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Math Sorts Bundle! 25 Math Lessons to Improve Math Talk and Math Practices!

Grade Levels
3rd - 5th
Standards
Formats Included
  • Zip
  • Compatible with 
    Activities
Pages
200 pages
$20.00
Bundle
List Price:
$32.50
Bundle Price:
$25.00
You Save:
$12.50
$20.00
Bundle
List Price:
$32.50
Bundle Price:
$25.00
You Save:
$12.50
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Compatible with Easel Activities
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Products in this Bundle (5)

    Description

    Interested in helping your students develop their deep math understanding and "math talk"? Are you familiar with math sorts? These ready-to-print, low ink lessons are perfect to reach all the math practice standards! New to math sorts? Full directions and suggestions for use are included complete with photos!

    Many people use "sorts" with their spelling or word work programs, but sorting and categorizing can be extremely effective learning strategies for MANY areas! I have found math sorts to be particularly effective in my math instruction, and I am excited to begin offering some of these sorts to you!

    If you are unfamiliar with how sorts are used, I have included a full blog post with details. This blog post has actual photos that explains EXACTLY how I completed a sort with my own students. Feel free to get creative and try different approaches—but I have given one highly effective and efficient way to do this.

    My students have become masters at critiquing reasoning and using sophisticated math talk as they discuss these sorts--and I have had COUNTLESS teachers tell me that they have used these sorts for their evaluations and have had administrators rave. Why? Because they are engaging for students while promoting best practice in math instruction!

    If you've never used sorts before, I am confident that the series of photos and detailed instructions will get you started--but then get creative and use them in other ways as you see fit. Each sort also comes with a reproducible page on the the topic which can be used as homework, a cooperative activty, or even an assessment. See what you think--this resource has prompted teachers to contact me saying how impressed their administrators were when they used it for an observation lesson--good instruction leads to good things!

    Each of the 5 resources is listed separately below--but this bundle offers them all together at a greatly reduced price! That makes 25 total sorts.

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    So what concepts are covered in this bundle?

    Fraction Concepts

    Angle Studies

    Geometry Sorts

    Multiplication Concepts

    Algebra Thinking Concepts

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    What do you get?

    *The blog post with full directions

    *The necessary headers and sort cards for each of the 25 sorts

    *A “Show What You Know” sheet that follows the rule of each sort. Use as independent practice or as an assessment after you have done a sort to see what the students know and what they still need to learn. Many of these also ask students to explain their thinking—a key part of the CCSS,

    *Also included with each sort is a page of blank cards if you wish to extend the learning by having students create MORE examples that go in each category. This is a great way to differentiate for more capable learners! See each sort for other differentiation hints!

    Hey--there's no answer key! Why? The important part about doing these sorts is the discussion rather than making sure every answer is instantly correct. Let the students discuss, prove their ideas, and develop understanding!

    *A CCSS alignment sheet to show how these sorts align to the grades 4-5 CCSS. These sorts also tie to other sets of rigorous standards.

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    What are people saying?

    "Excellent resource. I used the 'half', 'not half' sort yesterday and it turned out to be one of my best lessons of the year! We spent an hour and 20 minutes on it and the kids were engaged the entire time!"

    "Doing a concept sort is a great way to engage and differentiate instruction for every student.....A great way to engage, differentiate, and evaluate!! I have other sorts from you...so as soon as I saw on Facebook that you had another sort prepared for distribution....I wanted to be the first to grab it. Thank-you for improving my instruction."

    "I used the line/segment sort as a preview to our geometry unit. This was a very challenging activity for my students. It required close attention to detail. It was great to see how many of them could persevere through this challenge. We will be trying the triangle sort next. Thanks for another great resource."

    I hope you find the resource thorough, relevant, and engaging--and that it will push your students to increase the depth of their understanding and their mathematical practices as well.

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    All rights reserved by ©The Teacher Studio. Purchase of this resource entitles the purchaser the right to reproduce the pages in limited quantities for single classroom use only. Duplication for an entire school, an entire school system, or commercial purposes is strictly forbidden without written permission from the author at fourthgradestudio@gmail.com. Additional licenses are available at a reduced price.

    Total Pages
    200 pages
    Answer Key
    Not Included
    Teaching Duration
    N/A
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    Standards

    to see state-specific standards (only available in the US).
    Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
    Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
    Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
    Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
    Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

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