Content Standards
This three-day course focuses on Number and Operations in Base Ten for students in grades K–5. The emphasis of this course is on developing a foundation of understanding of multiplication and division, and on extending understanding of place value with whole numbers to decimals. Experiences and discussions help participants discern the role that place-value understanding and properties of operations.
Course 1 of 2. This two-day course focuses on the priority domain of Number and Operations–Fractions for students in Grades 3-5. The emphasis of the course is on building understanding of fractions as numbers and connections between whole number knowledge and fraction knowledge. The strategies and foundation developed in this course are prerequisites for the further work with fraction computation that is developed in Course 2, Making Sense of Fraction Computation.
Course 2 of 2. This two-day course focuses on the priority domain of Number and Operations–Fractions for students in Grades 3-5. The emphasis of the course is on building understanding of fraction computation. In this course, participants learn to build on students’ understanding of whole number operations to make sense of fraction computation. Strategies that support the development of fraction operation sense are highlighted.
This two-day course explores proportionality, proportional relationships, and proportional reasoning, acknowledging that the ability to reason proportionally is at the forefront of the middle school mathematics curriculum. The course supports teachers with strategies to help make this content accessible to all students.
This course focuses on how students develop algebraic reasoning and an understanding of the different representations for functions. Teachers and coaches explore the progression of middle school content that develops an understanding of expressions, equations, and functions and prepares students for success in high school and beyond.
This two-day course focuses on the conceptual aspects of Algebra and Functions for students in high school with an emphasis on strategies and tools to help leverage students’ ways of thinking so they can approach any type of function, work with it, and understand how it behaves.
Instructional Strategies
Standards and student needs drive mathematics instruction. This course highlights Math Workshop, a model for organizing standards-based instruction to support all learners in the mathematics classroom. Participants engage in the Math Workshop model of instruction, reflect on how the structures and learning environment leverage increased learning for all students, and create a plan to implement Math Workshop in the classroom.
English learners need ongoing and explicit language instruction to access mathematical content. This course focuses on the types of support needed for English learners to be successful in mathematics. Participants gain the understanding and skills required to design lessons that increase English proficiency while simultaneously developing mathematical understanding as they analyze lessons designed for English learners. As the sessions build, participants learn how to use, and experience the benefits of, a lesson design process that supports differentiation for the varied levels of English learners in classrooms.
This full-day course focuses on number talks that build conceptual understanding of fractions, decimals, and percentages. Participants learn how to use this routine as a vehicle to focus on the essential understandings of rational numbers and develop a robust fluency.
This full-day course introduces educators to the theory, structure and focus of Number Talks. As participants interact throughout the day, they reflect on their current practices and target essential understandings about numbers and operations.
Number sense is a broad concept that covers a range of numerical thinking. This course helps teachers gain an understanding of what number sense is, why it is important, and what strategies they can use to help promote their students’ number sense. Through firsthand experiences, teachers explore their own number sense and are introduced to instructional approaches that promote thinking and communicating about numbers. Samples of student work help connect course investigations to teachers’ classroom needs.
This course helps teachers understand what it means to support all students by differentiating three aspects of the math curriculum—content, process, and product. Teachers examine a variety of approaches that help them make instructional adjustments to content, provide activities that address how different students learn, and offer a variety of ways for students to demonstrate what they’ve learned.
This three-day course offers guidance to classroom teachers, special educators and math specialists in understanding and supporting children who struggle with mathematics. The struggles that children encounter may be the result of cognitive learning challenges, background and experience, or previous instruction. This is not a “recipe” course, but rather a course on improving instructional practices and helping teachers to be more thoughtful about struggling learners in their classes. In this course, educators examine and choose instructional strategies to help struggling students be successful in regular mathematics classrooms and learn to use a framework of assessments to understand student thinking.
