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Getting your bearings in a resource rich environment

ELL and math resources- this is yours to use for PL!
by Turtle Gunn Toms on 7 April 2014

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Transcript of Getting your bearings in a resource rich environment

Got GADOE?
https://www.georgiastandards.org/Common-Core/Pages/default.aspx

GADOE resources
Universal Design for Learning
How?
How do I know what's good?
How do I know what works?
How do I know if it is mathematically correct?
Oh, so many
choices.
Getting your bearings
Finding your way in a resource rich environment
https://www.georgiastandards.org/Common-Core/Pages/Math-K-5.aspx
http://elschools.org/
Expeditionary Learning
Here you go:

http://www.insidemathematics.org/
http://www.edutopia.org
http://www.teachingchannel.org
http://www.101qs.com/
http://talkingmathwithkids.com/
http://nixthetricks.com/
http://www.mathematicsvisionproject.org/index.html
http://www.map.mathshell.org.uk/materials/index.php
http://www.learner.org/index.html
http://gfletchy3act.wordpress.com/
http://www.mathsolutions.com/nl44/feature-article.html#cathy

Wiki world
http://ccgpsmathematicsk-5.wikispaces.com/
High School
Sequencing Options
Mathematics Graduation Requirements
All Students
Alternative Course Sequence Resources
https://portal.doe.k12.ga.us/Login.aspx
http://bit.ly/1nBX0oh
Possible Sequence Options For Struggling Learners
Planning on attending a USG institution:

Coordinate Algebra
Analytic Geometry
Advanced Algebra A (1/2 credit)
Advanced Algebra B (1/2 credit) and AMDM

OR
Coordinate Algebra
Analytic Geometry
Advanced Algebra A (1/2 credit)
Advanced Algebra B (1/2 credit) and Statistical Reasoning
Planning on entering the work force or military directly after high school:

Coordinate Algebra
Analytic Geometry
Advanced Algebra A (1/2 credit)
Advanced Algebra B (1/2 credit) and Mathematics of Finance
Let's start at the very beginning...
Mathematics Graduation Guidance Document
1968 Bilingual Education Act
http://bit.ly/1oIVZcF
When you don't know, what do you do?
Illustrative Mathematics
http://www.illustrativemathematics.org/
CCSS Flipbooks
http://katm.org/wp/common-core/
SEDL Math Video Series
http://secc.sedl.org/common_core_videos/
Sharemylesson
http://www.sharemylesson.com/teaching-resources/
Help for students and parents
Georgia Virtual Learning Shared Resources
http://www.gavirtuallearning.org/Resources.aspx
LearnZillion
http://learnzillion.com/
Planet Nutshell
http://www.planetnutshell.com/education/
Council of the Great City Schools
http://www.cgcs.org/Page/244
National PTA

http://pta.org/parents/content.cfm?ItemNumber=2583
Further Exploration
http://bit.ly/N3GkZV
How to make math accessible and inclusive
http://bit.ly/1pqmsz0
Rethink math class.
Rethink math problems.
http://blog.mrmeyer.com/

http://bit.ly/1iBl081
http://bit.ly/1lBfCDv
http://numberstrings.com/
http://www.estimation180.com/
Rethink School.
Rethink math warmup/bell ringer.
That wasn't enough for you?
https://www.bigmarker.com/GlobalMathDept/oct22
(use Chrome)
http://elschools.org/student-work/just-you
Presentations
http://exit10a.blogspot.com/
Assessment/Curriculum-and-Instruction/Pages/CCGPS.aspx
http://bit.ly/1ihUZwj
http://graphingstories.com/
http://blog.mrmeyer.com/2013/the-unengageables/
Brooke Kline (the guy) bkline@doe.k12.ga.us
Turtle Toms (the reptile) tgunn@doe.k12.ga.us
It's all about low barriers to entry and high scalability...
http://www.visualpatterns.org/
http://robertkaplinsky.com/
CCSESA
http://ccsesa.org/special-projects/common-core-standards-communication-tools/
Standards for Mathematical Practice in Multiple Languages
http://robertkaplinsky.com/standards-for-mathematical-practice-in-multiple-languages/
He can't say ten frame, but he uses them.
2nd grader using an early additive part-whole strategy. He's ahead of where he should be. The model (ten frame) allows for the math to be made explicit.
http://mathmunch.org/
Is it possible for students, especially English-language learners, to come to school for an entire day, or perhaps a whole week, and never utter a word in class?
First, teachers are going to have to do a lot less talking. And, secondly, students, regardless of how well they know English, will need to do a lot more of it.
Understanding Language:
http://ell.stanford.edu/content/maria-santos-celebrated-district-leader-common-core-and-ells
Maria Santos, Deputy Superintendent of Schools
Oakland, CA
http://ell.stanford.edu/teaching_resources/math
http://www.101qs.com/
http://www.mathalicious.com/about
2 x 3


2 groups of 3


2 of 3

3 x 2

1/2 of 3



1/2 of a group of 3 (or 1/2 of 3)


1/2 x 3

3 x 1/2


1/2 x 3 x 2


1/4 x 5 x 4

Interesting articles for teacher discussion groups:
http://www.mathsolutions.com/documents/9781935099031_message2.pdf
http://www.mathsolutions.com/documents/9781935099031_message14.pdf
http://www.mathsolutions.com/documents/9781935099031_message17.pdf
http://www.mathsolutions.com/documents/9781935099031_message18.pdf
http://www.mathsolutions.com/documents/9781935099031_message27.pdf
http://www.mathsolutions.com/documents/9781935099031_message30.pdf

http://www.yummymath.com/
https://www.tuvalabs.com/
http://www.cast.org/udl/index.html
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