Use these sample language frames from* Visible Learning for Mathematics, Grades K-12,* in your mathematics class to guide your students to deeper understanding through a thorough explanation of their process.

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138 Results Found for "Mathematics"

Sample Language Frames for Mathematics

Use these sample language frames from* Visible Learning for Mathematics, Grades K-12,* in your mathematics class to guide your students to deeper understanding through a thorough explanation of their process.

Accountable Talk Moves in Mathematics

Use these accountable talk moves from *Visible Learning for Mathematics, Grades K-12*, to constructively challenge your students' conclusions and misconceptions.

Establishing Norms for Mathematical Argumentation

*"In the past, and even many classrooms today, a math class involved the teacher presenting a lesson, then students practicing the procedures therein, and the teacher correcting students along the way. But things are changing!"*

Read more from Teresa Lara-Meloy, author of *Mathematical Argumentation in Middle School-The What, Why, and How*, on Corwin Connect.

Culturally Relevant Mathematics Task Dimensions

View the three culturally relevant mathematics task dimensions.

Funneling and Focusing Questions in Mathematics

This excerpt from *Visible Learning for Mathematics, Grades K-12*, provides example questions that teachers can use to check for understanding—a crucial aspect of visible learning.

Webinar: Teaching Mathematics in the Visible Learning Classroom

Learn the strategies that build conceptual understanding of mathematical ideas and problem solving to help students demonstrate more than a year's worth of growth for every year spent in school. John Almarode and Kateri Thunder, authors of *Teaching Mathematics in the Visible Learning Classroom*, *Grades K-2* and *Grades 3-5*, help participants learn how. By using the right approach at the right time you can design classroom experiences that maximize mathematics learning.

Improv Games to Engage Students in Mathematical Discussions

*"In our work, we help teachers support rich, inclusive mathematical discussions among all students. For these discussions to happen, a classroom culture must be developed based on what are often new norms for mathematics class: that students should listen to each other, not just the teacher; that mistakes are OK, even welcomed, as students search for mathematical truth together. New norms take time and deliberate effort to develop." *

Read more from Jennifer Knudsen, author of *Mathematical Argumentation in Middle School-The What, Why, and How*, on Corwin Connect.

6 Tips to Prepare You for Teaching Mathematics in Middle School

You want to teach mathematics to students in the middle grades—but are you ready? Early adolescents have very unique characteristics that you need to be aware of and can capitalize on to facilitate productive lessons. Here are 6 tips from Lois Williams, author of *The Mathematics Lesson-Planning Handbook, Grades 6-8*, for teaching mathematics in the middle grades that capitalize on middle school students’ characteristics.

Culturally Relevant Mathematics Task-Building Actions

Read the culturally relevant mathematics task-building actions.

Webinar: The Opportunity of a Wrong Answer in K-8 Mathematics

Learn from John SanGiovanni, author of *Mine the Gap for Mathematical Understanding, Grades 3-5*, the specific actions that teachers can take to close the gaps in student understanding of mathematics.

Constructing Learning Intentions and Success Criteria for Mathematics

In this sample excerpt from *The Mathematics Lesson-Planning Handbook, Grades 6-8,* learn how to construct your own learning intentions and success criterias for your mathematics lesson plans. These intentions help students take ownership of their learning.

Why You Need to Teach Students to Mathematize

In this introduction from *Mathematize It!, Grades 3-5*, the authors clearly define mathematizing and explain why it is critically important in order for students to make accurate and meaningful connections between word problems and the operations that can solve them, developing and strengthening their operation sense.