening, and being a mathematician are given.

The number 1 plays an integral role in mathematics. Students should be able to discuss 1 as an exponent, 1 as a coefficient, 1 in terms of rational expressions, one as the identity element for multiplication, and various other aspects of one as their mathematical background allows. Students with more advanced mathematical backs=grounds can even discuss the Pythagoreans identity. Check back every day to download all twelve days of Christmas Mathematics activities. This resource is also good for children with dyslexia and language-based learning deficiencies.

The number one is the number that beginning mathematics use to build the set of counting numbers, the Natural numbers. Young mathematicians need practice making one more and making one less. The number one is also the multiplicative identity. Check back every day to download all twelve days of Christmas Mathematics activities. This resource is also good for children with dyslexia and language-based learning deficiencies.

The number 1 serves several vital roles in mathematics. It is the identity element for multiplication. Creating fractions equivalent to one is another important concept for students to understand. Check back every day to download all twelve days of Christmas Mathematics activities. This resource is also good for children with dyslexia and language-based learning deficiencies.

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 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!

This is a list of hyperlinked interactives provided by NCTM Illuminations.

This is a list of hyperlinked interactives provided by NCTM Illuminations.

This is a list of hyperlinked interactives provided by NCTM Illuminations.

This is a list of hyperlinked interactives provided by NCTM Illuminations.

The activities in this packet are intended to support these challenges. Time on a Number Line helps students develop the base 60 aspect of time and time measures on the clock. It also provides a strategy for working with elapsed time. Readin’ ‘Round the Clock supports students working with the relationship between the hour hand and the minute hand. Numbers around the Face is a game that helps students first learn the numbers on the clock. These activities are also suited for students who have challenges with learning and need the extra support. I Have Who Has Elapsed Time covers elapsed time at a more sophisticated challenging level for students who are ready. This resource is also good for children with dyslexia and language-based learning deficiencies. We'd really 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. 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 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 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 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 languages 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 student 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. 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 resource is good for students with Dyslexia and languaged-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 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 student 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. 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 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 student 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. 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 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 languages 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 student 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. 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 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 languages 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 student 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. Vocabulary is one of the foundations for developing an 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. 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!

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 student 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. 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. 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 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 student 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. 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. 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!

See how the use of a Mathematician's Notebook can change the way you teach as well as how your students learn. The Mathematician's Notebook.... 1. Becomes a dynamic place where language, data, and logical reasoning experiences operate jointly to form meaning for the student. 2. Helps students create an organized space for demonstrating their learning process. 3. Serves as a formative instructional tool as well as a portfolio of the students' learning experiences, which provides rich documentation for their thinking.