1. Session will be begin at 3:15 pm
CCGPS Mathematics Unit-by-Unit Grade Level Webinar Third Grade Unit 4: Operations and Algebraic Thinking: Patterns in Addition and Multiplication October 9, 2012
Session will be begin at 3:15 pm
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3:13 How many?
Where? District, please.

2. CCGPS Mathematics Unit-by-Unit Grade Level Webinar Third Grade Unit 4: Operations and Algebraic Thinking: Patterns in Addition and Multiplication October 9, 2012
Turtle Toms–
Elementary Mathematics Specialist
These materials are for nonprofit educational purposes only.  Any other use may constitute copyright infringement.
Please enter into the chat window how many in your group, and where you are located. Thank you!
Also, a big thank you to:
Author: Stella Newkirt
Editor: Sarah Marshall, Lane Holmes, Mike Wiernicki
Well done.
Now I know you are out there, and capable of typing in answers…

3. Welcome!
Thank you so much for being here…At the end of today’s session you should have at least 3 takeaways:
The underlying structure of a task-based approach.
What the research says about communication.
Ideas to support student and teacher communication.

4. GPS
For information about CCGPS across a single grade span, please access the list of recorded GPB sessions on Georgiastandards.org.
For information on the Standards for Mathematical Practice, please access the list of recorded Blackboard sessions from Fall 2011 on GeorgiaStandards.org.
CCGPS is taught and assessed from and beyond.
A list of resources will be provided at the end of this webinar and these documents are posted on the K-5 wiki.
to clear up any confusion- No one teaches GPS this year. Mathematics, K-9, is all Common Core, also known as CCGPS. Don’t let the inclusion of the letters GPS mix you up.

5. Please provide feedback at the end of today’s session.
Turtle Gunn Toms–
Elementary Mathematics Specialist
Please provide feedback at the end of today’s session.
Feedback helps us all to become better teachers and learners.
Feedback helps as we develop the remaining unit-by-unit webinars. Please visit the wiki to share your feedback.
After reviewing the remaining units, please contact us with content area focus/format suggestions for future webinars.
Feedback helps us all to become better- teachers, students, admin., everyone.

6. The intent of this webinar is to bring awareness to:
approaches to tasks which provide deeper learning situations for your students.
We will not be working through each task during this webinar.
Wish we had time to work through each one. That’s best done collaboratively. I will not list the standards, nor will I list the enduring understandings or big ideas. Each of these can be found in the unit itself. I will touch on core ideas later in the session, but the main thrust today is communication.
Yep, the spoon-feeding days are over.

7. How is it done in successful countries. What are some of our options
How is it done in successful countries? What are some of our options? Push out video from the media library.
Give me a smiley when you’ve finished watching. So- the biggest difference is communication. How it is supported, how opportunities are structured. We’ll talk about that more in a moment, but right now, let’s keep the communication flowing at the teacher level.

8. Wiki Questions
The wiki is a great place to get questions answered. Just as students have misconceptions, sometimes so do teachers. So, I’m going to open the floor to discussion of some questions, and maybe together we can dispel some misconceptions.

9. Wiki Questions Why are you doing a Unit 4 webinar now? We aren’t even
done with unit 1.
Anyone?
Yes, just so it’s clear, even though this is the unit four webinar, I know you aren’t on unit four right now, nor do I expect you to be. That’s why these are recorded. We are trying to help you keep ahead of the game.

10. Wiki Questions
So- first a little background about the unit development:   The unit writing team, a team of coaches, teachers, and a math coordinator, all folks that struggle on the front lines daily, authored the materials such that they provide learning through a task-based classroom environment. Students should work collaboratively to develop, solidify and practice important mathematics. It is essential for teachers to have an understanding of the intended pedagogy that may best support the implementation of the tasks in the curriculum. 
To answer questions today, I’m going to first ask for your input, then I’m going to quote from several folks and from Utah, in a composite response because I’m a big believer in collaboration, so these aren’t just Turtle words. - (Oh, and Utah is also developing materials, beginning with High School, in partnership with a University group)
Why aren’t there answer keys? Has anyone at the state-level “dug-in” and worked through the tasks as you are asking Georgia educators to do?
 This may be the first time without textbooks, particularly if you didn’t use GPS tasks, so I understand you may be feeling a ‘little’ stressed.
(From Utah- a state which does not provide answer keys for their high school tasks.) Answers are intentionally not provided in the teacher notes for a couple of reasons. First, it is essential for teachers to anticipate student responses as they prepare to facilitate a task. Anticipating requires engaging in the task and would be best done with colleagues through collaboration. Secondly, the answer is only a part of what needs to happen in the classroom (it is an essential part), additionally teachers and students need to engage in discourse and the Eight Mathematical Practice Standards. Anticipating and planning for rich discussions will likely not happen if time is not spent doing the task prior to teaching it.
From the field- We only recommend this because we do this constantly and it really works. These tasks were completed by multiple teachers at multiple grade levels and in most cases field tested in actual classrooms.  The tasks require a higher level of thinking rather than just produce an algorithm.  This requires a shift in thinking, learning and understanding.  Change is not easy but very rewarding. We’ve provided many resources in the unit-by-unit webinars and grade level overviews.  Viewing these webinars during instructional planning time with grade level peers and having rich, productive dialogue regarding each of the tasks provided will help teachers relieve some of the angst experienced.  These tasks and other tasks will help students be able to develop the mathematical knowledge and understanding necessary for mathematics in higher grades.
Yes, some tasks need to be reworded or revamped. That is why we have the wiki to provide opportunity for all Georgia Educators to voice their questions and opinions. It is very user friendly. If there are struggles that you are having in your classroom, other teachers may be having them as well. So speak up and share ways that you made it work to meet the standards for your students so other teachers can benefit as well. Teachers should spend the time to complete the tasks prior to teaching them to build a level of understanding for themselves.  If this is done, then teachers will in turn gain an understanding of the new standards and expectations of common core. 
What about Vertical and horizontal alignment?
In creating the units/tasks, vertical and horizontal alignment was taken into great consideration.  Because of this, teachers are identifying massive gaps in student learning because learning to this point has often been procedural.  This “instrumental” learning is difficult for students to retrieve and apply in a setting that is not focused around answer getting.  
(push out at end)
Why aren’t there answer keys? Has anyone at the state-level “dug
in” and worked through the tasks as you are asking Georgia
educators to do? Are these tasks vertically and horizontally
aligned?

11. Wiki Questions
What about homework and other resources? So, what is the purpose of homework?  For learning or for practice?  In past years students have been asked to complete homework which involves the repeated practice of a procedure. Homework is very subjective from county to county, and even within the same building classroom to classroom. If you feel homework is a necessity you might send home games that reinforce the concept explored during the day. I used to teach number cubes and dice games to students, and send a games packet home with students, sometimes laminated, sometimes not. I also taught parents games during parent night. 
Where and what are teachers suppose to pull for those? Teachers should collaboratively plan with other teachers on their grade level to make decisions about what to do to support students understanding of the mathematics frameworks at home.  This should be individualized based on student learning needs.  There are several resources embedded within the frameworks to help students with understanding the standards.
Are the tasks supposed to go home? This is strictly a classroom decision that must be made by you and your teachers.  Since the most productive feedback and learning happens with the teacher’s guidance, the tasks should be done in school.
How are parents supposed to help their children without books or other resources? Critical thinking and student reasoning should be the focus of parents’ support of student learning, as is with the teachers. So, I’ve pushed out some resources that will help parents to better understand the common core. The resources entitled “Parent Guide” dive deep into the standards. The other document is from the National PTA, and a third is from Canada, a country in which standards-based learning has been embraced.
How are you letting districts know about changes in units? The best place to see new information about the units and common core is on the webinars and wiki. We also have a listserve with regular blasts and coordinator webinars monthly in which new info is shared. During our initial release, we let folks know that these were in draft format and would continue to evolve through field testing. We are human. Here’s a recent change, shared in the wiki: If these were textbooks (being sold at $250 a pop from a publisher) we would send out a sticker to stick over the page…
What about homework and other resources? Where and what are teachers suppose to pull for those? Are the tasks supposed to go home? How are parents supposed to help their children without books or other resources?
How are you letting districts know about changes in units?

12. Unit 1, Page 75, Part II “Watch How Numbers Grow”
If you are given a ten dollar bill on day one, and get 2 ten dollar bills on day 2, and 3 ten dollar bills on day 3, and this pattern continues, how much will you receive on day 9? On what day would you have collected a total of $1000 by adding together the money collected each day?
Here’s one you may have figured out on your own, and modified already. As originally presented would be really tough for kids to figure out on their own, but there might be a few out there who would try!! If you start with a dime and get double the number of dimes each day for two weeks, how much money would you have on the 14th day? If this pattern continues, on what day would you receive $1000? Substitute this problem for the one in the unit-

13. Wiki Questions Do teachers have to complete all of the tasks?
Complete all the tasks? No, some folks do more. The tasks are, though, sequential, with an intent to deepen understanding along the way.
What about grades? Specific support on grading student assignments should be provided by your local school district. Grades should be assigned based on student mastery of the standards.  A variety of assessments should be given to assess student mastery.  Grades can be determined using rubrics for performance tasks, observation rubrics can be used as students are working.  But they should be tied to the standard and based on a demonstration of student understanding.
Do teachers have to complete all of the tasks? 
What about grades?

14. Wiki Questions
What about students who are not progressing as they should using only the tasks, Gifted students for example? I’m quoting a math coach here, and a unit author- “Gifted children are usually good at memorizing things like ‘math facts’ and early in their schooling that skill makes them seem like they are little math whiz kids.  My experiences with the little ones have been enlightening these past four years.  I personally worked with and witnessed third grade gifted students crying about performance tasks a few years ago when we first tackled the culminating activities. They had skated to third grade on their memories and now we were asking them to think…it rocked their little worlds and brought out the tears. That group struggled more than the other kids because they were not accustomed to having to struggle to learn anything (like the others always had to).  Good news is, that they got over it, survived, and are now thriving as fifth and sixth graders (we sent a record number of kids up to middle school in advanced math).”
What about students with disabilities? The students with disabilities often have more strategies than regular education students because they have spent years compensating for their disability. This is another reason teachers should complete the tasks prior to handing them to their students. You are the expert on your students and their needs. While you are solving the tasks yourself, ask yourself “How will this student see this problem? what will they need to show mastery of this standard?”  The important thing to remember when adapting the tasks is that you are adapting the task so the child can better display their understanding of the standard, not so that the child doesn’t struggle. Within the struggle is the learning. Keep the rigor high for these students so that they can have the same understanding of the mathematics as your regular education students.
What about students who are not progressing as they should using only the tasks?
What about students with disabilities?

15. Need more? VandeWalle- ACTIVITIES AT A GLANCE
Once you have identified an area where a student or group of students are struggling, refer to the VandeWalle text sent to your school Teaching Student Centered Mathematics . The frameworks were influenced by the work of John Van de Walle which is why he is referenced throughout all grade level frameworks.  No single task can develop a level of student understanding that is required to master learning and that is where Van de Walle fits into the puzzle.  You can start by locating the “area” of concern in the index and refer to the suggested activities within the book.  The Van de Walle text was sent to every school in Georgia as a means to supplement and support the learning that is taking place within the frameworks.
The intervention piece and background knowledge of each task is designed to help students build a better understanding of the standards at hand.  If a teacher feels like the task is still too difficult then the focus should shift to building rigor and understanding prior to presenting the task.  The tasks are not a day by day lesson plan and it is important that teachers are filling the gaps of understanding with appropriate guidance, lessons and interventions when necessary.

16. Wiki Questions What does mathematize mean?
Mathematizing is solving problems, posing problems, playing with patterns and relationships and proving their thinking to fellow mathematicians.
Do you know what it is like to be in the classroom?
Yes. I’ve taught since 1979 (yes, scary, I know) from preschool 3 year olds to 9th grade, and every grade in between. I’ve taught in title 1 schools, and in very privileged schools, and schools in between. My daughter is a teacher too. Yeah, I get it. I’ve lived the shift you are going through now, and never looked back... and I use really big words with kids, too.
What does mathematize mean?
Do you understand what it is like to be in a classroom?

17. So, there are the answers.

19. So, I had the pleasure of listening to Luci Calkins last week as she discussed the two alternative approaches to the common core. You can approach the CCSS as a curmudgeon, she said, as if it is the most repulsive thing ever, or as if it is gold. And it is gold. The potential to change the way mathematics is understood by students is profound.
Luci says- “As challenging as it must have been to write and finesse the adoption of the Common Core State Standards, that accomplishment is nothing compared to the work of teaching in ways that bring all students to these ambitious expectations. The goal is clear. The pathway is not.” “Change is hard,” she noted, “but research shows that fear will not make people change; the only effective way to change is through is support groups” suggesting that teachers need to collaborate in support groups to meet the CCSS.

20. We can’t change how people think by telling them what we think and we can’t change how people teach by telling them how to teach.  They have to experience good teaching – first as a learner, then as a teacher.
-a really smart person

21. No support? On your own?
Work through the tasks anyway. Set a goal for yourself.
Have any of you set goals for yourself this year? This might be a professional development goal, a schoolwide goal, or just a personal goal.
Goal examples-
choose an SMP and dedicate yourself to implementing supports for that SMP.
Decide you will begin using Responsive Classroom techniques to build a classroom community of learners.
Begin using Number Talks.
Begin using rubrics to score student work.
Set a goal that students will talk more.
The list can go on and on.

22. Collaboratively solve tasks and discuss.
How can we get support?
Collaboratively solve tasks and discuss.
Luci Calkins again- “Change is hard,” she noted, “but research shows that fear will not make people change; the only effective way to change is through is support groups” suggesting that teachers need to collaborate in support groups to meet the CCSS.
If you need to, you can blame it all on me.

23. Plan for the math by doing the math Learn alongside your learners
Play video from media library – Building Self Efficacy
Push link via chat window

24. How can we get support? Inquire at a local college or university.
Mathematicians are inexpensive! Some are free…
MSP now supports K-2!

25. Does your district have a 10-15% ELL population?
The level of professional development and support that is being offered in this project is unprecedented. After attending a one-week summer institute focusing on the cognitive theories behind IC and the practical issues involved in implementing this pedagogy in the classroom, teachers in the treatment group will be supported with coaches and trainers for a full academic year. This support includes weekly observations by coaches and meetings between teachers and coaches, as well as videotaping and peer coaching when appropriate. Teachers in Georgia who have been introduced to this pedagogy and experienced this support report that they believe it has enabled them to cover more material in more depth. After a full year of practice and support the efficacy trial will occur; even during this trial teachers will still have an opportunity to work with their coaches to the extent they feel necessary.
This project will interface with any system’s initiatives without requiring additional funding and every instructional goal will match the grade level curriculum. The IC pedagogy will be sustainable for systems and schools even when the project is complete since participation in the project will be an investment in each system’s most valuable asset: their teachers. It is anticipated that teachers in the treatment group will master the pedagogy, thereby becoming master teachers who can serve as peer coaches for others in their schools. With this in mind CLASE will make every effort to ensure that IC training is offered to teachers in the control group after the study is completed.

26. Make time this year for the wiki and the webinars.
I promise, it is worth your while. Webinars are recorded so you can come back and watch again!

27. Activate your Brain
If the square is one square unit, what is the area of any of these shapes?
Take a look at this problem. Think about communication and the SMPs

28. Mathematical Communication
The development of students’ mathematical communication shifts in precision and sophistication throughout the primary, junior and intermediate grades, yet the underlying characteristics remain applicable across all grades.
CBS Mathematics

29. Mathematical Communication
Mathematical communication is an essential process for learning mathematics because through communication, students reflect upon, clarify and expand their ideas and understanding of mathematical relationships and mathematical arguments.
Ontario Ministry of Education

30. Mathematical Communication
Developing effective mathematical communication
Categories of mathematical communication
Organizing students to think, talk, and write
Updating the three-part problem-solving lesson
Gallery Walk
Math Congress
Bansho (Board Writing)

31. Mathematical Communication
“Because mathematics is so often conveyed in symbols, oral and written, communication about mathematical ideas is not always recognized as an important part of mathematics education. Students do not necessarily talk about mathematics naturally; teachers need to help them learn how to do so.”
Cobb, Wood, & Yackel

32. Mathematical Communication
“The role of the teacher during whole-class discussion is to develop and to build on the personal and collective sense-making of students rather than to simply sanction particular approaches as being correct or demonstrate procedures for solving predictable tasks.”
Stein, Engle, Smith, & Hughes

33. Mathematical Communication
When teacher talk dominates whole-class discussion, students tend to rely on teachers to
be the expert, rather than learning that they can work out their own solutions and learn from other students.
CBS Mathematics

34. Activate your Brain
If the square is one square unit, what is the area of any of these shapes?

35. Activate your Brain
If the square is one square unit, what is the area of any of these shapes?
Students do not necessarily talk about mathematics naturally; teachers need to help them learn how to do so.
The role of the teacher during whole-class discussion is to develop and the build on the personal and collective sense-making of students.
…learning that they can work out their own solutions and learn from other students.

36. What’s the big idea?
Deepen understanding relationship between area model, addition, and multiplication.
Deepen understanding of commutative property
Develop an understanding of area and area model.
Develop an understanding of factors and dimensions of rectangle.
Standards for Mathematical Practice.

37. The nature of mathematics teaching today reflects the kind of teaching documented during much of the past century. The nature of mathematical thinking and reasoning, and the conceptual mathematical work remain unaligned with current research about what works in mathematics teaching and learning.
Let’s look at some necessary shifts in communication.

38. Bad Math?
Imitative
Monkey see, monkey do. Teacher shows you, you practice.
This is the layout of many traditional lessons. Makes for surface recall at best, with no understanding of why this process works, so no transferability to novel situations or variations on a theme. Leads to inflexible application.

39. Bad Math? Passive/receptive
Teacher breaks everything down into steps/processes/tricks so students can do the math without necessarily understanding how it works. Learning mathematics means learning not only how to execute with several examples, but also being able to explain significance and prove why various steps produce a correct answer. Understanding algorithms is also central to developing computational fluency. Being able to compute fluently includes making smart choices about which tools to use and when. Now if I as a student also have to talk about this, all the better, because I’m learning how others might solve the same problem.

40. Minimal student explanations, comparisons
Bad Math?
Minimal student explanations, comparisons
Teachers do all the work, explaining beautifully, while students sit passively during the lecture, with no guarantee of understanding. Let’s remember, learning is not a passive activity. Students learn about mathematical topics best through solving meaningful, contextual problems, and through collaborative mathematical discussions.

41. Passive Active
Tasks create the conditions for a shift from passive to active learning.

42. Transmission Challenging
And from a transmission view of teaching to a challenging view of learning.
Transmission- I do, we do, you do.
Challenging- Opening with a problematic mathematical situation which creates cognitive distress and reveals misconceptions, followed by students and teachers making sense of the math together, and ending with a plenary discussion which pulls the mathematical ideas together and coherently articulates them. Communication is the key here. Add an ungraded pre and post test and you’ve got a FAL. You’ve also got one of the most effective teaching methods known, which has been used to great effect internationally.

43. You need help as you go from feeling as though you are doing all the work, to riding along on the student thinking.

44. Research - Communication
The value of student interaction
Challenges the teachers face in engaging students
The teacher’s role
Five strategies for encouraging high-quality student interaction
The use of rich math tasks
Justification of solutions
Students questioning one another
Use of wait time
Use of guidelines for Math Talk

45. Mathematical Communication
Tips on Getting Started
Organizing the classroom learning environment
Preparing yourself mathematically
Coordinating student discussion and analysis of solutions

46. Recipe for Success There’s an underlying structure to the tasks.
Let’s make it explicit today!

47. How do students learn math?
We have boatloads of research about how children acquire mathematical understanding, and scientists are getting more and more creative in how they determine what children are thinking. You saw a bit of that in the first video.

48. Post-Assessment Pre-Assessment Collaborative Task Misconceptions
Understandings
Pre-Assessment
Feedback
Discussion
Explanations
Collaborative Task
Improvement
Deeper Understanding
Post-Assessment
So- what is the structure of a task? This is the task structure.
Part one is the pre assessment. What might this look like?
The next part of is the collaborative task. During this learning task, instruction occurs in a way that may seem unfamiliar. Students are immersed in a problematic mathematical situation, and must collaboratively make sense of it, instead of the teacher explaining how to do the math. This part of the task is rich with discussion, feedback, and explanation on the part of students and teachers. There is an opening, a work session, and a closing, which is a discussion which pulls the learning together.
Finally, the students take a post assessment. The post assessment is the same one that they took at the beginning. Now students have a much better understanding of the math, and teachers have a much better understanding of the students. Learning moves forward on a solid footing.

49. Hmmm..All three are communication
Misconceptions
Understandings
Pre-Assessment
Feedback
Discussion
Explanations
Collaborative Task
Improvement
Deeper Understanding
Post-Assessment
Hmmm..All three are communication

50. Worthwhile Task
Push link - teaching channel
This is a group of third graders counting collections. This is a variation of the skip-counting task in Unit 4. Just another way to skin the cat.

51. Worthwhile Task
Teacher sets up the task…how? Supports include…what ? Suggestion included….what? Student ideas emerge, take form, and are shared….how? Conjectures are made and explored, and evolve into strategies…how? Strategies become retrievable practices…how? The plenary discussion at the end helps to cement these ideas….how and why?
The classroom experience begins by confronting students with an engaging problem and then allows them to grapple with solving it.  As students’ ideas emerge, take form, and are shared, the teacher orchestrates the student discussions and explorations towards a focused mathematical goal.  What was her goal? Did she have more than one? As student conjectures are made and explored, they evolve into mathematical concepts that the community of learners begins to embrace as effective strategies for analyzing and solving problems. These strategies eventually solidify into a body of practices that belong to the students because they were developed by the students as an outcome of their own creative and logical thinking.  This is how students learn mathematics.  They learn by doing mathematics.  They learn by needing mathematics.  They learn by verbalizing the way they see the mathematical ideas connect and by listening to how their peers perceived the problem.  Students then own the mathematics because it is a collective body of knowledge that they have developed over time through guided exploration. This process describes the Learning Cycle and it informs how teaching should be conducted within the classroom. (quoted from Comprehensive Mathematics Instruction Framework, out of Brigham Young Univ.)

52. How are Number Talks Useful?
From Math Solutions
Want more?
Push this clip out from media file- Helping Children Build
Put the inside math clip in the chat box.

53. Number Talk
• Who does the math thinking during the number talk?
• What specific mathematics do the students demonstrate they understand?
• What does the teacher do to support the student discourse?
• What recording techniques might the teacher employ that supported learning in the class?
Anyone want to share experience with number talks?

54. Assessment?
Push out the video- How to assess while you teach math…

55. Assessment?
PARCC sample-

56. Assessment?
PARCC sample-

57. This is how students learn mathematics
This is how students learn mathematics. This is also how teachers learn mathematics.

58. How do teachers change practice?
This doesn’t mean we don’t need to understand and pay attention to student misconceptions. It means we need to just begin. Do the tasks. Don’t wait for everything to be perfect. Just start.

60. Progressions

61. Resource List
The following list is provided as a sample of available resources and is for informational purposes only. It is your responsibility to investigate them to determine their value and appropriateness for your district. GaDOE does not endorse or recommend the purchase of or use of any particular resource.
James

62. Resources
Books
Van De Walle and Lovin, Teaching Student-Centered Mathematics, K-3 and 3-5
Parrish, Number Talks
Fosnot and Dolk, Young Mathematicians at Work
Shumway, Number Sense Routines
Wedekind, Math Exchanges

63. Resources Common Core Resources
SEDL videos -
Illustrative Mathematics -
Dana Center's CCSS Toolbox -
Arizona DOE -
Inside Mathematics-
Common Core Standards -
Tools for the Common Core Standards -
Phil Daro talks about the Common Core Mathematics Standards -

64. Resources Assessment Resources Professional Learning Resources
Inside Mathematics-
Edutopia –
Teaching Channel -
Annenberg Learner -
Assessment Resources
PAARC-
MARS -
MAP -
PARCC -

65. A little something extra:
Instead of 30 minutes of television tonight, watch this:
Third Grade resources:
Go out to livebinder site.

66. Shaky foundations… Bad news-
We are ranked among the 10 lowest states with a graduation rate of only 49 percent for african american males against an equally depressing national average for african american males of 52 percent.  
Good news-Quality early childhood experiences are one of the most powerful indicators for later student success.
I’ve pushed out the document, Maximize Math Learning, and posted it on the wiki- While I have very little influence over whether or not teachers actually implement any of this, the attempt is made to raise awareness. I'm suggesting to administrators, coaches, and teacher teams that the document be discussed collaboratively, and connections be made explicit between what they do to support meaningful mathematics and grad rates.
Push-  

67. “ It ain’t what people don’t know that hurts them.
It’s what they do know that ain’t so.”
Will Rogers

68. Thank You. Please visit http://ccgpsmathematicsK-5. wikispaces
Thank You! Please visit to provide us with your feedback!
Turtle Gunn Toms
Program Specialist (K-5)
These materials are for nonprofit educational purposes only.  Any other use may constitute copyright infringement.
Join the listserve!
Follow on Twitter!
(yep, I’m tweeting math resources in a very informal manner)
Join and participate in the wiki
Follow on Twitter.