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2. Hands-On Long Division with Skittles for Students with ... - ed

   files.eric.ed.gov/fulltext/EJ966522.pdf

   This article explains how to teach long division using hands-on materials (skittles, base ten blocks, colored counters, numeral cards) and investigates reviewing division word problems with middle school students (N=27) with learning disabilities in mathematics by this approach com-pared to spending the same amount of time on the typical ...

3. BetterLesson - Common Core Math | Adult Education and ...

   lincs.ed.gov/professional-development/resource...

   BetterLesson provides a well-organized collection of teacher-created mathematics lessons that address each of the Common Core State Standards (CCSS) for mathematics. As the lessons are aligned to the CCSS, you can search for lessons aligned to College and Career Ready (CCR) math standards. You may need to adapt some of the lessons in the lower ...

4. Teaching the Common Core Math Standards with Hands-On ...

   eric.ed.gov/?id=ED531187

   The new Common Core State Standards for Mathematics have been formulated to provide students with instruction that will help them acquire a thorough knowledge of math at their grade level, which will in turn enable them to move on to higher mathematics with competence and confidence.

5. Resources for Teachers - Office of Elementary and Secondary ...

   oese.ed.gov/.../resources-for-teachers

   This webinar helps teachers rethink their lesson plans for an online platform, including resources like teacher-created YouTube channels and explainer videos, tools for sharing resources with your peers, and ways of working with your district to ensure students have access. Digital Divide: Connectivity, Infrastructure and Devices (March 24 ...

6. Module 5 The Standards for Mathematical Practice - ed

   files.eric.ed.gov/fulltext/ED544395.pdf

   ndards of Mathematical Practice which are part of the Common Core State Standards for Mathemati. . Module 5 focuses on how the practices connect to the content standards using tasks as examples. Additionally, there is a short section on the interrelatedness of the Math Pr. tices which provides another lens through which to view the connections ...

7. Teaching Common Core Math Practices to Students with Disabilities

   files.eric.ed.gov/fulltext/EJ1135717.pdf

   The regular education teacher asked students to analyze Charlie’s transactions (CMP3) and decide whether they agreed or not. Not all students agreed, so Marsha asked Charlie for permission to prove his solution. The RET drew a vertical number line on the board with 10,000 near the top (CMP4). MarshaB: RET: