In Always, Sometimes or Never, students identify whether a mathematical statement is always true, sometimes true, or never true. This link offers statements appropriate for students in early math levels, but it can be adapted to any level or content by changing the mathematical statement students are working with.
This teacher, who teaches a math class for students who speak very limited English and a variety of primary languages, writes about strategies he is using "so students with a strong mathematical background in their own country can advance while the students with a weak background can get feedback and work on the problems they need."
How does the language that teachers use to describe fractions affect students' understanding of fractions? In addition to exploring this question, the writer suggests some strategies for building number sense around fractions, as well as making sense of a Common Core/CCRS standard about fractions.
Molina explores the relationship between mathematical instruction and language. "The Problem with Math Is English explains how language-focused conceptual instruction leads students to a deeper understanding than traditional procedural-based teaching methods."
Teacher Sarah Van Der Werf shares some observations about attending to vocabulary in math instruction and shares a strategy for helping students access unfamiliar vocabulary in math class.
College & Career Readiness (CCR) Math Standards
Looking for more specific information about the College & Career Readiness (CCR) Math Standards? Check out the CCRS Math Resources section of the CCR Standards resource library!