Math

Math (X) - Professional Development (X)

Bridges to Classroom Mathematics (2000)

Icon:

A professional development curriculum that supports teachers who are planning to implement innovative elementary mathematics curricula. The program is designed to emphasize the philosophy, purposes, and approaches of any curriculum aligned with the NCTM Standards.

Professional
Length:
01:11

Statistics: Steppin' Out

Icon:

Using this resource group, teachers can focus on the topic of statistics by having students construct box and whisker plots to analyze and compare data sets. This resource group is part of the Mathline Middle School Math Project.

Urban Planner

Icon:

A professor and graduate student talk about the use of math and technology in city planning.

Computation and Estimation: Alphabits

Icon:

Using this resource group, students apply the concept of ratio and percents to the distribution of letters contained in a box of Alphabits cereal. This resource group is part of the Mathline Middle School Math Project.

Probability: Remove One

Icon:

Using this resource group, teachers can focus on the topic of probability. Students develop winning game strategies based on probable outcomes of events using dice. This resource group is part of the Mathline Middle School Math Project.

Introduction to Writing Prompts

Icon:

Observe a middle school teacher using writing prompts in a mathematics lesson and consider the value of incorporating writing in the mathematics classroom.

Measurement: How Many Noses Are in Your Arm?

Icon:

In this professional development video, teachers focus on the topic of measurement by having students apply the concepts of ratio and proportion to determine the length of the Statue of Liberty's torch-bearing arm. This video can be used in conjunction with the How Many Noses Are in Your Arm? lesson plan.

Dangle Angle | STEM Alive

Icon:

An inclinometer, for measuring unreachable heights and more! This easily made sighting device can measure the angles of lines of sight. Students will gain hands-on insight into understanding and measuring different angles.

Building Deeper Understanding of Decimal Numbers

Icon:

Steve Hinds demonstrates how a brief discussion of money and decimals can help students to shed common misconceptions about decimal place value. (Click here for the background essay.)

Adding Integers | Making Math Matter

Icon:

Learn classroom strategies for teaching integer addition using integer chips in this professional development video from Making Math Matter.

Icon:

Using this resource group, teachers can focus on the topic of statistics by having students construct stem and leaf plots based on how estimations compare with actual data. Students learn to create stem and leaf plots and back-to-back stem and leaf plots to display data collected from an investigative activity. This resource group is part of the Mathline Middle School Math Project.

Do an Hour of Code | Tynker

Icon:

Build the computer literacy and problem solving skills students need to become innovators of the future.

Introduce students to computer programming, or take their coding skills to the next level as they engage in fun activities and projects that enhance STEM learning outcomes. With an Hour of Code with Tynker, teachers can easily introduce the basics of computer programming in a fun and intuitive way.  Start with any of the six adventure puzzles, then students can apply what they’ve learned to create fun projects to share with others – multi-level and multi-player games, math patterns, interactive comics and greeting cards.

No programming experience is required.  Use the resources provided to quickly plan a successful Hour of Code for your class. Students can access Candy Quest and Dragon Dash puzzles from this site.  The rest of the activities, plus a teacher's guide and answer keys, can be found at hourofcode.tynker.com.

Deepening Conceptual Understanding

Icon:

Steve Hinds demonstrates an approach to graphing function solutions that is based on the underlying meaning of the points, and not on mechanically following a procedure. (Click here for the background essay.)