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Stay connected to MCMI and get monthly updates about our latest offerings and events by subscribing to our mailing list: http://eepurl.com/hRJ4xr

Are you overwhelmed by all the choices? The MCMI team has pulled together a list of free instructional resources that are focused on supporting students and families during distance learning. Some things we considered:

- Open-ended and engaging
- Longer, student-driven lessons
- Interesting mathematics that focuses on core ideas
- Opportunities for feedback and/or support through the resource, family or peer interaction.

**Bridges: Home Learning Resources (K–5)**

An evolving collection of K–5 activities students can do independently or with the support of families or educators. Includes activity of the day, shorter and longer tasks, a collection of on-line games, and the virtual manipulatives from the Math Learning Center.

**Connected Mathematics: CMP at Home (6–8)**

An evolving set of resources for teachers and families to support students that are continuing their learning at home. You will find games, videos, and lessons that are easy to implement at home with families.

**Counting Collections Routine (K–5)**

This is an excellent routine to do at home. Count a collection of ______? Or How many ______ are there? This routine supports students’ development of quantity, number, magnitude, and measurement. Older students might develop ways to efficiently count large quantities (e.g., grains of rice in a bag) or show a quantity. What does _______ look like?

This is an evolving collection of digital activities and interactives that help students learn math and learn to love math. These activities can be done asynchronously or synchronously, can connect students to the reasoning of others, and provide an opportunity for feedback. Digital activities can be accessed via a phone as well as a computer.

This is a collection of short videos that challenge students to reason about quantity and measurements. Different ages will access and engage in different ways but always stimulate highly engaging mathematics conversations.

**Inside Mathematics: Problems of the Month (K–12)**

This is a collection of leveled open-ended problem sets that could be used to engage students in some rich problem solving. Students start with level A and work through as many levels as they can. Ask students to share their solution to one of the levels.

**Investigations: Math at Home (K–5)**

An evolving collection of K–5 activities families can do at home and access to games that can be done on-line and off-line. Resources in English and Spanish.

Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom.

**Math Trailblazers: Longer, Student-Driven Assignments (K–5)**

The authors are in the process of curating a collection of longer, student-driven assignments and games that could be done independently or as a family. For example: How many steps does____walk in an hour? Which paper towel holds more water?

**NCTM: Problems of the Week (3–12)**

This collection of engaging and interesting open-ended problems is an awesome resource for those longer student-driven thought-provoking tasks. Students at different levels can solve the same problem in different ways.

Open Middle problems have a “closed beginning” meaning that they all start with the same initial problem, a “closed end” meaning that they all end with the same answer, and an “open middle” meaning that there are multiple ways to approach and ultimately solve the problem.

There are several educators creating and organizing three-act tasks. Graham Fletcher has pulled together links to many of these K–12 educators. Be sure to scroll to the bottom of the page. Students get to know the problem through an image or video. After students determine and gather the information needed to mathematize the situation, students work to respond. The closure is a video of the situation or problem resolving, so students can check their response. Here is an NCTM article about Three-Act Tasks as well. One educator used a google form to deliver and collect student ideas.

**YouCubed at Home Newsletter (K–12)**

A weekly newsletter of YouCubed resources modified or highlighted to continue math exploration at home. There are some fun videos, games, and interesting open-ended tasks.

**Coach**: Farah Mahimwalla

**District**: Big Shoulders Fund (BSF) School

**Grade band**: 8th grade

Students engaged in a Which One Doesn’t Belong prompt for a Math Talk. Students who haven’t participated before were willing to share their ideas because this type of open prompt provides access to all students.

On February 13th from 4:00–5:00 pm CST we will be discussing Chapters 8–9 and the Epilogue from *Culturally Responsive Teaching & The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students* by Zaretta Hammond*.* Here is a link to the pacing guide and discussion prompts.

Visit https://mcmi.uic.edu/virtual-book-studies/ for more information.

#mcmi_pd #MTBoS #iteachmath #CulturallyResponsive #ZHammond

by Jennifer Leimberer, February 2022

The 100^{th} day of school is an awesome time to celebrate mathematics and number, but it is also a great time to connect mathematics to the world around them. This can be engaging for students of all ages. This list of measurement question stems can engage students of all ages and create opportunities for students to compare these measurements.

**How tall is 100 _______.**

How tall is a tower of 100 first graders, fifth graders, or teachers?

How tall is a stack of 100 connecting cubes?

How tall is a stack of 100 library books?

**How many __________?**

How many times can you write your name in 100 seconds? 100 minutes?

How many times do you write each digit if you write the numbers from 1 to 100?

How many times can you sing happy birthday in 100 seconds? 100 minutes?

**How heavy is 100 _____?**

How heavy are 100 hexagons? triangles? rhombuses?

How heavy are 100 balloons filled with air?

**How far can you go in 100 ________?**

How far can you go in 100 minutes walking, running, in a car, on a train, or in an airplane or rocket?

How far can you walk in 100 seconds, minutes, or hours?

**How long is 100 ________**?

How long is a collection of 100 pencils end-to-end? Side-by-side?

Find something that is 100 centimeters, inches, feet, or millimeters.

How long does it take to write your name 100 times?

**What is 100 _____ from ________?**

What is 100 steps from our classroom?

What is 100 miles from our school?

**Find 100 objects that will fill a __________** (e.g., 5-ounce cup, a quart jar, a zip lock bag)

**Find something from 100 years ago** (e.g., a popular recipe, book, family treasure, headline)

*100 Activities for the 100 ^{th} Day of School* by Cynthia Thomas inspiring and helpful especially if you want to involve everyone in the school.

On February 6th from 4:00–5:00 pm CST we will be discussing Chapters 5–7 from *Culturally Responsive Teaching & The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students* by Zaretta Hammond*.* Here is a link to the pacing guide and discussion prompts.

Visit https://mcmi.uic.edu/virtual-book-studies/ for more information.

#mcmi_pd #MTBoS #iteachmath #CulturallyResponsive #ZHammond

On January 30th from 4:00–5:00 pm CST we will be discussing Chapters 3–4 from *Culturally Responsive Teaching & The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students* by Zaretta Hammond*.* Here is a link to the pacing guide and discussion prompts.

Visit https://mcmi.uic.edu/virtual-book-studies/ for more information.

#mcmi_pd #MTBoS #iteachmath #CulturallyResponsive #ZHammond

On January 23rd from 4:00–5:00 pm CST we will be discussing the Introduction and Chapters 1–2 from *.* Here is a link to the pacing guide and discussion prompts.

Visit https://mcmi.uic.edu/virtual-book-studies/ for more information.

#mcmi_pd #MTBoS #iteachmath #CulturallyResponsive #ZHammond

*Culturally Responsive Teaching & The Brain*

Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students by Zaretta Hammond

*“Cultural responsiveness is not a practice: it’s what informs our practice so we can make better teaching choices for eliciting, engaging, motivating, supporting, and expanding the intellectual capacity of ALL students.” Foreword Dr. Yvette Jackson*

Come join us as we investigate how Zaretta Hammond uses neuroscience to build a framework that supports teachers to create relationships and apply strategies that promote culturally responsive teaching and learning. Register on Eventbrite.

4–5PM CST on January 23, 2023; January 30, 2023; February 6, 2023; February 13, 2023

#mcmi_pd #MTBoS #iteachmath #CulturallyResponsive #ZHammond

**Coach**: Joanne Baker

What angles are repeated throughout the artwork? How many triangles are there? Are they triangles? What is the distance between the points? Are they all formed by straight lines?

I wonder, where did the artist start? How much string was used? How much time did it take to create? What do you wonder?

**Picture **

An art installation in the Rotunda of the New Mexico State Capital in Santa Fe, NM

Artist – Shannon Conley

On December 12th from 4:00–5:00 pm CST we will be discussing Chapter 9 from *the Math Pact: Achieving Instructional Coherence Within and Across Grades* by Karen S. Karp, Barbara J. Dougherty, and Sarah B. Bush*.* Here is a link to the pacing guide and discussion prompts.

Visit https://mcmi.uic.edu/virtual-book-studies/ for more information.

#mcmi_pd #MTBoS #iteachmath #NCTMresource

On December 5th from 4:00–5:00 pm CST we will be discussing Chapters 7–8 from *the Math Pact: Achieving Instructional Coherence Within and Across Grades* by Karen S. Karp, Barbara J. Dougherty, and Sarah B. Bush*.* Here is a link to the pacing guide and discussion prompts.

Visit https://mcmi.uic.edu/virtual-book-studies/ for more information.

#mcmi_pd #MTBoS #iteachmath #NCTMresource