Math Resources

kystandards.org

Free Open Education Resources

Grades K-12

Formative Assessment Lessons (FALS)
Formative Assessment Lessons are intended to support teachers in formative assessment. They both reveal and develop students’ understanding of key mathematical ideas and applications. These lessons enable teachers and students to monitor in more detail their progress towards the targets of the standards. They assess students’ understanding of important concepts and problem solving performance, and help teachers and their students to work effectively together to move each student’s mathematical reasoning forward.

Elementary FALS: These lessons are instructional tools that utilize effective instructional practices and utilize strategies based on the work of Dylan Wiliam’s 5 Key Strategies for Formative Assessment. These elementary lessons were designed by the Kentucky Department of Education and field-tested by Kentucky teachers. They follow the same format as the “formative assessment lessons” or classroom challenges for grades 6-12 found at the Mathematics Assessment Resource Service (MARS) Mathematics Assessment Project. 

Communicating in Mathematical Ways Poster
Adapted for math from OpenSciEd’s “Communicating in Scientific Ways” poster.

Standards for Mathematical Practice
The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. Pages 11-14 detail the eight practices, and page 14 explains the connection between the content standards and the practice standards. Beginning with the standard level breakdown on page 16, the writers highlighted possible connections with each content standard, as
well as provided cluster level examples of what this relationship may look like in the classroom.
Renee’ Yates, PIMSER Regional Teacher Partner website: SMP resources and posters

Growth Mindset
https://www.youcubed.org/resource/growth-mindset/

openmiddle.com
Math problems with 1) a ‘closed beginning’ meaning that they all start with the same initial problem; 2) a ‘closed end’ meaning that they all end with the same answer; 3) an ‘open middle’ meaning that there are multiple ways to approach and ultimately solve the problem. Open middle problems generally require a higher Depth of Knowledge than most problems that assess procedural and conceptual understanding.   They support the Common Core State Standards and  provide students with opportunities for discussing their thinking.

youcubed.org
Open, creative, mindset mathematics. By providing research-based teaching methods, mathematics tasks, videos, and ideas we intend to significantly reduce math failure and inequality in the United States and beyond, inspiring teachers and empowering all students to success.

Howie Hua
A math instructor who teaches math to future elementary school teachers at Fresno State. He shares teaching tips, memes, and TikTok math explainer videos on his website because his goal is to make more people love math and to make education in general more humanizing.

https://www.visualpatterns.org/

What is Going On in This Graph?
Graphs, maps and charts from The New York Times — and an invitation to students to discuss them live.

Student Goal Setting
–Formative assessment for teacher 
–Student self-efficacy (.71 effect size) 
–Evaluation and reflection for students (.75 effect size) 
–Learning Goals vs No learning Goals (.68 effect size) 
John Hattie – Visible Learning 
John Hattie – Student Expectations effect size 1.33 (self-reporting grades)    
Jan Chappuis – “…students develop an internal sense of control over their success…”

Number Talks
Number talks were developed for classroom teachers to engage students in “mental math” through grappling with interesting mathematics problems. Educators can use number talks regularly as introductions to the day’s mathematical practice, as “warm ups” for other lessons, or as stand-alone extended engagements with mathematical concepts.

Communicating Like a Mathematician
Student question and sentence stems to promote quality student discussion/discourse

Subitizing
Subitizing is the ability to instantly recognize the number of objects without actually counting them. Much like the importance of being able to calculate estimates, subitizing is something that comes up in the everyday lives of students.

Flexible Thinking dot cards
Youcubed advanced dot cards and instructional video 

3 Act Tasks
Graham Fletcher: Three-Act Tasks (grades K-7) 
Mike Wiernicki: Three-Act Tasks (grades 2-8) 
Andrew Stadel: Three-Act Tasks (elementary-high school) 
Robert Kaplinsky:  https://robertkaplinsky.com/lessons/