Problem Solving

Teaching Through Problems Worth Solving - upper/middle
Teaching Through Problems Worth Solving - primary
NRICH
​​Peter Liljedahl
​Play With Your Math
Problem sets
Three Act Tasks - elementary
Three Act Tasks - all

MTBOS blog search engine
​Robert Kaplinsky's Problem-Based Lessons
Rich math tasks
Problem-based search engine
​100 days of problem solving 
100 days of problem solving 2
Brilliant
NCTM Illuminations
Math Pickle

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Talks
Fraction talks
​Fraction talk - video
Number talks - Cathy Humphreys video
Number talks - Secondary
​Pattern talks
Which one doesn't belong?

First Peoples
Math Catcher

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Number

Progression videos - Kyle Pearce
Progression videos - Graham Fletcher
​16 boxes
​Open middle

Question Stacks Multiplication and division and Expressions
Developing conceptual understanding of number
Animated math visuals
​Always, sometimes, never

Subtraction
Subtraction strategies

Multiplication
​Multiplication table to scale - colour
​Multiplication table to scale

Division
Division on the open number line - video
Partitive and quotative division

Fractions
Why we don't cross multiply
Fractions learning pathways

Counting
Counting principles – counting and cardinality
Counting with your eyes

Estimating
Making sense of things

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Measure

Shape and Space

Capacity - primary
Length - primary
Area - primary

Dynamic geometry
​Virtual pattern blocks
​Pair drawings
Symmetry - paper folding 

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Apps

TouchCounts
HP Reveal
Show Me
Scratch Jr
Cargo-Bot
Hopscotch
Be Seated
Team Shake

Websites

Estimation 180 - Andrew Stadel
G'Day Math - James Tanton
​Marilyn Burns Math Blog
Sine of the Times - Daniel Scher
Tap into Teen Minds - Kyle Pearce
Thinking Mathematics - James Tanton
​Youcubed - Jo Boaler
Math Gifs
Math Ed Tech

Reads

Grant Wiggins - Conceptual understanding in mathematics
Criteria for fact-based math apps
Depth of knowledge ​
Fractions operations lIterature review
James Tanton - Assessment thoughts
Mathematical musings
Memorizers are the lowest achievers
Visualizing divisibility
What does fluency without understanding look like?
What if students generate their own questions?
What I've learned about practicing multiplication facts.
When memorization gets in the way of learning.
Why Japanese multiplication works.
Why kids should work on a vertical surface.