Will Michigan toss out Common Core?

Information and Talking Points Regarding:  Senate Bill 0826 (SB 0826)

Opposed by Leaders from Several Michigan Mathematics Education Organizations

DACTM ~ MCTM ~ M²C² ~ MI-AMTE

Leaders of several Michigan mathematics education organizations met during the week of April 24, 2016, to discuss the potential ramifications of Michigan Senate Bill 0826 (SB 0826). Many of the proposed actions from that bill are presented below as they are stated in the Senate fiscal analysis document. 

“The bill would amend the Revised School Code to do the following:

·       Terminate all plans, programs, efforts, and expenditures relating to the implementation

of Common Core standards.

·       Prohibit the State Board of Education and the Department of Education from adopting or implementing any other national or multistate consortium standard, or the use of any assessments aligned with such a standard, that would cede control of Michigan educational standards.

·       Require the State Board and the Department to adopt for all grades State academic content standards in English language arts, math, and social science, and require the standards to be substantially the same as those used in Massachusetts during the 2008 - 2009 school year.

·       Require the State Board to develop academic content standards independently, instead of as part of a multistate consortium.”

*We ask that you take action today and contact your state representative and state senator to express your thoughts and any concerns you may have regarding this proposed action. And, please share this information, your thoughts, and your concerns with colleagues in other content areas.  Ultimately, ALL content areas are likely to be affected by this bill, should it pass.

Find your Michigan senator: http://www.senate.michigan.gov/fysbyaddress.html

Find your Michigan representative: http://www.house.mi.gov/mhrpublic/

In addition, Representative Amanda Price is the Chair of the House Education Committee.  Her contact information is:

Email:  AmandaPrice@house.mi.gov       
Phone: (517) 373-0838  or   
Toll Free: (888) 238-1008
http://www.corestandards.org/other-resources/statements-of-support/


Other initiatives and programs would also be affected:  MTSS, School Improvement, educator evaluation, STEM courses and grants, K-3 early literacy efforts, and more!
Kathy Berry, President, Michigan Council of Teachers of Mathematics (MCTM)
Karen Reister, President, Michigan Mathematics Consultants and Coordinators (M²C²)
Dr. Shari Stockero, President, Michigan Association of Mathematics Teacher Educators (MI-AMTE)

Key talking points you may wish to consider addressing:

1.        The high quality of our Michigan Academic Standards, including the ELA and Mathematics standards adopted in 2010 and the K-12 Science Standards adopted just this year (2016), has already been established. These standards have been supported by a number of respected professional organizations.  See a listing of many diverse organizations supporting the 2010 Michigan Academic Standards for ELA and Mathematics at:

2.       The 2010 Michigan Academic Standards for English Language Arts and Mathematics are just now reaching the full-implementation stage.  Very limited data is available from state assessments from spring 2015, and the structure of the spring 2016 assessment has been altered from that 2015 version, complicating any attempts to try to draw conclusions about the standards, their implementation, and students’ performance and growth.  Change to another set of standards would be highly disruptive to teaching and learning, curriculum, and assessment.

3.       Aside from state assessment, many local schools and districts have only recently created or purchased resources designed to align to these state standards.  Across the state, this cost is likely in the hundreds of millions of dollars. These costs include software supports and tools, textbooks, revised and redesigned courses and units of study, collaborative efforts to connect Career and Technical Education with the core academic standards, teacher and administrator training, and more. The MAISA ELA and Mathematics units across K-12 are excellent examples of thousands of hours of collaborative work by hundreds of educators across Michigan. You are likely to be able to readily name several other examples of expenses – including time - your school and district have incurred to be able to best support teachers and students in learning the content in our state standard.

We thank you for considering these urgent issues.  Please know that – on past advice from state representatives and senators – direct communication with constituents via telephone or email truly does affect how these legislators think about and ultimately act upon proposed legislation.  Your voice does have power to effect change to move mathematics education forward in Michigan.  Please take just a very few minutes of your time to call or email your state legislator elected officials.

Sincerely,

Scot Acre, President, Detroit Area Council of Teachers of Mathematics (DACTM)

With support from Valerie Mills, Past-President, National Council of Supervisors of Mathematics (NCSM)

Full text of SB 0826 as well as its associated fiscal analysis may be found at:

http://www.legislature.mi.gov/(S(z2exw1ebm5eg2ziebxhaexhd))/mileg.aspx?page=getobject&objectname=2016-SB-0826

A Fact Sheet from the Michigan Department of Education regarding the 2010 ELA and Mathematics Standards:

http://www.michigan.gov/documents/mde/FAQ_4.10.13_418299_7.pdf

Memorizers are the lowest achievers and other Common Core math surprises

It’s time to debunk the myths about who is good in math, and Common Core state standards move us toward this worthy goal. Mathematics and technology leaders support the standards because they are rooted in the new brain and learning sciences.
All children are different in their thinking, strength and interests. Mathematics classes of the past decade have valued one type of math learner, one who can memorize well and calculate fast.
Yet data from the 13 million students who took PISA tests showed that the lowest achieving students worldwide were those who used a memorization strategy – those who thought of math as a set of methods to remember and who approached math by trying to memorize steps. The highest achieving students were those who thought of math as a set of connected, big ideas.
The U.S. has more memorizers than most other countries in the world. Perhaps not surprisingly as math teachers, ...

...read more from Jo Boaler's Op Ed in The Hechinger Report.

NCTM and Hunt Institute Math Video Series

The National Council of Teachers of Mathematics (NCTM) and the Hunt Institute have produced a series of videos to enhance understanding of the mathematics that students need to succeed in college, life, and careers. The series also covers the Common Core State Standards (CCSS) Standards for Mathematical Practice and examines why developing conceptual understanding requires a different approach to teaching and learning. You will also find a useful video for parents wishing to support their child’s mathematics learning. Please view the videos on the NCTM Teaching and Learning Mathematics with the Common Core Web page. 

• Building Conceptual Understanding for Mathematics  
• Mathematics in the Early Grades  
• Developing Mathematical Skills in Upper Elementary Grades  
• Mathematical Foundations for Success in Algebra  
• Preparation for Higher Level Mathematics  
• Standards for Mathematical Practice  
• Parents Supporting Mathematics Learning 

Division and Multiplication of Whole Numbers MOOC-Ed

• How do children move beyond the notion that "multiplication is repeated addition" (MIRA)?
• What mathematical distinctions do students make when reasoning with multiple contexts for multiplication and division?

TurnOnCCMath will soon take up these and other questions with its next free, Massive Open Online Course for Educators (MOOC-Ed).

"Division and Multiplication of Whole Numbers: Bridging to Fraction Understanding" will explore how students begin to recognize contextual problems and model with multiplication and division problems, properties, and number facts. Along the way, the MOOC-Ed will identify "where some of the key misconceptions are hiding."

Open to elementary and middle grades educators seeking to understand student multiplicative reasoning, this free MOOC-Ed runs through early May. Even though it begins today, Monday, March 17, registration for this self-directed course will stay open through Monday, March 31. REGISTER NOW.

What Principals Can Do To Relieve Anxiety Around Common Core Implementation

We hear a lot about the anxiety caused by the Common Core, much of it focused on how to support teachers in implementing the new standards. 

This issue is particularly salient for principals, as they are the ones responsible for observing classrooms and debriefing lessons with teachers. The reality, though, is that it's nearly impossible for principals to have expertise in all the standards.

Join Eric Westendorf, cofounder of LearnZillion, for a jam-packed 30 minute conversation with Dr. Skip Fennell and Joan Tellish on Wednesday, March 5th at 3:00pm EST to explore the challenges principals face when it comes to teacher observation and the Common Core, the pros and cons of various current strategies, and ideas for what's possible in the years ahead.

Smarter Balanced Training Tests Now Available

Are (you and) your students ready for the new Smarter Balanced assessments next school year?
Curious about what these tests will look like?
On January 30, Smarter Balanced released a set of Training Tests to provide a means for students and teachers to:

• Quickly become familiar with the features of the Smarter Balanced assessment software interface.
• Experience new item types that do not currently appear on the Practice Tests.
• Preview universal tools, designated supports, and accommodations.

A Training Test is available for each of three grade bands:

• grades three through five; 
• grades six through eight; 
• and high school. 

There are six to nine items per grade band per content area (i.e., English language arts and mathematics). The Training Tests contain the same item response types as the Practice Tests, but unlike the Practice Tests, there are no performance tasks or scoring guides for the Training Tests.

Additional Support
Smarter Balanced has now released 3 different sets of assessment items for us to use to prepare for the first Smarter Balanced tests in spring 2015.

• Training tests (just released)
• Practice tests (released in 2013)
• Sample items (released in 2012)

Consider using each of the items released for your grade/course throughout the school year to better prepare your students for success in 2015.

Show your support in Lansing: 3rd Common Core hearing tomorrow, Wednesday, August 14

Tomorrow is the third hearing exploring the Common Core State Standards in Lansing, MI.  Lawmakers will be hearing from several experts. There will be time for the pubic to offer commentary.  Come prepared to speak or submit written testimony.  

Please offer your support for the Common Core. Now is the time.

Common Core Standard subcommittee of the Standing Committee on Education , Rep. Tim Kelly, Chair

DATE: Wednesday, August 14, 2013

TIME: 10:00 AM

PLACE: Room 519, House Office Building, Lansing, MI

AGENDA:
Testimony from:

Brian Cloyd, Doug Rothwell, Paul Hillegonds, Business Leaders of MI
Dr. William Evers, Hoover Institute
Dr. Diane Ravitch, Steinhardt School of Culture, Education, and Human Development
Sandra Stotsky, Professor Emerita, University of Arkansas
Jon Austin, President, State Board of Education

Myth vs. Fact: The Common Core State Standards for Mathematics

click to read more

Vote for the Common Core LiveBinder!

Exciting news here at Kalamazoo RESA!
We've just been informed that the Common Core State Standards for Mathematics livebinder has been nominated for the "Top 10 Binders of 2013" contest.

Thanks to the person who nominated it!
"AMAZING aggregation of materials! As a professional developer, this binder is a frequent stop and recommendation to my teachers"

If you're so inclined, please vote for the binder to be included in the Top 10 of 2013. It's #8 on the list. Voting is open now till the evening of June 16. Spread the word!

And, as always, visit the binder for all resources Common Core Math
related.

Vote for your Top 10 Binders for 2013!

1. "100+ STEM Websites and Webtools for Teachers" by TechwithTia

2. "1st Grade, Dalton L.S.D (Ohio)" by meldwills

3. "ADD/ADHD FAQs" by Laurie Hagberg

4. "Apps for kids with Autism" by Toby Price

5. "Auditory Processing Disorder FAQs" by Laurie Hagberg

6. "Cell Phones as Instructional Tools" by Kim Caise

7. "Classroom 2.0 LIVE May 2013" by classroom20live

8. "Common Core State Standards for Mathematics" by Danielle Seabold

9."Connecting Globally using Web Conferencing Resources and Tools" by Kim Caise

10."Counseling Resources" by Kim Hatfield

11. "Digital Toolbox" by Angela Cunningham

12."Dyslexia FAQs" by Laurie Hagberg

13. "ePortfolio - Dean Mantz" by Dean Mantz

14. "Evernote for Educators" by justinstallings

15. "Final Product Ideas for Mrs. Kirr's Class" by Joy Kirr

16. "Forensic Science 2012-13" by dprindle

17. "Genius Hour" by Joy Kirr

18. "Grant Writing for Librarians and Teachers" by Vandenbroek

19. "Integrating iPad Apps into High School Content" by Ginger Lewman

20. "Learning Disabilities & Transition to College FAQs" by Laurielh

21. "Linwood Middle School - Social Studies" by LMSSS

22. "NBEA 2013 LiveBinders as a Teaching Tool" by Mickie Mueller

23. "NCES 5th Grade Social Studies History" by Dorene Bates

or View Results

Create your own poll at Flisti.com

Math Literature Recommendations for Students

Need summer reading suggestions for your students?

The California Department of Education has put together a Recommended Literature list of contemporary titles for children and adolescents. The searchable collection of almost eight thousand titles, many written over the last decade, covers a broad range of subjects and grade levels to help students meet the College and Career Readiness (CCR) Anchor Standards and Common Core State Standards (CCSS) for Mathematics and other subjects. It also reflects the quality and complexity of texts students should be reading both at school and outside of the classroom, as well as rich cultural diversity. Works include fiction, nonfiction, poetry, and drama to accommodate a variety of tastes, interests, and abilities.

Want more ideas? The Math Forum hosts Mr. Brandenburg's List of Recommended Books on Math and Science. Annotated and organized into math and science sub-topics, it features capsule reviews and reading level ratings:

Michigan's Balanced Assessment System and Smarter Balanced

This one-day workshop, offered once in the fall and once in the spring, will bring together teachers and administrators to explore Michigan’s new Balanced Assessment system slated for implementation next school year. The Smarter Balanced assessments will be part of our new Balanced Assessment system. Smarter Balanced summative assessments will be used for federal accountability. But, Smarter Balanced offers more than just the required summative assessments. Come explore the additional tools and resources that are being released for use starting this school year.

Together, we will explore and answer each of these questions

• What will be included in Michigan’s new Balanced Assessment system? What role will Smarter Balanced play in this system?
• What tools will be offered as part of the Balanced Assessment system? What type of PD will be provided?
• What is included in the Smarter Balanced digital clearinghouse of resources? When can we access these resources?
• What will happen to the ACT? When is it going away? Will there be a MEAP assessment in 2014?
• What support will teachers need in transitioning to the new assessment system?
• What needs to happen with my district or school’s technology plan so that we are ready for the new assessments?
• What do our parents and guardians need to know about the new assessment system?

Register now for the fall session on November 1, 2013

Register now for the spring session on May 9, 2014

Support for Common Core: OEII June Newsletter

click on the image to access the newsletter

Business leaders, educators, advocates, and parents in support of the Common Core

click on the graphic to access the full article

Help support the Common Core in Michigan

The Michigan Council of Teachers of Mathematics asks for your support in fighting a battle forged in the Michigan Congress.  We need your voice more than ever to sound off about efforts to turn back the adoption of the Common Core in this state.  MCTM has adopted a position paper on this very issue.  We have distributed our position to Michigan policy makers with plans for a more wide range distribution.  We have continued to articulate a stance of higher standards and equity for all children in our great state. 

The Michigan House of Representatives has passed a bill that can turn back the clock for Michigan students.  Every child deserves the right to a high quality education that provides opportunities to be prepared for the world of work and to be college ready.  MCTM knows that this readiness does not begin in grade 9 but begins in kindergarten.  All K-12 educators must work together to get students ready starting in the early grades and building across to grade 12.  The Common Core State Standards for Mathematics provides rigorous standards that are coherent and well articulated across the grades. 

Standards are academic goals or targets.  They are essential so that all schools no matter how they choose to reach those targets are aiming for the same student outcomes.  Schools and districts determine the curriculum which is a plan for instruction consisting of differentiated instructional strategies and activities that best meet the needs of their diverse student population.  A curriculum is customized and is not one size fits all. 

MCTM President Irene Nordé, Ph.D.

House Bill 4276 has passed sponsored by republican Tom McMillin and is waiting for a vote that may be held as soon as Tuesday in the Senate.  We are asking for your help by writing a letter to your senator to express support for the Common Core.  There are many misconceptions that have been shared with congressmen/women including the Common Core State Standards represent a national curriculum and not a state led effort. Both are not truthful statements.  To learn more on the status in the Michigan Legislature visit the link below.

Michigan House Approves Budget Stripping Common Core Funds 

A few talking points have been provided and a link to the Michigan legislature website for contacting your State Senators below.  Please share this communication with as many supporters as possible – both MCTM members and colleagues.  Thank you in advance for your efforts and support provided on behalf of Michigan students.

Main speaking points for grassroots messages to State Senators.. to be personalized to the Senator, using any locally-relevant details:

• The language in the state budget that will prohibit the implementation of the Common Core State Standards and computer-adaptive Smarter Balanced Assessment will be detrimental to schools and students in your district and across Michigan.
• This will cause us to reverse the course we all have been on for the past three years
• It will cause Michigan to lose its flexibility waiver to the federal No Child Left Behind Act – which means that every school in Michigan will be accountable to having 100 percent of its students proficient in math and reading by next year.
• Every school in your district will not be making AYP – and will have to begin the federal No Child Left Behind sanctions, like providing our students with choice and transportation to other school districts; costly tutoring services; and possibly the entire disruption of how we run our own schools.
• It also will mean that you will be changing learning standards again for the teachers and students in your district; having the valuable teacher evaluations be based upon the old MEAP and Michigan Merit Exam; and having less federal Title I funds for the lowest-performing schools in your district.
• The Common Core State Standards are high-quality standards that your school districts have spent great time and effort over the past three years to align curricula and begin implementing.
• These Common Core standards are strongly supported by business leaders and education leaders in Michigan, including those leaders in your district.
• Please don’t drag our schools back three years, and put us further behind the other states that are going forward with the Common Core and Smarter Balanced Assessments. These already have been vetted through extensive public comment three years ago, before the State Board of Education adopted them.
• Please trust your local educators that the Common Core State Standards and Smarter Balanced Assessments are the right course our schools are on. These new standards will help the students in your district be career- and college-ready and help drive greater economic development in Michigan and in your district.
• If this detrimental provision in the budget bill is adopted, and we are prohibited from continuing the implementation of the Common Core and Smarter Balanced Assessments, you will leave your local school boards, administrators, teachers, and parents with no place to go but backwards.

To find your State Senator, scroll down to the “Related Sites” at the bottom of the webpage.

Public Policy Committee 

Michigan Council of Teachers of Mathematics

Smarter Balanced Practice Tests RELEASED!!

Smarter Balanced Releases Online Practice Tests

Examples provide early look at next-generation assessments aligned to the Common Core

OLYMPIA, Wash. — May 29, 2013 — Teachers, parents, and students across the country can now access online practice tests aligned to the Common Core State Standards. The Smarter Balanced Assessment Consortium (Smarter Balanced) today released sets of example test questions for grades 3–8 and 11 in both English language arts/literacy and mathematics. The Practice Tests will help schools prepare for the implementation of the Smarter Balanced Assessment System in the 2014-15 school year.

“The release of online Practice Tests reflects the tremendous progress of the state-led effort to develop next-generation assessments,” said Joe Willhoft, Ph.D., executive director of Smarter Balanced. “Available nearly two years before the first administration of the summative assessment, these examples offer schools and districts another resource for professional development and outreach.”

The Practice Tests provide a preview of the types of questions that will be featured in the summative assessment beginning in 2014-15, including selected-response items, constructed-response items, technology-enhanced items, and performance tasks—extended activities that challenge students to apply their knowledge and skills to respond to real-world problems. The Practice Tests are freely available on the Smarter Balanced website: http://www.smarterbalanced.org/practice-test/.

“The Practice Tests allow teachers and students to experience the higher level of rigor associated with Common Core tests and gain familiarity with the online test delivery system,” said Deborah Sigman, Deputy Superintendent of Public Instruction for the California Department of Education and Smarter Balanced Executive Committee Co-Chair. “Member states are making these example test questions available as part of our commitment to a balanced assessment system that provides high-quality information to improve teaching and learning.”

The Practice Tests do not include all the features of the operational assessments. For example, students and teachers will not receive reports or scores from the Practice Tests. Although Smarter Balanced assessments will be computer adaptive, the Practice Tests follow a fixed-form model. By fall 2013, Smarter Balanced will make enhancements to the Practice Tests, including the addition of performance tasks in mathematics, new accommodations for students with disabilities, and scoring rubrics.

The release of the Practice Tests follows the Smarter Balanced Pilot Test, the first large-scale tryout of items and performance tasks. The Pilot Test allowed the Consortium to gather information about the performance of assessment items and the test delivery system under real-world conditions. More than 5,000 schools in 21 Smarter Balanced Governing States were recruited to participate in the Pilot Test from February 20 – May 24, 2013. Development of the Smarter Balanced Assessment System will continue after the release of the Practice Tests and through summer 2014 in collaboration with member states and educators.

Smarter Balanced is committed to a transparent process for developing next-generation assessments. In October 2012, Smarter Balanced released a set of sample assessment items and performance tasks. The Consortium has also published: content specifications that translate the standards into assessment claims and targets; item and task specifications that specify how individual questions are to be written; and the preliminary test blueprints that describe the content of the test and how it will be assessed. These materials are available online at: http://www.smarterbalanced.org/smarter-balanced-assessments/.

For more information, contact Eddie T. Arnold, APR, at Eddie.Arnold@SmarterBalanced.org or (202) 330-6232.

Governor Snyder: The Common Core is a good thing

On Monday, May 6 during a town hall meeting on education with Education Secretary Arne Duncan, Michigan Governor Rick Snyder spoke out on Common Core standards.

Will implementation of the Common Core be blocked in Michigan?

cross-post from the Detroit Free Press


The Common Core educational standards shouldn't be controversial. For most folks, the grade-by-grade expectations detailed in the core standards would be things you learned back in school, and that you’d assume students today are still learning. So why has the Michigan House of Representatives voted to approve a budget that doesn't include the funding necessary to implement these standards?
Ideology, not education.

The U.S. educational system is a zig-zag of methodology and expectations. The federal No Child Left Behind Act required students to become proficient in math, reading and other skills, but allowed states to create their own assessments. Making a tough test wasn't rewarded; an easy-pass test wasn't punished.
So many states created tests that weren't reliable gauges of either a student’s educational attainment or the educational system itself. Compare the results of National Assessment of Educational Progress with state-level tests like the Michigan Educational Achievement Program; the national test paints a much less rosy picture of educational achievement.

That’s why, in 2011, Michigan adjusted the “cut scores” (the cut-off at which students are deemed to have passed) for the MEAP test. When Michigan made it more difficult to meet MEAP standards of proficiency, student scores plummeted.
READ MORE

Looking for good Common Core math textbooks?

cross-post from Education Week

With educators on the lookout for instructional materials that fit with the content and vision of the common-core standards, a new set of "publishers' criteria" aim to influence decisions by both the developers and purchasers of such offerings for high school mathematics.

Crafted by the lead writers of the math common core, the 20-page document issued  seeks to "sharpen the alignment question" and make "more clearly visible" whether materials faithfully reflect both the letter and spirit of the math standards adopted by 45 states and the District of Columbia.

In addition, a revised set of K-8 criteria were released, with a variety of changes to the version first put out last summer based on feedback from the field (including districts that started to use them). One notable deletion was the explicit call for elementary math textbooks to not exceed 200 pages in length (and for middle and high school texts not to exceed 500 pages). Another change was to include more precise guidance on how much time should be devoted to the "major work" of the standards, differentiating in particular the K-2 level with that for the middle grades.

Both sets of criteria are endorsed by several prominent organizations that provided feedback, including national groups representing governors, chief state school officers, state boards of education, and large urban districts, as well as Achieve, the Washington-based nonprofit that managed the process for developing the Common Core State Standards.

"These criteria were developed from the perspective that publishers and purchasers are equally responsible for fixing the materials market," the high school document says. 

READ MORE

How NOT to do the Common Core

cross-post from Grant Wiggins' blog
The break-things-into-bits mistake we have been making in education for centuries – happening today with standards

In the just-released Math Publisher’s Criteria document on the Common Core Standards, the authors say this about (bad) curricular decision-making:

“’Fragmenting the Standards into individual standards, or individual bits of standards … produces a sum of parts that is decidedly less than the whole’ (Appendix from the K-8 Publishers’ Criteria). Breaking down standards poses a threat to the focus and coherence of the Standards. It is sometimes helpful or necessary to isolate a part of a compound standard for instruction or assessment, but not always, and not at the expense of the Standards as a whole.

“A drive to break the Standards down into ‘microstandards’ risks making the checklist mentality even worse than it is today. Microstandards would also make it easier for microtasks and microlessons to drive out extended tasks and deep learning. Finally, microstandards could allow for micromanagement: Picture teachers and students being held accountable for ever more discrete performances. If it is bad today when principals force teachers to write the standard of the day on the board, think of how it would be if every single standard turns into three, six, or a dozen or more microstandards. If the Standards are like a tree, then microstandards are like twigs. You can’t build a tree out of twigs, but you can use twigs as kindling to burn down a tree.”

Hallelulah! As readers and friends know, I have been harping on this problem for decades, and especially with regard to mathematics instruction and assessment. So, to have such a clear statement is welcome. Not that I am naïve enough, however, to think that a mere statement will alter some people’s wrong-headed thinking and habits. But this should catch some attention.

Longstanding problem of teaching bits out of context. This problem of turning everything into “microstandards” is a problem of long standing in education. One might even say it is the original sin in curriculum design. Take a complex whole, divide into the simplest and most reductionist bits, string them together and call it a curriculum. Though well-intentioned, it leads to fractured, boring, and useless learning of superficial bits.

Here is John Dewey on the problem – and the false analogy with physical taking apart that it is based on – writing over 100 years ago:

READ MORE...

Free, online, interactive math games for K-5

Looking for resources to help give your students practice in using technology as they engage in mathematical thinking?
TES iboard has 100's of free, online, interactive math games for grades K-5. There are games for each of the K-5 content domains. They are all aligned to the Common Core State Standards for Math.
Check them out now! (Be sure to click through the grades. This link takes you to the Kindergarten math games)