TCM Blog

7 Teacher Discourse Moves That Let The Kids Talk!

By: Barbara BlankePosted 11/30/18
7 Teacher Discourse Moves That Let The Kids Talk!

As classroom teachers we spend hours setting up our physical classroom environment and spend weeks building a community of learners, so now is the time to really reflect on the things that we say as teachers that will benefit our student’s mathematical conversations. If you choose one or two of these Teacher Discourse Moves to focus on for the next few weeks, you will see your students begin to engage in deeper mathematical conversations, arguments and begin to ask questions of each other.

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Clothesline Math: The Master Number Sense Maker

By: Chris Shore M.A.Ed.Posted 11/09/18
Clothesline Math: The Master Number Sense Maker

Clothesline Math is nicknamed the master number sense maker because it requires students to think harder about quantities while simultaneously making it easier to see their relationships to each other. To create this tool in your classroom, simply hang a long string—like a clothesline—somewhere that all students can see and interact easily with. The numbers for the clothesline are created by folding paper or index cards in half and writing the numbers on the front. They can be integers, fracti

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Math Games: Implementing Standards and Increasing Instructional Rigor

Changing classroom routines and instructional practices can be challenging. Implementing games can make it easier and enjoyable for teachers and students! Here’s how mathematics games can help launch change and address state standards and demands for mathematical rigor.

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Competency or Coverage?

By: Bob SornsonPosted 07/18/14
Competency or Coverage?

“We covered it,” goes the familiar expression, “but they just didn’t learn it.” Crucial skills deserve something better than coverage. To improve early math outcomes and math outcomes for life, we must learn to understand the principles of informed instruction that lead to competency.

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Teach Less, Learn More: Building Competency in Essential Math Outcomes

Schools have been attempting to cram more and more content into a typical teaching day, and asking children to learn overwhelming content at younger and younger ages, without taking the time to build the foundational skills needed for learning or behavioral success. Let’s consider a different approach.

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