In an effort to assist teachers as they design lessons that are targeted to the Virginia standards and engage students in meaningful learning activities, the Virginia Department of Education’s math department has recommended some resources to be used in the implementation of high quality math instruction.

 

Research
The most important requirement of student achievement is an opportunity to learn. Students cannot learn math content and be successful on state assessments, unless they are provided with access to high quality, evidence-based instruction in the general math curriculum.   The most successful schools emphasize access to instruction that is aligned with state standards (Louie, Brodesky, Brett, Yang, and Tan, 2008). Teaching matters.

 

Application
In an effort to assist teachers as they design lessons that are targeted to the Virginia standards and engage students in meaningful learning activities, the Virginia Department of Education’s math department has recommended some resources to be used in the implementation of high quality math instruction.  Following are a few recommendations provided by the director of the Office of Mathematics and Governor’s Schools at The Virginia Department of Education (Bolling, M., personal communication, September 14, 2013).

 

Resources
Q&A ’s:  Technical Assistance on Selected Math Content from the 2009 Mathematics Standards of Learning

In an effort to support the implementation of the standards, teachers are encouraged to review this Q&A document (arranged by strand) that was compiled from questions and comments provided by VDOE to frequently asked questions about the 2009 Mathematics Standards of Learning.

Web Tours: Lesson Planning Resources
To View the Web tours…CLICK HERE

• The Quantiles Framework for Math features the  Quantile Math Skill Database and,  Quantiles Teacher Assistant.

•  The Algebra Readiness Initiative Curriculum Companion (Grades 5 and up)

 

Fractions Progressions Videos

Fractions Progressions videos are an excellent resource for teachers to understand fractions and how to develop concepts through modeling, connecting, and transitioning students to the associated procedures.

 

Reference
Louie, J., Brodesky, A., Brett, J., Yang, L.-M., & Tan, Y. (2008). Math education practices for students with disabilities and other struggling learners: case studies of six schools in two Northeast and Islands Region states (Issues and Answers Report, REL 2008–No. 053).