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7/25/2016 4:00:16 PMSeach Results: <?xml version="1.0" encoding="UTF-8" standalone="no"?> <GSP VER="3.2"> <TM>0.281112</TM><Q>differentiation</Q> <PARAM js_escaped_value="012414586328843467846:9xpvoxti6co" name="cx" original_value="012414586328843467846:9xpvoxti6co" url_escaped_value="012414586328843467846%3A9xpvoxti6co" value="012414586328843467846:9xpvoxti6co"></PARAM><PARAM js_escaped_value="google-csbe" name="client" original_value="google-csbe" url_escaped_value="google-csbe" value="google-csbe"></PARAM><PARAM js_escaped_value="xml_no_dtd" name="output" original_value="xml_no_dtd" url_escaped_value="xml_no_dtd" value="xml_no_dtd"></PARAM><PARAM js_escaped_value="10" name="num" original_value="10" url_escaped_value="10" value="10"></PARAM><PARAM js_escaped_value="0" name="start" original_value="0" url_escaped_value="0" value="0"></PARAM><PARAM js_escaped_value="differentiation" name="q" original_value="differentiation" url_escaped_value="differentiation" value="differentiation"></PARAM><PARAM js_escaped_value="AELymgVswcDQp062qeSDGf4lbDBeXWdqbQ-qF6nZHqb4mLgGMGoeeAse3NlT2H0dZMWwaG-_KZ8rPfxka76URzL3Liivb7k42vu-bvJ4WPKsBlFGtumQmJQ" name="adkw" original_value="AELymgVswcDQp062qeSDGf4lbDBeXWdqbQ-qF6nZHqb4mLgGMGoeeAse3NlT2H0dZMWwaG-_KZ8rPfxka76URzL3Liivb7k42vu-bvJ4WPKsBlFGtumQmJQ" url_escaped_value="AELymgVswcDQp062qeSDGf4lbDBeXWdqbQ-qF6nZHqb4mLgGMGoeeAse3NlT2H0dZMWwaG-_KZ8rPfxka76URzL3Liivb7k42vu-bvJ4WPKsBlFGtumQmJQ" value="AELymgVswcDQp062qeSDGf4lbDBeXWdqbQ-qF6nZHqb4mLgGMGoeeAse3NlT2H0dZMWwaG-_KZ8rPfxka76URzL3Liivb7k42vu-bvJ4WPKsBlFGtumQmJQ"></PARAM><PARAM js_escaped_value="en" name="hl" original_value="en" url_escaped_value="en" value="en"></PARAM><PARAM js_escaped_value="UTF-8" name="oe" original_value="UTF-8" url_escaped_value="UTF-8" value="UTF-8"></PARAM><PARAM js_escaped_value="UTF-8" name="ie" original_value="UTF-8" url_escaped_value="UTF-8" value="UTF-8"></PARAM><PARAM js_escaped_value="0" name="boostcse" original_value="0" url_escaped_value="0" value="0"></PARAM><Context><title>NCTM Search</title><total_results>321</total_results><Facet><FacetItem><label>classroom_resource</label><count>0</count><anchor_text>Classroom Resource</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem><FacetItem><label>store</label><count>0</count><anchor_text>Store</anchor_text><label_op>more</label_op></FacetItem></Facet><Facet><FacetItem><label>publication</label><count>0</count><anchor_text>Publication</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem><FacetItem><label>standards</label><count>0</count><anchor_text>Standards</anchor_text><label_op>more</label_op></FacetItem></Facet><Facet><FacetItem><label>news_event</label><count>0</count><anchor_text>News/Event</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem></Facet><Facet><FacetItem><label>professional_development</label><count>0</count><anchor_text>Professional Development</anchor_text><label_op>more</label_op></FacetItem></Facet></Context><RES EN="10" SN="1"> <M>657</M> <NB><NU>/custom?q=differentiation&amp;client=google-csbe&amp;cx=012414586328843467846:9xpvoxti6co&amp;hl=en&amp;boostcse=0&amp;output=xml_no_dtd&amp;ie=UTF-8&amp;oe=UTF-8&amp;prmd=ivnsb&amp;ei=5W-WV_PxC4Lx-QHk9IuwBA&amp;start=10&amp;sa=N</NU></NB> <RG SIZE="10" START="1"></RG><RG SIZE="1" START="1"></RG><R N="1"><U>http://www.nctm.org/Publications/teaching-children-mathematics/2012/Vol19/Issue3/Teacher-Initiated-Differentiation/</U><UE>http://www.nctm.org/Publications/teaching-children-mathematics/2012/Vol19/Issue3/Teacher-Initiated-Differentiation/</UE><T>Teacher-Initiated &lt;b&gt;Differentiation&lt;/b&gt; - National Council of Teachers of ...</T><RK>0</RK><S>Teacher-Initiated &lt;b&gt;Differentiation&lt;/b&gt;. 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This session will explore&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="ikPF_frMig4J" SZ="112k"></C><RT></RT></HAS></R><RG SIZE="1" START="4"></RG><R N="4"><U>http://www.nctm.org/publications/article.aspx?id=34558</U><UE>http://www.nctm.org/publications/article.aspx%3Fid%3D34558</UE><T>Increasing Participation through &lt;b&gt;Differentiation&lt;/b&gt; - National Council of ...</T><RK>0</RK><S>Increasing Participation through &lt;b&gt;Differentiation&lt;/b&gt;. Bridget Christenson and Anita A. &lt;br&gt; Wager. The Balanced Mathematics framework addresses differential needs of&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="86vYSvvHLP8J" SZ="125k"></C><RT></RT></HAS></R><RG SIZE="1" START="5"></RG><R MIME="application/pdf" N="5"><U>https://www.nctm.org/Handlers/AttachmentHandler.ashx?attachmentID=NV%2BmKCl3nM8%3D</U><UE>https://www.nctm.org/Handlers/AttachmentHandler.ashx%3FattachmentID%3DNV%252BmKCl3nM8%253D</UE><T>Why and How to &lt;b&gt;Differentiate&lt;/b&gt; Math Instruction</T><RK>0</RK><S>differences and &lt;b&gt;differentiating&lt;/b&gt; instruction are important processes for ... 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The article discusses his observations and his conclusions and offers a plan&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="t6UduUFTUIQJ" SZ="128k"></C><RT></RT></HAS></R><RG SIZE="1" START="7"></RG><R N="7"><U>https://www.nctm.org/store/Products/%E2%80%9CDifferentiation%E2%80%9D-(focus-10-12-TCM)/</U><UE>https://www.nctm.org/store/Products/%25E2%2580%259CDifferentiation%25E2%2580%259D-(focus-10-12-TCM)/</UE><T>“&lt;b&gt;Differentiation&lt;/b&gt;” (focus 10-12 TCM) - National Council of Teachers of ...</T><RK>0</RK><BYLINEDATE>1317279600</BYLINEDATE><S>Sep 29, 2011 &lt;b&gt;...&lt;/b&gt; The theme of “&lt;b&gt;Differentiation&lt;/b&gt;: High Expectations for All” addresses ways to tailor &lt;br&gt; instruction and adjust current and growing student needs.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="https://www.nctm.org/Handlers/AttachmentHandler.ashx?attachmentID=wZmm7Y3NDB8%3D"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="84"/><Attribute name="height" value="112"/><Attribute name="src" value="https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcTHwx6CEN9QQQCPvyihhWfONbpxmQRo7VFNGJZkp3zsyuNk5kaSuClq9g"/></DataObject></PageMap><HAS><L></L><C CID="W0fuzPV2dM8J" SZ="119k"></C><RT></RT></HAS></R><RG SIZE="1" START="8"></RG><R N="8"><U>http://www.nctm.org/Publications/mathematics-teacher/2004/Vol98/Issue1/Building-Mathematical-Maturity-in-Calculus_-Teaching-Implicit-Differentiation-through-a-Review-of-Functions/</U><UE>http://www.nctm.org/Publications/mathematics-teacher/2004/Vol98/Issue1/Building-Mathematical-Maturity-in-Calculus_-Teaching-Implicit-Differentiation-through-a-Review-of-Functions/</UE><T>Building Mathematical Maturity in Calculus: Teaching Implicit ...</T><RK>0</RK><S>Identifies characteristics of mathematically maturity at the calculus level and &lt;br&gt; provides a project focusing on implicit &lt;b&gt;differentiation&lt;/b&gt; that is designed to build&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="ECS69ITE1ZYJ" SZ="132k"></C><RT></RT></HAS></R><RG SIZE="1" START="9"></RG><R MIME="application/pdf" N="9"><U>http://www.nctm.org/Publications/teaching-children-mathematics/2011/Vol17/Issue8/tcm2011-04-479a_pdf/</U><UE>http://www.nctm.org/Publications/teaching-children-mathematics/2011/Vol17/Issue8/tcm2011-04-479a_pdf/</UE><T>Download PDF</T><RK>0</RK><S>&lt;b&gt;Differentiation&lt;/b&gt; is a way to tailor instruction and adjust the curriculum to meet &lt;br&gt; students&amp;#39; needs. 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7/25/2016 4:00:00 PMSeach Results: <?xml version="1.0" encoding="UTF-8" standalone="no"?> <GSP VER="3.2"> <TM>0.198958</TM><Q>amanda jansen</Q> <PARAM js_escaped_value="012414586328843467846:9xpvoxti6co" name="cx" original_value="012414586328843467846:9xpvoxti6co" url_escaped_value="012414586328843467846%3A9xpvoxti6co" value="012414586328843467846:9xpvoxti6co"></PARAM><PARAM js_escaped_value="google-csbe" name="client" original_value="google-csbe" url_escaped_value="google-csbe" value="google-csbe"></PARAM><PARAM js_escaped_value="xml_no_dtd" name="output" original_value="xml_no_dtd" url_escaped_value="xml_no_dtd" value="xml_no_dtd"></PARAM><PARAM js_escaped_value="10" name="num" original_value="10" url_escaped_value="10" value="10"></PARAM><PARAM js_escaped_value="0" name="start" original_value="0" url_escaped_value="0" value="0"></PARAM><PARAM js_escaped_value="amanda jansen" name="q" original_value="amanda+jansen" url_escaped_value="amanda+jansen" value="amanda jansen"></PARAM><PARAM js_escaped_value="AELymgVe7VGfYLGqzcUX-S8Jm_SK4Ih7q4Zn-PaFHcH_OKWakXgR-ErRvPa6BqTFFgA7LBzjpyoosGrV_NJ-W7P0jRPt32lx3-scv-wJUVpGbamDhD09yXA" name="adkw" original_value="AELymgVe7VGfYLGqzcUX-S8Jm_SK4Ih7q4Zn-PaFHcH_OKWakXgR-ErRvPa6BqTFFgA7LBzjpyoosGrV_NJ-W7P0jRPt32lx3-scv-wJUVpGbamDhD09yXA" url_escaped_value="AELymgVe7VGfYLGqzcUX-S8Jm_SK4Ih7q4Zn-PaFHcH_OKWakXgR-ErRvPa6BqTFFgA7LBzjpyoosGrV_NJ-W7P0jRPt32lx3-scv-wJUVpGbamDhD09yXA" value="AELymgVe7VGfYLGqzcUX-S8Jm_SK4Ih7q4Zn-PaFHcH_OKWakXgR-ErRvPa6BqTFFgA7LBzjpyoosGrV_NJ-W7P0jRPt32lx3-scv-wJUVpGbamDhD09yXA"></PARAM><PARAM js_escaped_value="en" name="hl" original_value="en" url_escaped_value="en" value="en"></PARAM><PARAM js_escaped_value="UTF-8" name="oe" original_value="UTF-8" url_escaped_value="UTF-8" value="UTF-8"></PARAM><PARAM js_escaped_value="UTF-8" name="ie" original_value="UTF-8" url_escaped_value="UTF-8" value="UTF-8"></PARAM><PARAM js_escaped_value="0" name="boostcse" original_value="0" url_escaped_value="0" value="0"></PARAM><Context><title>NCTM Search</title><total_results>26</total_results><Facet><FacetItem><label>classroom_resource</label><count>0</count><anchor_text>Classroom Resource</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem><FacetItem><label>store</label><count>0</count><anchor_text>Store</anchor_text><label_op>more</label_op></FacetItem></Facet><Facet><FacetItem><label>publication</label><count>0</count><anchor_text>Publication</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem><FacetItem><label>standards</label><count>0</count><anchor_text>Standards</anchor_text><label_op>more</label_op></FacetItem></Facet><Facet><FacetItem><label>news_event</label><count>0</count><anchor_text>News/Event</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem></Facet><Facet><FacetItem><label>professional_development</label><count>0</count><anchor_text>Professional Development</anchor_text><label_op>more</label_op></FacetItem></Facet></Context><RES EN="10" SN="1"> <M>25</M> <FI></FI><NB><NU>/custom?q=amanda+jansen&amp;client=google-csbe&amp;cx=012414586328843467846:9xpvoxti6co&amp;hl=en&amp;boostcse=0&amp;output=xml_no_dtd&amp;ie=UTF-8&amp;oe=UTF-8&amp;prmd=ivns&amp;ei=1W-WV7XOJcyq-AGhxbCwBw&amp;start=10&amp;sa=N</NU></NB> <RG SIZE="10" START="1"></RG><RG SIZE="1" START="1"></RG><R N="1"><U>http://www.nctm.org/store/Products/Motivation-Matters-and-Interest-Counts--Fostering-Engagement-in-Mathematics/</U><UE>http://www.nctm.org/store/Products/Motivation-Matters-and-Interest-Counts--Fostering-Engagement-in-Mathematics/</UE><T>Motivation Matters and Interest Counts: Fostering Engagement in ...</T><RK>0</RK><BYLINEDATE>1301641200</BYLINEDATE><S>Apr 1, 2011 &lt;b&gt;...&lt;/b&gt; By &lt;b&gt;Amanda Jansen&lt;/b&gt;, James Middleton. Why do smart people disengage from &lt;br&gt; mathematical pursuits… and how can we reverse the trend?</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="http://www.nctm.org/Handlers/AttachmentHandler.ashx?attachmentID=s0j2n2QTRQQ%3D"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="78"/><Attribute name="height" value="112"/><Attribute name="src" value="https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcRH9sF3bFNc0YWJb1Ueyp0gbj1-qs_kYegOdXxkrYEypFUmimwUP9Uk"/></DataObject></PageMap><HAS><L></L><C CID="NwKaMLp_iSgJ" SZ="132k"></C><RT></RT></HAS></R><RG SIZE="1" START="2"></RG><R N="2"><U>http://www.nctm.org/Publications/Mathematics-Teacher-Educator/2016/Vol4/Issue2/Inviting-Prospective-Teachers-to-Share-Rough-Draft-Mathematical-Thinking/</U><UE>http://www.nctm.org/Publications/Mathematics-Teacher-Educator/2016/Vol4/Issue2/Inviting-Prospective-Teachers-to-Share-Rough-Draft-Mathematical-Thinking/</UE><T>Inviting Prospective Teachers to Share Rough Draft Mathematical ...</T><RK>0</RK><S>Inviting Prospective Teachers to Share Rough Draft Mathematical Thinking. Eva &lt;br&gt; Thanheiser, Portland State University; &lt;b&gt;Amanda Jansen&lt;/b&gt;, University of Delaware.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="zD6_L_4W7hoJ" SZ="221k"></C><RT></RT></HAS></R><RG SIZE="1" START="3"></RG><R MIME="application/pdf" N="3"><U>https://www.nctm.org/Handlers/AttachmentHandler.ashx?attachmentID=9LsU5batAFA%3D</U><UE>https://www.nctm.org/Handlers/AttachmentHandler.ashx%3FattachmentID%3D9LsU5batAFA%253D</UE><T>Foreword</T><RK>0</RK><S>James Middleton and &lt;b&gt;Amanda Jansen&lt;/b&gt; are determined to change that. ... Jansen &lt;br&gt; is a former classroom teacher who has become a researcher in order.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="creationdate" value="D:20110421135553-04&#39;00&#39;"/><Attribute name="creator" value="Adobe InDesign CS4 (6.0.6)"/><Attribute name="moddate" value="D:20110421135633-04&#39;00&#39;"/><Attribute name="producer" value="Adobe PDF Library 9.0"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="x-raw-image:///df8499a896f366009c592907d903de73e8d448d8e53d6957cbef5ed211b2a140"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="96"/><Attribute name="height" value="113"/><Attribute name="src" value="https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcQ9te9FDVKebT_PB_NdpYE6wP637LPbKlX3O4JOHPqlZzshoDRcTmpK"/></DataObject></PageMap><HAS><L></L><C CID="vMfgXuHEJJ4J" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="4"></RG><R N="4"><U>http://www.nctm.org/Publications/Mathematics-Teacher-Educator/2016/Vol4/Issue2/</U><UE>http://www.nctm.org/Publications/Mathematics-Teacher-Educator/2016/Vol4/Issue2/</UE><T>Issue2 - National Council of Teachers of Mathematics</T><RK>0</RK><S>Amanda Milewski, University of Michigan; Sharon Strickland, Texas State ... Eva &lt;br&gt; Thanheiser, Portland State University; &lt;b&gt;Amanda Jansen&lt;/b&gt;, University of Delaware.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="http://www.nctm.org/uploadedImages/Content/sidebar/MTE.png"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="240"/><Attribute name="height" value="204"/><Attribute name="src" value="https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcQfp49SXvDqzNvt0_8p35iRXZ9fBnvsseiCyeleFfsILBpDyDEuWdvw6HA"/></DataObject></PageMap><HAS><L></L><C CID="RSJJKvBfuwsJ" SZ="131k"></C><RT></RT></HAS></R><RG SIZE="1" START="5"></RG><R N="5"><U>http://www.nctm.org/Publications/Journal-for-Research-in-Mathematics-Education/2015/Vol46/Issue5/Index/</U><UE>http://www.nctm.org/Publications/Journal-for-Research-in-Mathematics-Education/2015/Vol46/Issue5/Index/</UE><T>Index - National Council of Teachers of Mathematics</T><RK>0</RK><S>&lt;b&gt;JANSEN&lt;/b&gt;, &lt;b&gt;AMANDA&lt;/b&gt;. Challenging Mathematics Education Researchers to &lt;br&gt; Undertake Grand Problems—A Review of Vital Directions for Mathematics &lt;br&gt; Education&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="PH90eXhRLH0J" SZ="148k"></C><RT></RT></HAS></R><RG SIZE="1" START="6"></RG><R MIME="application/pdf" N="6"><U>https://www.nctm.org/uploadedFiles/Conferences_and_Professional_Development/Research_Conference/2009ResearchProg.pdf</U><UE>https://www.nctm.org/uploadedFiles/Conferences_and_Professional_Development/Research_Conference/2009ResearchProg.pdf</UE><T>Program for the Research Presession</T><RK>0</RK><S>Michigan State University. East Lansing, Michigan. &lt;b&gt;Amanda Jansen&lt;/b&gt;. University of &lt;br&gt; Delaware. Newark, Delaware. Gwen Lloyd. Virginia Polytechnic and State.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="creationdate" value="D:20090305155336-05&#39;00&#39;"/><Attribute name="producer" value="Acrobat Distiller 8.1.0 (Macintosh)"/><Attribute name="moddate" value="D:20090305155934-05&#39;00&#39;"/><Attribute name="title" value="untitled"/></DataObject></PageMap><HAS><L></L><RT></RT></HAS></R><RG SIZE="1" START="7"></RG><R MIME="application/pdf" N="7"><U>https://www.nctm.org/uploadedFiles/Conferences_and_Professional_Development/Research_Conference/2010ResearchProg.pdf</U><UE>https://www.nctm.org/uploadedFiles/Conferences_and_Professional_Development/Research_Conference/2010ResearchProg.pdf</UE><T>Research Presession</T><RK>0</RK><BYLINEDATE>1271746800</BYLINEDATE><S>Apr 20, 2010 &lt;b&gt;...&lt;/b&gt; Arizona State University. Arthur Powell (2009–11), Cochair. Rutgers University. &lt;br&gt; &lt;b&gt;Amanda Jansen&lt;/b&gt; (2008–10), Treasurer. University of Delaware.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="creationdate" value="D:20100308120651-05&#39;00&#39;"/><Attribute name="producer" value="Acrobat Distiller 8.1.0 (Macintosh)"/><Attribute name="moddate" value="D:20100311112353-05&#39;00&#39;"/><Attribute name="title" value="untitled"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="x-raw-image:///3e1962b7743bed67d537134044d3f47890b8345cc5909add59d041d7eace8a06"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="267"/><Attribute name="height" value="189"/><Attribute name="src" value="https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcT5DPapnjSkUv6fnbavMEMtxCItDRcP39JGJKDpcb937KJYUxcVvKwbqOE"/></DataObject></PageMap><HAS><L></L><RT></RT></HAS></R><RG SIZE="1" START="8"></RG><R MIME="application/pdf" N="8"><U>https://www.nctm.org/Handlers/AttachmentHandler.ashx?attachmentID=vU7%2FZEKNpLg%3D</U><UE>https://www.nctm.org/Handlers/AttachmentHandler.ashx%3FattachmentID%3DvU7%252FZEKNpLg%253D</UE><T>Contents</T><RK>0</RK><S>Listening to Mathematics Students&amp;#39; Voices to Assess and Build on Their. &lt;br&gt; Motivation: Learning in Groups .........................................................201. &lt;b&gt;Amanda&lt;/b&gt; &lt;br&gt; &lt;b&gt;Jansen&lt;/b&gt;.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="creationdate" value="D:20110317134549-04&#39;00&#39;"/><Attribute name="creator" value="Adobe InDesign CS3 (5.0.4)"/><Attribute name="moddate" value="D:20110317134621-04&#39;00&#39;"/><Attribute name="producer" value="Adobe PDF Library 8.0"/></DataObject></PageMap><HAS><L></L><C CID="vpn2Z8j6R50J" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="9"></RG><R N="9"><U>http://www.nctm.org/Publications/Mathematics-Teacher-Educator/2016/Vol4/Issue2/EDITORIAL-Is-It-Educative_-The-Importance-of-Reviewers_-Feedback/</U><UE>http://www.nctm.org/Publications/Mathematics-Teacher-Educator/2016/Vol4/Issue2/EDITORIAL-Is-It-Educative_-The-Importance-of-Reviewers_-Feedback/</UE><T>EDITORIAL Is It Educative? The Importance of Reviewers&amp;#39; Feedback ...</T><RK>0</RK><S>In “Inviting Prospective Teachers to Share Rough Draft Mathematical Thinking,” &lt;br&gt; Eva Thanheiser and &lt;b&gt;Amanda Jansen&lt;/b&gt; share a novel approach to supporting&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="http://www.nctm.org/uploadedImages/Publications/Mathematics_Teacher_Educator/2016/Vol4/Issue2/2%20MTE%20Mar2016%20Editorial%20122-125%20rlt_0.jpg"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="253"/><Attribute name="height" value="199"/><Attribute name="src" value="https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcSgl11oOMIxOgpIesWSNFjDGkWUabxDJ8pvdeJx4gN10NtW2RwZhthbBMI"/></DataObject></PageMap><HAS><L></L><C CID="UcivkZT-j2gJ" SZ="173k"></C><RT></RT></HAS></R><RG SIZE="1" START="10"></RG><R N="10"><U>http://www.nctm.org/Publications/journal-for-research-in-mathematics-education/2008/Vol39/Issue1/?ref=1</U><UE>http://www.nctm.org/Publications/journal-for-research-in-mathematics-education/2008/Vol39/Issue1/%3Fref%3D1</UE><T>Issue1 - National Council of Teachers of Mathematics</T><RK>0</RK><S>Jon R. Star, John P. Smith III, and &lt;b&gt;Amanda Jansen&lt;/b&gt;. Research on the impact of &lt;br&gt; Standards-based mathematics and reform calculus curricula has largely focused&lt;br&gt; &amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="M58DitrDEpgJ" SZ="124k"></C><RT></RT></HAS></R></RES> </GSP> 
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Rusty &lt;b&gt;Bresser&lt;/b&gt;, Kathy &lt;br&gt; Melanese, Christine Sphar. Learn how to focus mathematical language on &lt;br&gt; concepts to&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="SArUCwiAZFwJ" SZ="131k"></C><RT></RT></HAS></R><RG SIZE="1" START="2"></RG><R MIME="application/pdf" N="2"><U>http://www.nctm.org/Publications/teaching-children-mathematics/2010/Vol16/Issue9/tcm2010-05-600c_pdf/</U><UE>http://www.nctm.org/Publications/teaching-children-mathematics/2010/Vol16/Issue9/tcm2010-05-600c_pdf/</UE><T>Download PDF</T><RK>0</RK><S>Corner: Engage Families in Meaningful. Mathematics. 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7/25/2016 3:58:55 PMGoogle URL: https://www.google.com/cse?cx=012414586328843467846:9xpvoxti6co&client=google-csbe&output=xml_no_dtd&num=10&start=0&q=equity+for+language+learners+bresser 
7/25/2016 3:57:40 PMSeach Results: <?xml version="1.0" encoding="UTF-8" standalone="no"?> <GSP VER="3.2"> <TM>0.274095</TM><Q>fawn nguyen</Q> <PARAM js_escaped_value="012414586328843467846:9xpvoxti6co" name="cx" original_value="012414586328843467846:9xpvoxti6co" url_escaped_value="012414586328843467846%3A9xpvoxti6co" value="012414586328843467846:9xpvoxti6co"></PARAM><PARAM js_escaped_value="google-csbe" name="client" original_value="google-csbe" url_escaped_value="google-csbe" value="google-csbe"></PARAM><PARAM js_escaped_value="xml_no_dtd" name="output" original_value="xml_no_dtd" url_escaped_value="xml_no_dtd" value="xml_no_dtd"></PARAM><PARAM js_escaped_value="10" name="num" original_value="10" url_escaped_value="10" value="10"></PARAM><PARAM js_escaped_value="0" name="start" original_value="0" url_escaped_value="0" value="0"></PARAM><PARAM js_escaped_value="fawn nguyen" name="q" original_value="fawn+nguyen" url_escaped_value="fawn+nguyen" value="fawn nguyen"></PARAM><PARAM js_escaped_value="AELymgW1SaP9F9kHMrrnvQERHqD7bjvcY-gOos7LKHNMJfpacKUPBvya9zsgP4pGzp_y3d8nyhw8O74YuoQLhOJJS3derVw-G2onvCvEx1trJ_YkqdTQbGY" name="adkw" original_value="AELymgW1SaP9F9kHMrrnvQERHqD7bjvcY-gOos7LKHNMJfpacKUPBvya9zsgP4pGzp_y3d8nyhw8O74YuoQLhOJJS3derVw-G2onvCvEx1trJ_YkqdTQbGY" url_escaped_value="AELymgW1SaP9F9kHMrrnvQERHqD7bjvcY-gOos7LKHNMJfpacKUPBvya9zsgP4pGzp_y3d8nyhw8O74YuoQLhOJJS3derVw-G2onvCvEx1trJ_YkqdTQbGY" value="AELymgW1SaP9F9kHMrrnvQERHqD7bjvcY-gOos7LKHNMJfpacKUPBvya9zsgP4pGzp_y3d8nyhw8O74YuoQLhOJJS3derVw-G2onvCvEx1trJ_YkqdTQbGY"></PARAM><PARAM js_escaped_value="en" name="hl" original_value="en" url_escaped_value="en" value="en"></PARAM><PARAM js_escaped_value="UTF-8" name="oe" original_value="UTF-8" url_escaped_value="UTF-8" value="UTF-8"></PARAM><PARAM js_escaped_value="UTF-8" name="ie" original_value="UTF-8" url_escaped_value="UTF-8" value="UTF-8"></PARAM><PARAM js_escaped_value="0" name="boostcse" original_value="0" url_escaped_value="0" value="0"></PARAM><Context><title>NCTM Search</title><total_results>6</total_results><Facet><FacetItem><label>classroom_resource</label><count>0</count><anchor_text>Classroom Resource</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem><FacetItem><label>store</label><count>0</count><anchor_text>Store</anchor_text><label_op>more</label_op></FacetItem></Facet><Facet><FacetItem><label>publication</label><count>0</count><anchor_text>Publication</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem><FacetItem><label>standards</label><count>0</count><anchor_text>Standards</anchor_text><label_op>more</label_op></FacetItem></Facet><Facet><FacetItem><label>news_event</label><count>0</count><anchor_text>News/Event</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem></Facet><Facet><FacetItem><label>professional_development</label><count>0</count><anchor_text>Professional Development</anchor_text><label_op>more</label_op></FacetItem></Facet></Context><RES EN="6" SN="1"> <M>6</M> <XT></XT> <RG SIZE="6" START="1"></RG><RG SIZE="1" START="1"></RG><R N="1"><U>http://www.nctm.org/About/President,-Board-and-Committees/Committees-and-Appointees/Professional-Development-Services-Committee-(PDSC)/</U><UE>http://www.nctm.org/About/President,-Board-and-Committees/Committees-and-Appointees/Professional-Development-Services-Committee-(PDSC)/</UE><T>Professional Development Services Committee (PDSC) - National ...</T><RK>0</RK><S>2014-2017. Grace Kelemanik - Member Natick, MA 2014-2017. James Lynn - &lt;br&gt; Member Chicago, IL 2015-2018. &lt;b&gt;Fawn Nguyen&lt;/b&gt; - Member Oxnard, CA 2015-2018&lt;br&gt; .</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="qJabBEExINsJ" SZ="111k"></C><RT></RT></HAS></R><RG SIZE="1" START="2"></RG><R MIME="application/pdf" N="2"><U>http://www.nctm.org/uploadedFiles/Conferences_and_Professional_Development/Institutes/Grades_3-8_Mathematical_Practices/K-8%20Session%20Descriptions%20Website.pdf</U><UE>http://www.nctm.org/uploadedFiles/Conferences_and_Professional_Development/Institutes/Grades_3-8_Mathematical_Practices/K-8%2520Session%2520Descriptions%2520Website.pdf</UE><T>Workshop Descriptions</T><RK>0</RK><S>We will wrap up our session by looking at the key concepts in ratios and &lt;br&gt; proportions that are covered before and after grades 6–8. Facilitator: &lt;b&gt;Fawn&lt;/b&gt; &lt;br&gt; &lt;b&gt;Nguyen&lt;/b&gt;&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="author" value="Kristin Keith"/><Attribute name="creator" value="Microsoft® Word 2013"/><Attribute name="creationdate" value="D:20160513091949-04&#39;00&#39;"/><Attribute name="moddate" value="D:20160513091949-04&#39;00&#39;"/><Attribute name="producer" value="Microsoft® Word 2013"/></DataObject></PageMap><HAS><L></L><C CID="2_sxxduDXdQJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="3"></RG><R N="3"><U>http://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/Blog/Head-Tech/</U><UE>http://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/Blog/Head-Tech/</UE><T>Head Tech - National Council of Teachers of Mathematics</T><RK>0</RK><BYLINEDATE>1410764400</BYLINEDATE><S>Sep 15, 2014 &lt;b&gt;...&lt;/b&gt; Here&amp;#39;s a post on the Desmos blog by Lee Bissett about using it in a middle school&lt;br&gt; , and there are several &lt;b&gt;Fawn Nguyen&lt;/b&gt; posts on using Desmos&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="http://www.nctm.org/uploadedImages/Publications/mathematics_teaching_in_middle_school/MTMS_Blog/MTMS-Blog-2014-09-15-Art01.png?n=3947"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="307"/><Attribute name="height" value="164"/><Attribute name="src" value="https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcSTpdkb_q9xuBuqBwnLNEBdstmlwEup3JFrcY3TjxuiJ6TLLYrWtayGKqk"/></DataObject></PageMap><HAS><L></L><C CID="GFaKKRiGSm4J" SZ="123k"></C><RT></RT></HAS></R><RG SIZE="1" START="4"></RG><R N="4"><U>http://www.nctm.org/Conferences-and-Professional-Development/Annual-Meeting-and-Exposition/Annual-Meeting-Networking-Lounge/</U><UE>http://www.nctm.org/Conferences-and-Professional-Development/Annual-Meeting-and-Exposition/Annual-Meeting-Networking-Lounge/</UE><T>2015 NCTM Networking Lounge - National Council of Teachers of ...</T><RK>0</RK><BYLINEDATE>1460617200</BYLINEDATE><S>Apr 14, 2016 &lt;b&gt;...&lt;/b&gt; 2:30pm - 2:50pm. Topic, Conway Tangles. Host, &lt;b&gt;Fawn Nguyen&lt;/b&gt;. 3:00pm - 3:20pm. &lt;br&gt; Topic, The 35 Game… And Its Connections to Algebra.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="d7oxmISnwIgJ" SZ="134k"></C><RT></RT></HAS></R><RG SIZE="1" START="5"></RG><R N="5"><U>https://www.nctm.org/Innov8FAQ/</U><UE>https://www.nctm.org/Innov8FAQ/</UE><T>FAQs - National Council of Teachers of Mathematics</T><RK>0</RK><S>What is the Innov8 conference? 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Nonmember With Membership, $440, &lt;br&gt; $480.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="l1lbOWXBpqcJ" SZ="121k"></C><RT></RT></HAS></R></RES> </GSP> 
7/25/2016 3:57:39 PMGoogle URL: https://www.google.com/cse?cx=012414586328843467846:9xpvoxti6co&client=google-csbe&output=xml_no_dtd&num=10&start=0&q=fawn+nguyen 
7/25/2016 3:56:16 PMSeach Results: <?xml version="1.0" encoding="UTF-8" standalone="no"?> <GSP VER="3.2"> <TM>0.401883</TM><Q>making sense of fractions and percentages</Q> <PARAM js_escaped_value="012414586328843467846:9xpvoxti6co" name="cx" original_value="012414586328843467846:9xpvoxti6co" url_escaped_value="012414586328843467846%3A9xpvoxti6co" value="012414586328843467846:9xpvoxti6co"></PARAM><PARAM js_escaped_value="google-csbe" name="client" original_value="google-csbe" url_escaped_value="google-csbe" value="google-csbe"></PARAM><PARAM js_escaped_value="xml_no_dtd" name="output" original_value="xml_no_dtd" url_escaped_value="xml_no_dtd" value="xml_no_dtd"></PARAM><PARAM js_escaped_value="10" name="num" original_value="10" url_escaped_value="10" value="10"></PARAM><PARAM js_escaped_value="0" name="start" original_value="0" url_escaped_value="0" value="0"></PARAM><PARAM js_escaped_value="making sense of fractions and percentages" name="q" original_value="making+sense+of+fractions+and+percentages" url_escaped_value="making+sense+of+fractions+and+percentages" value="making sense of fractions and percentages"></PARAM><PARAM js_escaped_value="AELymgUxlNUALdIqLk1vDI6YB06Pg_yYDr3MK-kFuWVHBcNMFnVJ3qdBl5o8TwuJDdlzSjkYWakP77rXLMfNqEMq2WGslN3-mmguEQ00FyBF_3ZCUsLIVVQ" name="adkw" original_value="AELymgUxlNUALdIqLk1vDI6YB06Pg_yYDr3MK-kFuWVHBcNMFnVJ3qdBl5o8TwuJDdlzSjkYWakP77rXLMfNqEMq2WGslN3-mmguEQ00FyBF_3ZCUsLIVVQ" url_escaped_value="AELymgUxlNUALdIqLk1vDI6YB06Pg_yYDr3MK-kFuWVHBcNMFnVJ3qdBl5o8TwuJDdlzSjkYWakP77rXLMfNqEMq2WGslN3-mmguEQ00FyBF_3ZCUsLIVVQ" value="AELymgUxlNUALdIqLk1vDI6YB06Pg_yYDr3MK-kFuWVHBcNMFnVJ3qdBl5o8TwuJDdlzSjkYWakP77rXLMfNqEMq2WGslN3-mmguEQ00FyBF_3ZCUsLIVVQ"></PARAM><PARAM js_escaped_value="en" name="hl" original_value="en" url_escaped_value="en" value="en"></PARAM><PARAM js_escaped_value="UTF-8" name="oe" original_value="UTF-8" url_escaped_value="UTF-8" value="UTF-8"></PARAM><PARAM js_escaped_value="UTF-8" name="ie" original_value="UTF-8" url_escaped_value="UTF-8" value="UTF-8"></PARAM><PARAM js_escaped_value="0" name="boostcse" original_value="0" url_escaped_value="0" value="0"></PARAM><Context><title>NCTM Search</title><total_results>57</total_results><Facet><FacetItem><label>classroom_resource</label><count>0</count><anchor_text>Classroom Resource</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem><FacetItem><label>store</label><count>0</count><anchor_text>Store</anchor_text><label_op>more</label_op></FacetItem></Facet><Facet><FacetItem><label>publication</label><count>0</count><anchor_text>Publication</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem><FacetItem><label>standards</label><count>0</count><anchor_text>Standards</anchor_text><label_op>more</label_op></FacetItem></Facet><Facet><FacetItem><label>news_event</label><count>0</count><anchor_text>News/Event</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem></Facet><Facet><FacetItem><label>professional_development</label><count>0</count><anchor_text>Professional Development</anchor_text><label_op>more</label_op></FacetItem></Facet></Context><RES EN="10" SN="1"> <M>79</M> <NB><NU>/custom?q=making+sense+of+fractions+and+percentages&amp;client=google-csbe&amp;cx=012414586328843467846:9xpvoxti6co&amp;hl=en&amp;boostcse=0&amp;output=xml_no_dtd&amp;ie=UTF-8&amp;oe=UTF-8&amp;prmd=ivns&amp;ei=9W6WV-7nF4n1-AHoqKyAAQ&amp;start=10&amp;sa=N</NU></NB> <RG SIZE="10" START="1"></RG><RG SIZE="1" START="1"></RG><R N="1"><U>http://www.nctm.org/publications/article.aspx?id=32644</U><UE>http://www.nctm.org/publications/article.aspx%3Fid%3D32644</UE><T>&lt;b&gt;Making Sense of Fractions and Percentages&lt;/b&gt; - National Council of ...</T><RK>0</RK><S>&lt;b&gt;Making Sense of Fractions and Percentages&lt;/b&gt;. David J. Whitin and Phyllis Whitin. &lt;br&gt; Constructing pie charts furnishes fifth graders with a meaningful context in a&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="nmetxXR1VHgJ" SZ="132k"></C><RT></RT></HAS></R><RG SIZE="1" START="2"></RG><R MIME="application/pdf" N="2"><U>http://www.nctm.org/uploadedFiles/Journals_and_Books/More4U/Putting_Essential_Understanding_of_Fractions_into_Practice_in_Grades_3-5/Appendix%202.pdf</U><UE>http://www.nctm.org/uploadedFiles/Journals_and_Books/More4U/Putting_Essential_Understanding_of_Fractions_into_Practice_in_Grades_3-5/Appendix%25202.pdf</UE><T>Appendix 2</T><RK>0</RK><S>Advancing children&amp;#39;s strategies for solving fraction word problems and equa- &lt;br&gt; tions from direct .... “&lt;b&gt;Making Sense of Fractions and Percentages&lt;/b&gt;.” Teaching&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="creationdate" value="D:20130411090432-04&#39;00&#39;"/><Attribute name="creator" value="Adobe InDesign CS5 (7.0.4)"/><Attribute name="moddate" value="D:20130411090432-04&#39;00&#39;"/><Attribute name="producer" value="Adobe PDF Library 9.9"/></DataObject></PageMap><HAS><L></L><C CID="tQUqqGLJ7VoJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="3"></RG><R N="3"><U>http://www.nctm.org/Conferences-and-Professional-Development/Professional-Development-Guides-(Reflection-Guides)/10-Practical-Tips-for-Making-Fractions-Come-Alive-and-Make-Sense/</U><UE>http://www.nctm.org/Conferences-and-Professional-Development/Professional-Development-Guides-(Reflection-Guides)/10-Practical-Tips-for-Making-Fractions-Come-Alive-and-Make-Sense/</UE><T>10 Practical Tips for &lt;b&gt;Making Fractions&lt;/b&gt; Come Alive and Make &lt;b&gt;Sense&lt;/b&gt; ...</T><RK>0</RK><S>&lt;b&gt;Fractions&lt;/b&gt; are difficult to teach and learn, but they should not be viewed as a lost &lt;br&gt; cause. Ten suggestions, based on research and classroom practice that make&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="5kD44AbduoEJ" SZ="111k"></C><RT></RT></HAS></R><RG SIZE="1" START="4"></RG><R N="4"><U>http://www.nctm.org/publications/article.aspx?id=19731</U><UE>http://www.nctm.org/publications/article.aspx%3Fid%3D19731</UE><T>Concentration: Connecting &lt;b&gt;Fractions&lt;/b&gt;, Decimals, and &lt;b&gt;Percents&lt;/b&gt; ...</T><RK>0</RK><S>Students create a game of concentration using &lt;b&gt;fractions&lt;/b&gt;, decimals, &lt;b&gt;percents&lt;/b&gt;, and &lt;br&gt; circle graphs. ... A Balancing Act: &lt;b&gt;Making Sense of&lt;/b&gt; Algebra. Students think and&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="Q_knWrI4UO0J" SZ="129k"></C><RT></RT></HAS></R><RG SIZE="1" START="5"></RG><R N="5"><U>http://www.nctm.org/tcm_blog/critical_foundations_part_3/</U><UE>http://www.nctm.org/tcm_blog/critical_foundations_part_3/</UE><T>Critical Foundations, Part 3- &lt;b&gt;Fraction&lt;/b&gt; Equivalence - National Council ...</T><RK>0</RK><BYLINEDATE>1424073600</BYLINEDATE><S>Feb 16, 2015 &lt;b&gt;...&lt;/b&gt; Create a &lt;b&gt;fraction and percent&lt;/b&gt; equivalent to 0.4 ... those proportional relationships &lt;br&gt; by &lt;b&gt;making sense of&lt;/b&gt; the patterns revealed on the number lines&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="http://www.nctm.org/uploadedImages/Publications/teaching_children_mathematics/TCM_Blog/2015_02_16-Fennell_3_FIG_1_revised.png"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="183"/><Attribute name="height" value="275"/><Attribute name="src" value="https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcRCzBLwxSViceOreYzeQbM2vrx9HARImfO27oWvr5VG5RJSMdjX8goHL4u9"/></DataObject></PageMap><HAS><L></L><C CID="bYWVIlbvXWkJ" SZ="125k"></C><RT></RT></HAS></R><RG SIZE="1" START="6"></RG><R N="6"><U>http://www.nctm.org/News-and-Calendar/Messages-from-the-President/Archive/Skip-Fennell/Fractions-Are-Foundational/</U><UE>http://www.nctm.org/News-and-Calendar/Messages-from-the-President/Archive/Skip-Fennell/Fractions-Are-Foundational/</UE><T>&lt;b&gt;Fractions&lt;/b&gt; Are Foundational - National Council of Teachers of ...</T><RK>0</RK><S>&lt;b&gt;Fractions&lt;/b&gt; are a student&amp;#39;s first introduction to abstraction in mathematics and, as &lt;br&gt; such, provide ... Focus in High School Mathematics: Reasoning and &lt;b&gt;Sense&lt;/b&gt; &lt;br&gt; &lt;b&gt;Making&lt;/b&gt; ... of rational numbers that we typically call &lt;b&gt;fractions&lt;/b&gt;, decimals, and &lt;br&gt; &lt;b&gt;percents&lt;/b&gt;.) ... As students develop a &lt;b&gt;sense of fractions&lt;/b&gt;, they will also recognize &lt;br&gt; that they must&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="http://www.nctm.org/uploadedImages/News_and_Calendar/Presidents_Corner/Presidents_Messages/thumb_Fennell_Skip-100x140.jpg"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="72"/><Attribute name="height" value="102"/><Attribute name="src" value="https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcTSjwUFRKhl-AqeSgMce_OiHDVy9HwRsxupJWsQFCLEKXLuhOGEP-b-ww"/></DataObject></PageMap><HAS><L></L><C CID="u6atsVALCxAJ" SZ="106k"></C><RT></RT></HAS></R><RG SIZE="1" START="7"></RG><R MIME="application/pdf" N="7"><U>http://www.nctm.org/Publications/mathematics-teaching-in-middle-school/2012/Vol18/Issue1/mtms2012-08-17a_pdf/</U><UE>http://www.nctm.org/Publications/mathematics-teaching-in-middle-school/2012/Vol18/Issue1/mtms2012-08-17a_pdf/</UE><T>rational number &lt;b&gt;sense&lt;/b&gt;</T><RK>0</RK><S>improve students&amp;#39; rational number &lt;b&gt;sense&lt;/b&gt;. ... tions, ratios, rates, &lt;b&gt;percentages&lt;/b&gt;, and &lt;br&gt; decimals? For instance ... of &lt;b&gt;making&lt;/b&gt; copies of a unit &lt;b&gt;fraction&lt;/b&gt; to make a whole),.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="creationdate" value="D:20120718120313-04&#39;00&#39;"/><Attribute name="creator" value="Adobe InDesign CS5 (7.0.4)"/><Attribute name="moddate" value="D:20120718120315-04&#39;00&#39;"/><Attribute name="producer" value="Adobe PDF Library 9.9"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="x-raw-image:///726550594769cf8702c7d195c0b3bbea645d67ca546155b4bbb9ccb91a481104"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="230"/><Attribute name="height" value="220"/><Attribute name="src" value="https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcShogpEZJ26esgZt22wyDEmLRK9BFjXe6seIf8r7XmdurZKyHTzjKKQNy7v"/></DataObject></PageMap><HAS><L></L><C CID="kq-d2u_VAJUJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="8"></RG><R N="8"><U>http://www.nctm.org/Publications/teaching-children-mathematics/2012/Vol18/Issue8/?ref=1</U><UE>http://www.nctm.org/Publications/teaching-children-mathematics/2012/Vol18/Issue8/%3Fref%3D1</UE><T>Issue8 - National Council of Teachers of Mathematics</T><RK>0</RK><S>&lt;b&gt;Making Sense of Fractions and Percentages&lt;/b&gt;. David J. Whitin and Phyllis Whitin. &lt;br&gt; Constructing pie charts furnishes fifth graders with a meaningful context in a&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="0zZpHMcffeQJ" SZ="136k"></C><RT></RT></HAS></R><RG SIZE="1" START="9"></RG><R N="9"><U>https://www.nctm.org/store/Products/%E2%80%9CRational-Number-Sense%E2%80%9D-(focus-2-14-MTMS)/</U><UE>https://www.nctm.org/store/Products/%25E2%2580%259CRational-Number-Sense%25E2%2580%259D-(focus-2-14-MTMS)/</UE><T>“Rational Number &lt;b&gt;Sense&lt;/b&gt;” (focus 2-14 MTMS) - National Council of ...</T><RK>0</RK><BYLINEDATE>1359532800</BYLINEDATE><S>Jan 30, 2013 &lt;b&gt;...&lt;/b&gt; &lt;b&gt;Making sense of&lt;/b&gt; ratios also requires part-part thinking and ... in their myriad forms&lt;br&gt; , such as &lt;b&gt;fractions&lt;/b&gt;, ratios, rates, &lt;b&gt;percentages&lt;/b&gt;, and decimals?</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="https://www.nctm.org/Handlers/AttachmentHandler.ashx?attachmentID=apAUXazsiPM%3D"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="84"/><Attribute name="height" value="112"/><Attribute name="src" value="https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcRRIwm7UO-xqfPv410pyMNtpoKuE9v6MDdD4QCBzQ3JxMlDszfeiX6P"/></DataObject></PageMap><HAS><L></L><C CID="Q8Jnup7CqnAJ" SZ="123k"></C><RT></RT></HAS></R><RG SIZE="1" START="10"></RG><R MIME="application/pdf" N="10"><U>http://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/2015/Vol21/Issue4/mtms2015-11-208a/</U><UE>http://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/2015/Vol21/Issue4/mtms2015-11-208a/</UE><T>12 Math Rules That Expire in the Middle Grades</T><RK>0</RK><S>instruction focused on &lt;b&gt;sense making&lt;/b&gt; ... Reasoning. &lt;b&gt;Percentage&lt;/b&gt; of Students. &lt;br&gt; Choosing ... &lt;b&gt;fractions&lt;/b&gt;. Additionally, these mne- monics and sayings do not &lt;br&gt; promote.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="author" value="Karen S. Karp, Sarah B. Bush, and Barbara J. 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Who &lt;b&gt;struggle&lt;/b&gt; with Math. John Tapper, 2012. &lt;br&gt; Gr. 6−8. 256 pp., $35.95 paper. ISBN 978-. 1-935099-33-8. Math Solutions;.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="creationdate" value="D:20130919142820-04&#39;00&#39;"/><Attribute name="creator" value="Adobe InDesign CS5 (7.0.4)"/><Attribute name="moddate" value="D:20130919143744-04&#39;00&#39;"/><Attribute name="producer" value="Adobe PDF Library 9.9"/><Attribute name="subject" value="Reviews of current mathematics books and products from NCTM and other publishers."/><Attribute name="title" value="Window on Resources"/></DataObject></PageMap><HAS><L></L><C CID="cU2SJQAq2gMJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="2"></RG><R N="22"><U>https://www.nctm.org/mtms-blog/</U><UE>https://www.nctm.org/mtms-blog/</UE><T>MTMS Blog</T><RK>0</RK><S>Middle school &lt;b&gt;students&lt;/b&gt; desperately want to be heard, but on their own terms. .... &lt;br&gt; of her &lt;b&gt;students&lt;/b&gt; who were &lt;b&gt;struggling&lt;/b&gt; with their basic facts, mainly multiplication.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="http://www.nctm.org/uploadedImages/Content/Ads/mtmsblog-ad.jpg"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="225"/><Attribute name="height" value="225"/><Attribute name="src" value="https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcQDpXDwXdmxO7mI_tqqiNkW4z_2u_ra8zQeOSWpu9ztmUiipgWK5o4L_pUU"/></DataObject></PageMap><HAS><L></L><C CID="S_WTN6Gd608J" SZ="153k"></C><RT></RT></HAS></R><RG SIZE="1" START="3"></RG><R N="23"><U>http://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/2015/Vol20/Issue9/Enhancing-Students_-Understanding-of-Square-Roots/</U><UE>http://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/2015/Vol20/Issue9/Enhancing-Students_-Understanding-of-Square-Roots/</UE><T>Enhancing &lt;b&gt;Students&lt;/b&gt;&amp;#39; Understanding of Square Roots - National ...</T><RK>0</RK><S>20 9 2015-05-01 &lt;b&gt;Students&lt;/b&gt; enrolled in a middle school prealgebra or algebra &lt;br&gt; course often &lt;b&gt;struggle&lt;/b&gt; to conceptualize and understand the meaning of radical&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="cFsYlUq1p4oJ" SZ="147k"></C><RT></RT></HAS></R><RG SIZE="1" START="4"></RG><R MIME="application/pdf" N="24"><U>https://www.nctm.org/Handlers/AttachmentHandler.ashx?attachmentID=i%2BvP6PIYLAo%3D</U><UE>https://www.nctm.org/Handlers/AttachmentHandler.ashx%3FattachmentID%3Di%252BvP6PIYLAo%253D</UE><T>Preface (PDF)</T><RK>0</RK><S>2008 cited scientific research linking improvement in student performance to ... &lt;br&gt; scaffolding that &lt;b&gt;struggling students&lt;/b&gt; might need, as well as revising it to offer the&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="creationdate" value="D:20110407164228-04&#39;00&#39;"/><Attribute name="creator" value="Adobe InDesign CS3 (5.0.4)"/><Attribute name="producer" value="Adobe PDF Library 8.0"/><Attribute name="moddate" value="D:20110407164238-04&#39;00&#39;"/></DataObject></PageMap><HAS><L></L><C CID="V9e5f9_8fG4J" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="5"></RG><R N="25"><U>https://www.nctm.org/Innov8FAQ/</U><UE>https://www.nctm.org/Innov8FAQ/</UE><T>FAQs - National Council of Teachers of Mathematics</T><RK>0</RK><S>What is the Innov8 conference? Innov8 is a new conference experience &lt;br&gt; designed to support district and building mathematics teachers and teams in &lt;br&gt; identifying,&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="ectEQAWSjecJ" SZ="157k"></C><RT></RT></HAS></R><RG SIZE="1" START="6"></RG><R MIME="application/vnd.openxmlformats-officedocument.presentationml.presentation" N="26"><U>http://www.nctm.org/uploadedFiles/About/President,_Board_and_Committees/Board_Materials/Briars%20STEMCON%204-8-16%20ppt.pptx</U><UE>http://www.nctm.org/uploadedFiles/About/President,_Board_and_Committees/Board_Materials/Briars%2520STEMCON%25204-8-16%2520ppt.pptx</UE><T>Turn High Quality Standards into Successful STEM Learning</T><RK>0</RK><BYLINEDATE>1460790000</BYLINEDATE><S>Apr 16, 2016 &lt;b&gt;...&lt;/b&gt; Engaging &lt;b&gt;Students&lt;/b&gt; in Learning: Mathematical Practices, Grades K-8 ... &lt;br&gt; Supporting productive &lt;b&gt;struggle&lt;/b&gt;; Motivating the &lt;b&gt;struggling&lt;/b&gt; learner.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="author" value="Ken Krehbiel"/><Attribute name="last saved by" value="Diane"/><Attribute name="revision number" value="464"/><Attribute name="creation date" value="3/11/2014 13:01:44"/><Attribute name="last saved date" value="4/8/2016 18:07:59"/><Attribute name="edit minutes" value="10221"/><Attribute name="word count" value="2727"/><Attribute name="source" value="Microsoft Office PowerPoint"/><Attribute name="presentation format" value="On-screen Show (4:3)"/><Attribute name="count paragraphs" value="486"/><Attribute name="slides" value="62"/><Attribute name="slide notes" value="52"/><Attribute name="hidden slides" value="0"/><Attribute name="multimedia clips" value="0"/><Attribute name="scale crop" value="no"/><Attribute name="links up to date" value="no"/><Attribute name="shared doc" value="no"/><Attribute name="links dirty" value="no"/><Attribute name="application version" value="15.0000"/></DataObject></PageMap><HAS><L></L><C CID="PkO6bIIE8U8J" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="7"></RG><R N="27"><U>http://www.nctm.org/publications/mathematics-teacher/2015/vol108/issue8/missing-the-promise-of-mathematical-modeling/</U><UE>http://www.nctm.org/publications/mathematics-teacher/2015/vol108/issue8/missing-the-promise-of-mathematical-modeling/</UE><T>Missing the Promise Of Mathematical Modeling - National Council of ...</T><RK>0</RK><S>&lt;b&gt;Students&lt;/b&gt; are &lt;b&gt;struggling&lt;/b&gt; to meet new standards for mathematics learning, and &lt;br&gt; parents are &lt;b&gt;struggling&lt;/b&gt; to understand how to help them. Teachers are growing in&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="http://www.nctm.org/uploadedImages/Publications/mathematics_teacher/2015/Vol108/Issue8/pp%20578-583%20F-Meyer_copy_0(2).jpg"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="265"/><Attribute name="height" value="190"/><Attribute name="src" value="https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcRh2DLbnUaNs7r2eUheaQCpb65pV032LkmKbd403UeeA9HK4VfU8a1TanE"/></DataObject></PageMap><HAS><L></L><C CID="Ftxe6rZlzG0J" SZ="177k"></C><RT></RT></HAS></R><RG SIZE="1" START="8"></RG><R MIME="application/pdf" N="28"><U>https://www.nctm.org/Handlers/AttachmentHandler.ashx?attachmentID=7KcZDcN3QRQ%3D</U><UE>https://www.nctm.org/Handlers/AttachmentHandler.ashx%3FattachmentID%3D7KcZDcN3QRQ%253D</UE><T>Table of Contents (PDF)</T><RK>0</RK><S>2 Universal Screening for Students in Mathematics for the. Primary Grades: The &lt;br&gt; ... Achievement of &lt;b&gt;Struggling Students&lt;/b&gt;: Evidence from Chicago. Public Schools.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="creationdate" value="D:20111003141417-04&#39;00&#39;"/><Attribute name="author" value="imac2"/><Attribute name="creator" value="QuarkXPress 7.5"/><Attribute name="producer" value="Acrobat Distiller 8.0.0 (Macintosh)"/><Attribute name="moddate" value="D:20111003141432-04&#39;00&#39;"/><Attribute name="title" value="Gersten_00FM_F:7 x 10"/></DataObject></PageMap><HAS><L></L><C CID="hQ_ndXeg4QAJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="9"></RG><R N="29"><U>https://www.nctm.org/annualpreconf/</U><UE>https://www.nctm.org/annualpreconf/</UE><T>Preconference Workshops - National Council of Teachers of ...</T><RK>0</RK><BYLINEDATE>1460530800</BYLINEDATE><S>Apr 13, 2016 &lt;b&gt;...&lt;/b&gt; Help &lt;b&gt;struggling students&lt;/b&gt; develop the skills and habits that will increase their &lt;br&gt; understanding of mathematical concepts. Review the structure and&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="OfLeoy0hbGcJ" SZ="111k"></C><RT></RT></HAS></R><RG SIZE="1" START="10"></RG><R MIME="application/pdf" N="30"><U>https://www.nctm.org/Handlers/AttachmentHandler.ashx?attachmentID=QuT1ZdCsVF8%3D</U><UE>https://www.nctm.org/Handlers/AttachmentHandler.ashx%3FattachmentID%3DQuT1ZdCsVF8%253D</UE><T>Read an Excerpt (PDF)</T><RK>0</RK><S>3 students who were struggling with the material she was presenting. ..... &lt;br&gt; interventions to supplement the mathematics program for &lt;b&gt;struggling students&lt;/b&gt; &lt;br&gt; through&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="creationdate" value="D:20110707184530+05&#39;30&#39;"/><Attribute name="author" value="imac2"/><Attribute name="creator" value="QuarkXPress 7.5"/><Attribute name="producer" value="Acrobat Distiller 8.0.0 (Macintosh)"/><Attribute name="moddate" value="D:20111003141619-04&#39;00&#39;"/><Attribute name="title" value="Gersten_CH01_F:7 x 10"/></DataObject></PageMap><HAS><L></L><C CID="WV2rE_dV-5YJ" SZ=""></C><RT></RT></HAS></R></RES> </GSP> 
7/25/2016 3:55:45 PMGoogle URL: https://www.google.com/cse?cx=012414586328843467846:9xpvoxti6co&client=google-csbe&output=xml_no_dtd&num=10&start=20&q=struggling+students 
7/25/2016 3:55:15 PMSeach Results: <?xml version="1.0" encoding="UTF-8" standalone="no"?> <GSP VER="3.2"> <TM>0.286599</TM><Q>identifying fractions and decimals on the number line</Q> <PARAM js_escaped_value="012414586328843467846:9xpvoxti6co" name="cx" original_value="012414586328843467846:9xpvoxti6co" url_escaped_value="012414586328843467846%3A9xpvoxti6co" value="012414586328843467846:9xpvoxti6co"></PARAM><PARAM js_escaped_value="google-csbe" name="client" original_value="google-csbe" url_escaped_value="google-csbe" value="google-csbe"></PARAM><PARAM js_escaped_value="xml_no_dtd" name="output" original_value="xml_no_dtd" url_escaped_value="xml_no_dtd" value="xml_no_dtd"></PARAM><PARAM js_escaped_value="10" name="num" original_value="10" url_escaped_value="10" value="10"></PARAM><PARAM js_escaped_value="0" name="start" original_value="0" url_escaped_value="0" value="0"></PARAM><PARAM js_escaped_value="identifying fractions and decimals on the number line" name="q" original_value="identifying+fractions+and+decimals+on+the+number+line" url_escaped_value="identifying+fractions+and+decimals+on+the+number+line" value="identifying fractions and decimals on the number line"></PARAM><PARAM js_escaped_value="AELymgUNlnX1t9RIGGV732K1pmubSSnreRCj0lYZ2yJL1vx6nHcor7P5YVzuNXKQbfdnIzWm16bC3Q6l-aDmgHYNFg1dFCLdX5wlnzyuP6nKNo8tyNwAhZ8" name="adkw" original_value="AELymgUNlnX1t9RIGGV732K1pmubSSnreRCj0lYZ2yJL1vx6nHcor7P5YVzuNXKQbfdnIzWm16bC3Q6l-aDmgHYNFg1dFCLdX5wlnzyuP6nKNo8tyNwAhZ8" url_escaped_value="AELymgUNlnX1t9RIGGV732K1pmubSSnreRCj0lYZ2yJL1vx6nHcor7P5YVzuNXKQbfdnIzWm16bC3Q6l-aDmgHYNFg1dFCLdX5wlnzyuP6nKNo8tyNwAhZ8" value="AELymgUNlnX1t9RIGGV732K1pmubSSnreRCj0lYZ2yJL1vx6nHcor7P5YVzuNXKQbfdnIzWm16bC3Q6l-aDmgHYNFg1dFCLdX5wlnzyuP6nKNo8tyNwAhZ8"></PARAM><PARAM js_escaped_value="en" name="hl" original_value="en" url_escaped_value="en" value="en"></PARAM><PARAM js_escaped_value="UTF-8" name="oe" original_value="UTF-8" url_escaped_value="UTF-8" value="UTF-8"></PARAM><PARAM js_escaped_value="UTF-8" name="ie" original_value="UTF-8" url_escaped_value="UTF-8" value="UTF-8"></PARAM><PARAM js_escaped_value="0" name="boostcse" original_value="0" url_escaped_value="0" value="0"></PARAM><Context><title>NCTM Search</title><total_results>91</total_results><Facet><FacetItem><label>classroom_resource</label><count>0</count><anchor_text>Classroom Resource</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem><FacetItem><label>store</label><count>0</count><anchor_text>Store</anchor_text><label_op>more</label_op></FacetItem></Facet><Facet><FacetItem><label>publication</label><count>0</count><anchor_text>Publication</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem><FacetItem><label>standards</label><count>0</count><anchor_text>Standards</anchor_text><label_op>more</label_op></FacetItem></Facet><Facet><FacetItem><label>news_event</label><count>0</count><anchor_text>News/Event</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem></Facet><Facet><FacetItem><label>professional_development</label><count>0</count><anchor_text>Professional Development</anchor_text><label_op>more</label_op></FacetItem></Facet></Context><RES EN="10" SN="1"> <M>139</M> <FI></FI><NB><NU>/custom?q=identifying+fractions+and+decimals+on+the+number+line&amp;client=google-csbe&amp;cx=012414586328843467846:9xpvoxti6co&amp;hl=en&amp;boostcse=0&amp;output=xml_no_dtd&amp;ie=UTF-8&amp;oe=UTF-8&amp;prmd=ivns&amp;ei=uG6WV4_GG8nS-QHO7K-4BA&amp;start=10&amp;sa=N</NU></NB> <RG SIZE="10" START="1"></RG><RG SIZE="1" START="1"></RG><R N="1"><U>http://www.nctm.org/Publications/teaching-children-mathematics/2011/Vol17/Issue7/Identify-fractions-and-decimals-on-a-number-line/</U><UE>http://www.nctm.org/Publications/teaching-children-mathematics/2011/Vol17/Issue7/Identify-fractions-and-decimals-on-a-number-line/</UE><T>&lt;b&gt;Identify fractions and decimals&lt;/b&gt; on a &lt;b&gt;number line&lt;/b&gt; - National Council ...</T><RK>0</RK><S>&lt;b&gt;Identify fractions and decimals&lt;/b&gt; on a &lt;b&gt;number line&lt;/b&gt;. Meghan M. Shaughnessy. To &lt;br&gt; examine students&amp;#39; understanding of this core mathematics content, analyze their&lt;br&gt; &amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="3Dc9_Cl3hx4J" SZ="129k"></C><RT></RT></HAS></R><RG SIZE="1" START="2"></RG><R MIME="application/pdf" N="2"><U>https://www.nctm.org/Handlers/AttachmentHandler.ashx?attachmentID=Jc4LZ4z7h0c%3D</U><UE>https://www.nctm.org/Handlers/AttachmentHandler.ashx%3FattachmentID%3DJc4LZ4z7h0c%253D</UE><T>Focusing on &lt;b&gt;Fractions and Decimals&lt;/b&gt;</T><RK>0</RK><S>Like &lt;b&gt;fractions&lt;/b&gt;, numbers with &lt;b&gt;decimal&lt;/b&gt; places to the right of the ones place ... set, &lt;br&gt; and as a distance designated by a point on the &lt;b&gt;number line&lt;/b&gt; (a type of linear ... To &lt;br&gt; show that a &lt;b&gt;fraction&lt;/b&gt; can &lt;b&gt;identify&lt;/b&gt; a part of a whole set, students can use set&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="creationdate" value="D:20100322115009-04&#39;00&#39;"/><Attribute name="creator" value="Adobe InDesign CS3 (5.0.4)"/><Attribute name="producer" value="Adobe PDF Library 8.0"/><Attribute name="moddate" value="D:20100322115125-04&#39;00&#39;"/></DataObject></PageMap><HAS><L></L><RT></RT></HAS></R><RG SIZE="1" START="3"></RG><R MIME="application/pdf" N="3"><U>http://www.nctm.org/uploadedFiles/Journals_and_Books/More4U/Putting_Essential_Understanding_of_Fractions_into_Practice_in_Grades_3-5/Appendix%202.pdf</U><UE>http://www.nctm.org/uploadedFiles/Journals_and_Books/More4U/Putting_Essential_Understanding_of_Fractions_into_Practice_in_Grades_3-5/Appendix%25202.pdf</UE><T>Appendix 2</T><RK>0</RK><S>Extending Children&amp;#39;s Mathematics: &lt;b&gt;Fractions&lt;/b&gt; &amp;amp; &lt;b&gt;Decimals&lt;/b&gt;— .... &lt;b&gt;fractions&lt;/b&gt;. &lt;br&gt; Shaughnessy, Megan M. “&lt;b&gt;Identify Fractions and Decimals&lt;/b&gt; on a &lt;b&gt;Number Line&lt;/b&gt;.” &lt;br&gt; Teaching.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="creationdate" value="D:20130411090432-04&#39;00&#39;"/><Attribute name="creator" value="Adobe InDesign CS5 (7.0.4)"/><Attribute name="moddate" value="D:20130411090432-04&#39;00&#39;"/><Attribute name="producer" value="Adobe PDF Library 9.9"/></DataObject></PageMap><HAS><L></L><C CID="tQUqqGLJ7VoJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="4"></RG><R N="4"><U>http://www.nctm.org/Standards-and-Positions/Principles-and-Standards/Number-and-Operations/</U><UE>http://www.nctm.org/Standards-and-Positions/Principles-and-Standards/Number-and-Operations/</UE><T>&lt;b&gt;Number&lt;/b&gt; and Operations - National Council of Teachers of ...</T><RK>0</RK><S>work flexibly with &lt;b&gt;fractions&lt;/b&gt;, &lt;b&gt;decimals&lt;/b&gt;, and percents to solve problems;; compare &lt;br&gt; ... and percents efficiently and find their approximate locations on a &lt;b&gt;number line&lt;/b&gt;;&lt;br&gt; &amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="WI9ZWeoHmcwJ" SZ="125k"></C><RT></RT></HAS></R><RG SIZE="1" START="5"></RG><R N="5"><U>http://www.nctm.org/Publications/Teaching-Children-Mathematics/2016/Vol22/Issue8/Tracking-Decimal-Misconceptions_-Strategic-Instructional-Choices/</U><UE>http://www.nctm.org/Publications/Teaching-Children-Mathematics/2016/Vol22/Issue8/Tracking-Decimal-Misconceptions_-Strategic-Instructional-Choices/</UE><T>Tracking &lt;b&gt;Decimal&lt;/b&gt; Misconceptions: Strategic Instructional Choices ...</T><RK>0</RK><S>Tala&amp;#39;s &lt;b&gt;fraction&lt;/b&gt; rule, Carrie&amp;#39;s longer-is-larger generalization, and Xander&amp;#39;s ... Can &lt;br&gt; all students read and &lt;b&gt;identify decimal&lt;/b&gt; values on this &lt;b&gt;number line&lt;/b&gt;? To find out&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="http://www.nctm.org/uploadedImages/Publications/Teaching_Children_Mathematics/2016/Vol22/Issue8/488-495%20Feat-Griffin_0.jpg"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="296"/><Attribute name="height" value="170"/><Attribute name="src" value="https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcQC05vfjkr-TVb3SprIgObBVkn8GBjipl7EyOimxiP0JC8UE7WpOGYy9-s"/></DataObject></PageMap><HAS><L></L><C CID="Ogzd1bPbCVEJ" SZ="172k"></C><RT></RT></HAS></R><RG SIZE="1" START="6"></RG><R MIME="application/pdf" N="6"><U>http://www.nctm.org/Publications/teaching-children-mathematics/2011/Vol17/Issue9/tcm2011-05-577a_pdf/</U><UE>http://www.nctm.org/Publications/teaching-children-mathematics/2011/Vol17/Issue9/tcm2011-05-577a_pdf/</UE><T>Download PDF</T><RK>0</RK><S>Schwartz, James E. A New World of Mathematics. Thinking. Oct. 2010, 164–69. &lt;br&gt; Shaughnessy, Meghan M. &lt;b&gt;Identify Fractions&lt;/b&gt; and. &lt;b&gt;Decimals&lt;/b&gt; on a &lt;b&gt;Number Line&lt;/b&gt;.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="author" value="cnoddin"/><Attribute name="creationdate" value="D:20110427082932Z"/><Attribute name="creator" value="Microsoft® Office Word 2007"/><Attribute name="moddate" value="D:20110427082942-04&#39;00&#39;"/><Attribute name="producer" value="Microsoft® Office Word 2007"/></DataObject></PageMap><HAS><L></L><C CID="TsvgiPjUktwJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="7"></RG><R MIME="application/pdf" N="7"><U>http://www.nctm.org/Publications/journal-for-research-in-mathematics-education/2001/Vol32/Issue4/jrme2001-07-399a_pdf/</U><UE>http://www.nctm.org/Publications/journal-for-research-in-mathematics-education/2001/Vol32/Issue4/jrme2001-07-399a_pdf/</UE><T>Using Everyday Knowledge of &lt;b&gt;Decimals&lt;/b&gt; to Enhance Understanding</T><RK>0</RK><S>This study arose out of the &lt;b&gt;finding&lt;/b&gt; from a previous study (Britt et al., 1993) that ... &lt;br&gt; could write and read a &lt;b&gt;number&lt;/b&gt; that included a &lt;b&gt;decimal fraction&lt;/b&gt; that they had &lt;br&gt; seen ..... The total &lt;b&gt;number&lt;/b&gt; of &lt;b&gt;lines&lt;/b&gt; of typed dialogue for each student in a pair.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="creationdate" value="D:20010928150616Z"/><Attribute name="moddate" value="D:20010928114052-04&#39;00&#39;"/><Attribute name="producer" value="Acrobat Distiller 5.0 for Macintosh"/><Attribute name="author" value="Beverly Williams"/><Attribute name="creator" value="QuarkXPress. 4.11: AdobePS 8.7.2 (104)"/><Attribute name="title" value="July 399-420"/></DataObject></PageMap><HAS><L></L><C CID="14CUb7IzrzYJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="8"></RG><R MIME="application/pdf" N="8"><U>https://www.nctm.org/Handlers/AttachmentHandler.ashx?attachmentID=vDtArguV3rg%3D</U><UE>https://www.nctm.org/Handlers/AttachmentHandler.ashx%3FattachmentID%3DvDtArguV3rg%253D</UE><T>Read an Excerpt (PDF)</T><RK>0</RK><S>whole, part of a set, a point on a &lt;b&gt;number line&lt;/b&gt;, or a distance on a &lt;b&gt;number line&lt;/b&gt;. &lt;br&gt; They compare ... They also &lt;b&gt;identify&lt;/b&gt; equivalent &lt;b&gt;fractions&lt;/b&gt; by using models ... 4 &lt;br&gt; builds the foundation for understanding &lt;b&gt;fraction and decimal&lt;/b&gt; equivalence. In &lt;br&gt; grade 5&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="creationdate" value="D:20100310160013-05&#39;00&#39;"/><Attribute name="creator" value="Adobe InDesign CS3 (5.0.4)"/><Attribute name="producer" value="Adobe PDF Library 8.0"/><Attribute name="moddate" value="D:20100310160029-05&#39;00&#39;"/></DataObject></PageMap><HAS><L></L><C CID="FwDjNTXYNUIJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="9"></RG><R MIME="application/pdf" N="9"><U>https://www.nctm.org/Handlers/AttachmentHandler.ashx?attachmentID=r1QhzMMIpig%3D</U><UE>https://www.nctm.org/Handlers/AttachmentHandler.ashx%3FattachmentID%3Dr1QhzMMIpig%253D</UE><T>Contents</T><RK>0</RK><S>CHAPTER 1: NUMBER AND OPERATIONS . ... Problem 2: &lt;b&gt;Identifying Fractions&lt;/b&gt; &lt;br&gt; Near 0, 1/2, and 1 . ... Problem 5: Multiplication by &lt;b&gt;Decimals&lt;/b&gt; Near 0, 1/2, and 1 .....&lt;br&gt; ....................................... 15. Problem 6: Operations on a &lt;b&gt;Fraction Number Line&lt;/b&gt;.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="creationdate" value="D:20110809135158-04&#39;00&#39;"/><Attribute name="creator" value="Adobe InDesign CS5 (7.0.3)"/><Attribute name="moddate" value="D:20110809135232-04&#39;00&#39;"/><Attribute name="producer" value="Adobe PDF Library 9.9"/></DataObject></PageMap><HAS><L></L><C CID="ywwPMZMbrwkJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="10"></RG><R N="10"><U>http://www.nctm.org/Publications/teaching-children-mathematics/2011/Vol17/Issue7/?ref=1</U><UE>http://www.nctm.org/Publications/teaching-children-mathematics/2011/Vol17/Issue7/%3Fref%3D1</UE><T>Issue7 - National Council of Teachers of Mathematics</T><RK>0</RK><S>You too can use literature circles and journaling to reinforce number sense, &lt;br&gt; problem solving, and financial ... &lt;b&gt;Identify fractions and decimals&lt;/b&gt; on a &lt;b&gt;number line&lt;/b&gt;.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="3iM_g0ePmAkJ" SZ="141k"></C><RT></RT></HAS></R></RES> </GSP> 
7/25/2016 3:55:15 PMGoogle URL: https://www.google.com/cse?cx=012414586328843467846:9xpvoxti6co&client=google-csbe&output=xml_no_dtd&num=10&start=0&q=identifying+fractions+and+decimals+on+the+number+line 
7/25/2016 3:54:37 PMSeach Results: <?xml version="1.0" encoding="UTF-8" standalone="no"?> <GSP VER="3.2"> <TM>0.242932</TM><Q>Benefits of multiplication charts</Q> <PARAM js_escaped_value="012414586328843467846:9xpvoxti6co" name="cx" original_value="012414586328843467846:9xpvoxti6co" url_escaped_value="012414586328843467846%3A9xpvoxti6co" value="012414586328843467846:9xpvoxti6co"></PARAM><PARAM js_escaped_value="google-csbe" name="client" original_value="google-csbe" url_escaped_value="google-csbe" value="google-csbe"></PARAM><PARAM js_escaped_value="xml_no_dtd" name="output" original_value="xml_no_dtd" url_escaped_value="xml_no_dtd" value="xml_no_dtd"></PARAM><PARAM js_escaped_value="10" name="num" original_value="10" url_escaped_value="10" value="10"></PARAM><PARAM js_escaped_value="0" name="start" original_value="0" url_escaped_value="0" value="0"></PARAM><PARAM js_escaped_value="Benefits of multiplication charts" name="q" original_value="Benefits+of+multiplication+charts" url_escaped_value="Benefits+of+multiplication+charts" value="Benefits of multiplication charts"></PARAM><PARAM js_escaped_value="AELymgUZRCdx4jQfNrgeYyGC7ZIA4iWKKakbqs5hVNLT9AKnmv51sD8arHujq5qAqsKv-QueBHLZDkcpie90gKU79izP1nWxSdm2VvUOvgse50uFTvDqLFY" name="adkw" original_value="AELymgUZRCdx4jQfNrgeYyGC7ZIA4iWKKakbqs5hVNLT9AKnmv51sD8arHujq5qAqsKv-QueBHLZDkcpie90gKU79izP1nWxSdm2VvUOvgse50uFTvDqLFY" url_escaped_value="AELymgUZRCdx4jQfNrgeYyGC7ZIA4iWKKakbqs5hVNLT9AKnmv51sD8arHujq5qAqsKv-QueBHLZDkcpie90gKU79izP1nWxSdm2VvUOvgse50uFTvDqLFY" value="AELymgUZRCdx4jQfNrgeYyGC7ZIA4iWKKakbqs5hVNLT9AKnmv51sD8arHujq5qAqsKv-QueBHLZDkcpie90gKU79izP1nWxSdm2VvUOvgse50uFTvDqLFY"></PARAM><PARAM js_escaped_value="en" name="hl" original_value="en" url_escaped_value="en" value="en"></PARAM><PARAM js_escaped_value="UTF-8" name="oe" original_value="UTF-8" url_escaped_value="UTF-8" value="UTF-8"></PARAM><PARAM js_escaped_value="UTF-8" name="ie" original_value="UTF-8" url_escaped_value="UTF-8" value="UTF-8"></PARAM><PARAM js_escaped_value="0" name="boostcse" original_value="0" url_escaped_value="0" value="0"></PARAM><Context><title>NCTM Search</title><total_results>33</total_results><Facet><FacetItem><label>classroom_resource</label><count>0</count><anchor_text>Classroom Resource</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem><FacetItem><label>store</label><count>0</count><anchor_text>Store</anchor_text><label_op>more</label_op></FacetItem></Facet><Facet><FacetItem><label>publication</label><count>0</count><anchor_text>Publication</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem><FacetItem><label>standards</label><count>0</count><anchor_text>Standards</anchor_text><label_op>more</label_op></FacetItem></Facet><Facet><FacetItem><label>news_event</label><count>0</count><anchor_text>News/Event</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem></Facet><Facet><FacetItem><label>professional_development</label><count>0</count><anchor_text>Professional Development</anchor_text><label_op>more</label_op></FacetItem></Facet></Context><RES EN="10" SN="1"> <M>42</M> <NB><NU>/custom?q=Benefits+of+multiplication+charts&amp;client=google-csbe&amp;cx=012414586328843467846:9xpvoxti6co&amp;hl=en&amp;boostcse=0&amp;output=xml_no_dtd&amp;ie=UTF-8&amp;oe=UTF-8&amp;prmd=ivns&amp;ei=km6WV56lFYGe-gHT7q8g&amp;start=10&amp;sa=N</NU></NB> <RG SIZE="10" START="1"></RG><RG SIZE="1" START="1"></RG><R N="1"><U>http://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/Blog/Multiplication-Fluency-in-Middle-School_-Part-2/</U><UE>http://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/Blog/Multiplication-Fluency-in-Middle-School_-Part-2/</UE><T>&lt;b&gt;Multiplication&lt;/b&gt; Fluency in Middle School: Part 2 - National Council of ...</T><RK>0</RK><BYLINEDATE>1449475200</BYLINEDATE><S>Dec 7, 2015 &lt;b&gt;...&lt;/b&gt; It&amp;#39;s kind of like a picture of the &lt;b&gt;multiplication chart&lt;/b&gt;. A student, asked to explain the &lt;br&gt; last comment above, replied, “Well, the first row has a white&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="http://www.nctm.org/uploadedImages/Publications/mathematics_teaching_in_middle_school/MTMS_Blog/Wiernicki%20Blog%20Art%201.png"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="238"/><Attribute name="height" value="212"/><Attribute name="src" value="https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcTtLLX_dXv24dcI3qLj9UH7qfuD6D562gW9YOBJQ9YaGdnz1xafdsaDmbBE"/></DataObject></PageMap><HAS><L></L><C CID="EoBETQjoLAIJ" SZ="119k"></C><RT></RT></HAS></R><RG SIZE="1" START="2"></RG><R MIME="application/pdf" N="2"><U>http://www.nctm.org/Publications/teaching-children-mathematics/2001/Vol7/Issue5/TCM-Multiply-with-MI-Using-Multiple-Intelligences-to-Master-Multiplication/</U><UE>http://www.nctm.org/Publications/teaching-children-mathematics/2001/Vol7/Issue5/TCM-Multiply-with-MI-Using-Multiple-Intelligences-to-Master-Multiplication/</UE><T>Download PDF</T><RK>0</RK><S>Katie sings the &lt;b&gt;multiplication&lt;/b&gt; facts quietly to herself. ... &lt;b&gt;table&lt;/b&gt; 1). Teachers&amp;#39; &lt;br&gt; strategies may vary from estab- lishing specific times of direct instruction using.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="author" value="zjosh"/><Attribute name="creationdate" value="D:20010202171848Z"/><Attribute name="creator" value="QuarkXPress(tm) 4.11"/><Attribute name="moddate" value="D:20150227144746-05&#39;00&#39;"/><Attribute name="producer" value="Acrobat Distiller 3.02 for Power Macintosh"/><Attribute name="title" value="PP 260-269"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="x-raw-image:///0eea55740aeaa2e6b0ce9fe10bb0a790e9bb0d400ecd495c4702cab2dc593f8b"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="236"/><Attribute name="height" value="214"/><Attribute name="src" value="https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcRmn1Nll2pjbNFd4CtrMbebNbxKE3EtXMlXFNBjjMLUDmdbhbRTUJcuGGQ"/></DataObject></PageMap><HAS><L></L><C CID="lb-Pnj2kpcwJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="3"></RG><R MIME="application/pdf" N="3"><U>https://www.nctm.org/Handlers/AttachmentHandler.ashx?attachmentID=cBTfjX3G9ZE%3D</U><UE>https://www.nctm.org/Handlers/AttachmentHandler.ashx%3FattachmentID%3DcBTfjX3G9ZE%253D</UE><T>&lt;b&gt;Benefits&lt;/b&gt; of Teaching through Problem Solving</T><RK>0</RK><S>&lt;b&gt;Benefits&lt;/b&gt; of Teaching through. Problem Solving .... change any fraction to other [&lt;br&gt; equivalent] fractions by &lt;b&gt;multiplying&lt;/b&gt; ... called “The &lt;b&gt;Benefits&lt;/b&gt; of Learning through &lt;br&gt; Problem Solving” because ... room &lt;b&gt;chart&lt;/b&gt;, or desire to please a parent or teacher).</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="creationdate" value="D:20090817120425-04&#39;00&#39;"/><Attribute name="producer" value="Acrobat Distiller 8.1.0 (Macintosh)"/><Attribute name="moddate" value="D:20090817120519-04&#39;00&#39;"/><Attribute name="title" value="untitled"/></DataObject></PageMap><HAS><L></L><RT></RT></HAS></R><RG SIZE="1" START="4"></RG><R N="4"><U>http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Making-Mathematical-Connections---Part-2/</U><UE>http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Making-Mathematical-Connections---Part-2/</UE><T>Making Mathematical Connections - Part 2 - National Council of ...</T><RK>0</RK><BYLINEDATE>1442214000</BYLINEDATE><S>Sep 14, 2015 &lt;b&gt;...&lt;/b&gt; Now I know that the ability to memorize &lt;b&gt;multiplication&lt;/b&gt; facts has very little to do ... &lt;br&gt; Around the classroom were &lt;b&gt;charts&lt;/b&gt; for the numbers through ten,&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="YDXk6eipReQJ" SZ="126k"></C><RT></RT></HAS></R><RG SIZE="1" START="5"></RG><R N="5"><U>http://www.nctm.org/Standards-and-Positions/Principles-and-Standards/</U><UE>http://www.nctm.org/Standards-and-Positions/Principles-and-Standards/</UE><T>Principles and Standards - National Council of Teachers of ...</T><RK>0</RK><S>Quick Reference Guide: &lt;b&gt;Table&lt;/b&gt; of Standards and Expectations. This practical &lt;br&gt; guide includes three 11&amp;quot; x 17&amp;quot; sheets to display the expectations across the four&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="http://www.nctm.org/uploadedImages/Standards_and_Positions/PSSMFlip.1.png"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="73"/><Attribute name="height" value="104"/><Attribute name="src" value="https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcSsE5xF957aIITvkyOl25CZFE4hx4UVCn0ChQaF-8Zb5w4CZGeKTCwTog"/></DataObject></PageMap><HAS><L></L><C CID="uN2AvFsWLRYJ" SZ="154k"></C><RT></RT></HAS></R><RG SIZE="1" START="6"></RG><R N="6"><U>http://www.nctm.org/publications/teaching-children-mathematics/</U><UE>http://www.nctm.org/publications/teaching-children-mathematics/</UE><T>Teaching Children Mathematics - National Council of Teachers of ...</T><RK>0</RK><S>A first-grade teacher has students use their hands and fingers to engage in and &lt;br&gt; develop understanding of counting, to combine groups to facilitate counting by&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="http://www.nctm.org/uploadedImages/Content/Carousels/Slides/556-563-Feat-Buchholz.jpg?n=5610"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="327"/><Attribute name="height" value="154"/><Attribute name="src" value="https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcTrLRDgx2P8RgnGdmdiiemdJ8egZWl8P_JTQcQKkRKpYqtz2iDgZoWdgqs"/></DataObject></PageMap><HAS><L></L><C CID="YCnWgNDLgiYJ" SZ="149k"></C><RT></RT></HAS></R><RG SIZE="1" START="7"></RG><R N="7"><U>http://www.nctm.org/Conferences-and-Professional-Development/Professional-Development-Guides-(Reflection-Guides)/Principles-to-Actions_-Ensuring-Mathematical-Success-for-All/</U><UE>http://www.nctm.org/Conferences-and-Professional-Development/Professional-Development-Guides-(Reflection-Guides)/Principles-to-Actions_-Ensuring-Mathematical-Success-for-All/</UE><T>Principles to Actions: Ensuring Mathematical Success for All ...</T><RK>0</RK><S>Review the “Beliefs about teaching and learning mathematics” &lt;b&gt;chart&lt;/b&gt; (p. .... &lt;br&gt; Review the different methods for multi-digit &lt;b&gt;multiplication&lt;/b&gt; shown in figure 18 (p. &lt;br&gt; 45).</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="AG9QgRRb07IJ" SZ="174k"></C><RT></RT></HAS></R><RG SIZE="1" START="8"></RG><R MIME="application/pdf" N="8"><U>http://www.nctm.org/Publications/mathematics-teacher/2013/Vol107/Issue1/mt2013-08-28a_pdf/</U><UE>http://www.nctm.org/Publications/mathematics-teacher/2013/Vol107/Issue1/mt2013-08-28a_pdf/</UE><T>For ELLs: Vocabulary beyond the Definitions</T><RK>0</RK><S>&lt;b&gt;Multiplication&lt;/b&gt; can be indicated in .... &lt;b&gt;Table&lt;/b&gt; 3 shows samples of mathematics &lt;br&gt; vocabulary from the .... All students &lt;b&gt;benefit&lt;/b&gt; from repeated exposure to vocabulary&lt;br&gt; &amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="author" value="Nancy S. Roberts and Mary P. Truxaw"/><Attribute name="creationdate" value="D:20130710140325-04&#39;00&#39;"/><Attribute name="creator" value="Adobe InDesign CS5 (7.0.4)"/><Attribute name="moddate" value="D:20130715091132-04&#39;00&#39;"/><Attribute name="producer" value="Adobe PDF Library 9.9"/><Attribute name="subject" value="A classroom teacher discusses ambiguities in mathematics vocabulary and strategies for ELL students in building understanding."/><Attribute name="title" value="For ELLs: Vocabulary beyond the Definitions"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="x-raw-image:///d3a0c659caccf75595b5e8b085053eb53ca785e99442d5da6274ee83e16b5912"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="264"/><Attribute name="height" value="191"/><Attribute name="src" value="https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcQ7_S_95pnM0Fmq1RiWWH3XjQJ8X5UL3-5m4azsQvXvLy9ft5zRzAEaoac"/></DataObject></PageMap><HAS><L></L><C CID="cAJjh-9NPcUJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="9"></RG><R N="9"><U>http://www.nctm.org/Publications/Journal-for-Research-in-Mathematics-Education/2016/Vol47/Issue2/Research-Committee_-Positioning-Mathematics-Education-Researchers-to-Influence-Storylines/</U><UE>http://www.nctm.org/Publications/Journal-for-Research-in-Mathematics-Education/2016/Vol47/Issue2/Research-Committee_-Positioning-Mathematics-Education-Researchers-to-Influence-Storylines/</UE><T>Research Committee: Positioning Mathematics Education ...</T><RK>0</RK><S>... of basics co-occurs with fundamentals, memorization, facts, and &lt;b&gt;multiplication&lt;/b&gt; &lt;br&gt; &lt;b&gt;tables&lt;/b&gt;. ... The tension between collective &lt;b&gt;benefits&lt;/b&gt; (democratic equality) and &lt;br&gt; individual .... mathematics education researchers need to be at the table &lt;br&gt; informing the&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="eGR3GpNwTbIJ" SZ="254k"></C><RT></RT></HAS></R><RG SIZE="1" START="10"></RG><R N="10"><U>http://www.nctm.org/Publications/teaching-children-mathematics/2014/Vol21/Issue4/Enriching-Addition-and-Subtraction-Fact-Mastery-through-Games/</U><UE>http://www.nctm.org/Publications/teaching-children-mathematics/2014/Vol21/Issue4/Enriching-Addition-and-Subtraction-Fact-Mastery-through-Games/</UE><T>Enriching Addition and Subtraction Fact Mastery through Games ...</T><RK>0</RK><S>The learning of “basic facts”—single-digit combinations for addition, subtraction, &lt;br&gt; &lt;b&gt;multiplication&lt;/b&gt;, and division—has long been a focus of elementary school&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="http://www.nctm.org/uploadedImages/Publications/teaching_children_mathematics/2014/Vol21/Issue4/238-247%20Feat-Bay-Williams,%20etc_1.jpg"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="221"/><Attribute name="height" value="228"/><Attribute name="src" value="https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcTV9K2T4p5jI6gcaTaF8jkEG4jdaMUadWY4V1145DVDOnkE-2nyVZhGNjI"/></DataObject></PageMap><HAS><L></L><C CID="ae7wqE0p4UcJ" SZ="192k"></C><RT></RT></HAS></R></RES> </GSP> 
7/25/2016 3:54:37 PMGoogle URL: https://www.google.com/cse?cx=012414586328843467846:9xpvoxti6co&client=google-csbe&output=xml_no_dtd&num=10&start=0&q=Benefits+of+multiplication+charts 
7/25/2016 3:54:04 PMSeach Results: <?xml version="1.0" encoding="UTF-8" standalone="no"?> <GSP VER="3.2"> <TM>0.328611</TM><Q>equal sharing and the roots of fraction equivalence</Q> <PARAM js_escaped_value="012414586328843467846:9xpvoxti6co" name="cx" original_value="012414586328843467846:9xpvoxti6co" url_escaped_value="012414586328843467846%3A9xpvoxti6co" value="012414586328843467846:9xpvoxti6co"></PARAM><PARAM js_escaped_value="google-csbe" name="client" original_value="google-csbe" url_escaped_value="google-csbe" value="google-csbe"></PARAM><PARAM js_escaped_value="xml_no_dtd" name="output" original_value="xml_no_dtd" url_escaped_value="xml_no_dtd" value="xml_no_dtd"></PARAM><PARAM js_escaped_value="10" name="num" original_value="10" url_escaped_value="10" value="10"></PARAM><PARAM js_escaped_value="0" name="start" original_value="0" url_escaped_value="0" value="0"></PARAM><PARAM js_escaped_value="equal sharing and the roots of fraction equivalence" name="q" original_value="equal+sharing+and+the+roots+of+fraction+equivalence" url_escaped_value="equal+sharing+and+the+roots+of+fraction+equivalence" value="equal sharing and the roots of fraction equivalence"></PARAM><PARAM js_escaped_value="AELymgXpaxc3n5_-WNCaJaXBkIAhRn1QWXUWzkibmbI4XSHsaKL9hsbIBxW2whi8WUb1CIV8UPw4F1NTiDj5dA2YYneBlpl8P6MDtTpkkLor61tr8gWmzJ4" name="adkw" original_value="AELymgXpaxc3n5_-WNCaJaXBkIAhRn1QWXUWzkibmbI4XSHsaKL9hsbIBxW2whi8WUb1CIV8UPw4F1NTiDj5dA2YYneBlpl8P6MDtTpkkLor61tr8gWmzJ4" url_escaped_value="AELymgXpaxc3n5_-WNCaJaXBkIAhRn1QWXUWzkibmbI4XSHsaKL9hsbIBxW2whi8WUb1CIV8UPw4F1NTiDj5dA2YYneBlpl8P6MDtTpkkLor61tr8gWmzJ4" value="AELymgXpaxc3n5_-WNCaJaXBkIAhRn1QWXUWzkibmbI4XSHsaKL9hsbIBxW2whi8WUb1CIV8UPw4F1NTiDj5dA2YYneBlpl8P6MDtTpkkLor61tr8gWmzJ4"></PARAM><PARAM js_escaped_value="en" name="hl" original_value="en" url_escaped_value="en" value="en"></PARAM><PARAM js_escaped_value="UTF-8" name="oe" original_value="UTF-8" url_escaped_value="UTF-8" value="UTF-8"></PARAM><PARAM js_escaped_value="UTF-8" name="ie" original_value="UTF-8" url_escaped_value="UTF-8" value="UTF-8"></PARAM><PARAM js_escaped_value="0" name="boostcse" original_value="0" url_escaped_value="0" value="0"></PARAM><Context><title>NCTM Search</title><total_results>28</total_results><Facet><FacetItem><label>classroom_resource</label><count>0</count><anchor_text>Classroom Resource</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem><FacetItem><label>store</label><count>0</count><anchor_text>Store</anchor_text><label_op>more</label_op></FacetItem></Facet><Facet><FacetItem><label>publication</label><count>0</count><anchor_text>Publication</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem><FacetItem><label>standards</label><count>0</count><anchor_text>Standards</anchor_text><label_op>more</label_op></FacetItem></Facet><Facet><FacetItem><label>news_event</label><count>0</count><anchor_text>News/Event</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem></Facet><Facet><FacetItem><label>professional_development</label><count>0</count><anchor_text>Professional Development</anchor_text><label_op>more</label_op></FacetItem></Facet></Context><RES EN="10" SN="1"> <M>28</M> <FI></FI><NB><NU>/custom?q=equal+sharing+and+the+roots+of+fraction+equivalence&amp;client=google-csbe&amp;cx=012414586328843467846:9xpvoxti6co&amp;hl=en&amp;boostcse=0&amp;output=xml_no_dtd&amp;ie=UTF-8&amp;oe=UTF-8&amp;prmd=ivns&amp;ei=cW6WV9aXCc2i-AHqrZiADQ&amp;start=10&amp;sa=N</NU></NB> <RG SIZE="10" START="1"></RG><RG SIZE="1" START="1"></RG><R N="1"><U>http://www.nctm.org/publications/article.aspx?id=21185</U><UE>http://www.nctm.org/publications/article.aspx%3Fid%3D21185</UE><T>&lt;b&gt;Equal Sharing and the Roots of Fraction Equivalence&lt;/b&gt; - National ...</T><RK>0</RK><S>Discusses examples of children&amp;#39;s invented &lt;b&gt;equal&lt;/b&gt;-&lt;b&gt;sharing&lt;/b&gt; strategies that lay a &lt;br&gt; foundation for reasoning about &lt;b&gt;equivalence&lt;/b&gt; by connecting ideas of multiplication,&lt;br&gt; &amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="ZJXZMknyzB4J" SZ="131k"></C><RT></RT></HAS></R><RG SIZE="1" START="2"></RG><R MIME="application/pdf" N="2"><U>http://www.nctm.org/uploadedFiles/Journals_and_Books/More4U/Putting_Essential_Understanding_of_Fractions_into_Practice_in_Grades_3-5/Appendix%202.pdf</U><UE>http://www.nctm.org/uploadedFiles/Journals_and_Books/More4U/Putting_Essential_Understanding_of_Fractions_into_Practice_in_Grades_3-5/Appendix%25202.pdf</UE><T>Appendix 2</T><RK>0</RK><S>Advancing children&amp;#39;s strategies for solving fraction word problems and equa- &lt;br&gt; tions from ... “&lt;b&gt;Equal Sharing and the Roots of Fraction Equivalence&lt;/b&gt;.” Teaching&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="creationdate" value="D:20130411090432-04&#39;00&#39;"/><Attribute name="creator" value="Adobe InDesign CS5 (7.0.4)"/><Attribute name="moddate" value="D:20130411090432-04&#39;00&#39;"/><Attribute name="producer" value="Adobe PDF Library 9.9"/></DataObject></PageMap><HAS><L></L><C CID="tQUqqGLJ7VoJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="3"></RG><R N="3"><U>http://www.nctm.org/store/Products/(PDF)-Elementary-Mathematics-Methods--Course-Pack-for-Iowa-State-University/</U><UE>http://www.nctm.org/store/Products/(PDF)-Elementary-Mathematics-Methods--Course-Pack-for-Iowa-State-University/</UE><T>(PDF) Elementary Mathematics Methods: Course Pack for Iowa ...</T><RK>0</RK><S>&lt;b&gt;Equal Sharing and the Roots of Fraction Equivalence&lt;/b&gt;. Teaching Children &lt;br&gt; Mathematics 7(7), March 2001, p. 421. Alexander, Cathleen M. &amp;amp; Ambrose, &lt;br&gt; Rebecca&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="http://www.nctm.org/Handlers/AttachmentHandler.ashx?attachmentID=k6mvjUubKqk%3D"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="141"/><Attribute name="height" value="72"/><Attribute name="src" value="https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcRfs2mJld68_5-cPqExGyESJHhvPlFEd7mNHGef224U_VEFSTTcc55WmA"/></DataObject></PageMap><HAS><L></L><C CID="rvEErxwPE0MJ" SZ="128k"></C><RT></RT></HAS></R><RG SIZE="1" START="4"></RG><R N="4"><U>http://www.nctm.org/Standards-and-Positions/Principles-and-Standards/Number-and-Operations/</U><UE>http://www.nctm.org/Standards-and-Positions/Principles-and-Standards/Number-and-Operations/</UE><T>Number and Operations - National Council of Teachers of ...</T><RK>0</RK><S>... recognize &lt;b&gt;equivalent&lt;/b&gt; representations for the same number and generate them &lt;br&gt; by decomposing and composing numbers;; develop understanding of &lt;b&gt;fractions&lt;/b&gt;&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="WI9ZWeoHmcwJ" SZ="125k"></C><RT></RT></HAS></R><RG SIZE="1" START="5"></RG><R N="5"><U>http://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/2016/Vol21/Issue9/Saving-Money-Using-Proportional-Reasoning/</U><UE>http://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/2016/Vol21/Issue9/Saving-Money-Using-Proportional-Reasoning/</UE><T>Saving Money Using Proportional Reasoning - National Council of ...</T><RK>0</RK><S>... of this strategy is the &lt;b&gt;root&lt;/b&gt; of students&amp;#39; difficulties with proportional reasoning. ... &lt;br&gt; Then we predicted how we would sequence the &lt;b&gt;shared&lt;/b&gt; strategies, with the .... it &lt;br&gt; connected to the students&amp;#39; prior knowledge regarding &lt;b&gt;fraction equivalence&lt;/b&gt;. ... &lt;br&gt; factor of change strategy where the common denominator found is not &lt;b&gt;equal&lt;/b&gt; to &lt;br&gt; either&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="http://www.nctm.org/uploadedImages/Publications/Mathematics_Teaching_in_Middle_School/2016/Vol21/Issue9/552-561%20delaCruz%20Garney_4.jpg"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="207"/><Attribute name="height" value="243"/><Attribute name="src" value="https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcSZcTJyu40-fEuihMRCmXcvG53GeoFIprYWa8RdApCDRapqpp6iF87N6zw"/></DataObject></PageMap><HAS><L></L><C CID="0Lb7j9Gw_JAJ" SZ="179k"></C><RT></RT></HAS></R><RG SIZE="1" START="6"></RG><R N="6"><U>https://www.nctm.org/mtms-blog/</U><UE>https://www.nctm.org/mtms-blog/</UE><T>MTMS Blog</T><RK>0</RK><S>By Cathy Yenca, posted February 15, 2016 – In Part 1 of this post, I &lt;b&gt;shared&lt;/b&gt; a task &lt;br&gt; that ... Students also recognized and defined square and cube numbers and their &lt;br&gt; &lt;b&gt;roots&lt;/b&gt;. .... their intuition, simplified &lt;b&gt;fractions&lt;/b&gt; are &lt;b&gt;equivalent&lt;/b&gt; (the same size) rather &lt;br&gt; than ... mode, wants to use opposite operations despite the lack of an &lt;b&gt;equal&lt;/b&gt; sign.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="http://www.nctm.org/uploadedImages/Content/Ads/mtmsblog-ad.jpg"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="225"/><Attribute name="height" value="225"/><Attribute name="src" value="https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcQDpXDwXdmxO7mI_tqqiNkW4z_2u_ra8zQeOSWpu9ztmUiipgWK5o4L_pUU"/></DataObject></PageMap><HAS><L></L><C CID="S_WTN6Gd608J" SZ="153k"></C><RT></RT></HAS></R><RG SIZE="1" START="7"></RG><R MIME="application/pdf" N="7"><U>https://www.nctm.org/Handlers/AttachmentHandler.ashx?attachmentID=Aid2BSzK7Os%3D</U><UE>https://www.nctm.org/Handlers/AttachmentHandler.ashx%3FattachmentID%3DAid2BSzK7Os%253D</UE><T>Today&amp;#39;s Number</T><RK>0</RK><BYLINEDATE>1373526000</BYLINEDATE><S>Jul 11, 2013 &lt;b&gt;...&lt;/b&gt; Lucy &lt;b&gt;shares&lt;/b&gt;, “If you count by 5s, you&amp;#39;ll get to 15.” ... ¾ and 75% are &lt;b&gt;equal&lt;/b&gt;. ... to &lt;br&gt; &lt;b&gt;fractions&lt;/b&gt;, decimals, percent, integers, exponents, and &lt;b&gt;roots&lt;/b&gt; in ... gain valuable &lt;br&gt; experience in generating &lt;b&gt;equivalent&lt;/b&gt; expressions and creating new.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="creationdate" value="D:20130816105542-04&#39;00&#39;"/><Attribute name="creator" value="Adobe InDesign CS5 (7.0.4)"/><Attribute name="moddate" value="D:20130816105601-04&#39;00&#39;"/><Attribute name="producer" value="Adobe PDF Library 9.9"/></DataObject></PageMap><HAS><L></L><C CID="g1durDshbX4J" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="8"></RG><R MIME="application/pdf" N="8"><U>https://www.nctm.org/Handlers/AttachmentHandler.ashx?attachmentID=JfXfzXH82Gc%3D</U><UE>https://www.nctm.org/Handlers/AttachmentHandler.ashx%3FattachmentID%3DJfXfzXH82Gc%253D</UE><T>through</T><RK>0</RK><S>like 2 and 4 and 6, are “fair numbers,” or “&lt;b&gt;sharing&lt;/b&gt; numbers,” because she could &lt;br&gt; divide these ... divided into &lt;b&gt;equal&lt;/b&gt; parts, some of which are shaded, helps &lt;br&gt; students visualize &lt;b&gt;fractions&lt;/b&gt; as parts of a unit whole or determine &lt;b&gt;equivalent&lt;/b&gt; &lt;br&gt; &lt;b&gt;fractions&lt;/b&gt;. ..... “square” and “square &lt;b&gt;root&lt;/b&gt;” will be important in such tasks. 2. 5. 3. 4. &lt;br&gt; 1. 2. 1. 4. ÷ =.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="moddate" value="D:20060419150920-04&#39;00&#39;"/><Attribute name="creationdate" value="D:20060419150920-04&#39;00&#39;"/><Attribute name="title" value="untitled"/><Attribute name="producer" value="Acrobat Distiller 6.0.1 for Macintosh"/></DataObject></PageMap><HAS><L></L><C CID="kItozhWFj8wJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="9"></RG><R MIME="application/pdf" N="9"><U>http://www.nctm.org/uploadedFiles/Conferences_and_Professional_Development/Annual_Meeting_and_Exposition/Past_and_Future/2014AM_Program%20Book.pdf</U><UE>http://www.nctm.org/uploadedFiles/Conferences_and_Professional_Development/Annual_Meeting_and_Exposition/Past_and_Future/2014AM_Program%2520Book.pdf</UE><T>Program Book</T><RK>0</RK><S>over and over again (iteration) can be used to find &lt;b&gt;roots&lt;/b&gt; of equations ...... &lt;br&gt; Strategies using visual &lt;b&gt;fraction&lt;/b&gt; models will be &lt;b&gt;shared&lt;/b&gt; for developing ...... have an &lt;br&gt; &lt;b&gt;equal&lt;/b&gt; sum and product? ...... with unit &lt;b&gt;fractions&lt;/b&gt; and &lt;b&gt;equivalent fractions&lt;/b&gt;, and by &lt;br&gt; using.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="author" value="gfink"/><Attribute name="creationdate" value="D:20140226135804-05&#39;00&#39;"/><Attribute name="creator" value="Adobe InDesign CS6 (Macintosh)"/><Attribute name="moddate" value="D:20140312144911-04&#39;00&#39;"/><Attribute name="producer" value="Acrobat Distiller 9.5.5 (Macintosh)"/><Attribute name="title" value="01-NewOrleans-frontmatter-bg.indd"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="x-raw-image:///26779faee526eee65a206a73c953ae19a8259ae56a5a6b85bd038414e1584db4"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="235"/><Attribute name="height" value="214"/><Attribute name="src" value="https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcTZSg7aZjMxjNmRxCm9ZvOsRa4JNK34EPjhVdqx6oSnGuAxbSN3aOvxPUQ9"/></DataObject></PageMap><HAS><L></L><RT></RT></HAS></R><RG SIZE="1" START="10"></RG><R MIME="application/pdf" N="10"><U>http://www.nctm.org/uploadedFiles/Conferences_and_Professional_Development/Annual_Meeting_and_Exposition/2013-Annual-Program-Book.pdf</U><UE>http://www.nctm.org/uploadedFiles/Conferences_and_Professional_Development/Annual_Meeting_and_Exposition/2013-Annual-Program-Book.pdf</UE><T>Denver</T><RK>0</RK><BYLINEDATE>1366268400</BYLINEDATE><S>Apr 18, 2013 &lt;b&gt;...&lt;/b&gt; community of &lt;b&gt;sharing&lt;/b&gt; and professional learning. ...... &lt;b&gt;equal&lt;/b&gt; units. This teaching is &lt;br&gt; unnecessary ..... operations, and &lt;b&gt;equivalent fractions&lt;/b&gt; as pivotal topics for your ...... &lt;br&gt; connections to the Pythagorean theorem and the square &lt;b&gt;root&lt;/b&gt;.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="creationdate" value="D:20130318135132-04&#39;00&#39;"/><Attribute name="creator" value="Adobe InDesign CS5 (7.0.4)"/><Attribute name="moddate" value="D:20130401140243-04&#39;00&#39;"/><Attribute name="producer" value="Adobe PDF Library 9.9"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="x-raw-image:///23113d4ed5e3e8f95d70eeaacbe328cc8d15ca9184b4116ce63715005162a844"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="221"/><Attribute name="height" value="228"/><Attribute name="src" value="https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcQZL-bEj7il2MdiQY2GLRhXvTOca3MmIeUrHp_RkGsPnDpttRTpoakUekLq"/></DataObject></PageMap><HAS><L></L><RT></RT></HAS></R></RES> </GSP> 
7/25/2016 3:54:03 PMGoogle URL: https://www.google.com/cse?cx=012414586328843467846:9xpvoxti6co&client=google-csbe&output=xml_no_dtd&num=10&start=0&q=equal+sharing+and+the+roots+of+fraction+equivalence 
7/25/2016 3:53:33 PMConversion from type 'Byte()' to type 'String' is not valid.Microsoft.VisualBasic
7/25/2016 3:53:25 PMSeach Results: <?xml version="1.0" encoding="UTF-8" standalone="no"?> <GSP VER="3.2"> <TM>0.192766</TM><Q>supporting struggling students</Q> <PARAM js_escaped_value="012414586328843467846:9xpvoxti6co" name="cx" original_value="012414586328843467846:9xpvoxti6co" url_escaped_value="012414586328843467846%3A9xpvoxti6co" value="012414586328843467846:9xpvoxti6co"></PARAM><PARAM js_escaped_value="google-csbe" name="client" original_value="google-csbe" url_escaped_value="google-csbe" value="google-csbe"></PARAM><PARAM js_escaped_value="xml_no_dtd" name="output" original_value="xml_no_dtd" url_escaped_value="xml_no_dtd" value="xml_no_dtd"></PARAM><PARAM js_escaped_value="10" name="num" original_value="10" url_escaped_value="10" value="10"></PARAM><PARAM js_escaped_value="0" name="start" original_value="0" url_escaped_value="0" value="0"></PARAM><PARAM js_escaped_value="supporting struggling students" name="q" original_value="supporting+struggling+students" url_escaped_value="supporting+struggling+students" value="supporting struggling students"></PARAM><PARAM js_escaped_value="AELymgVY1PkK20oRIHp7FRguIn9Yedes6XzA0Tatmd6cBO1Sgo6vqus9nyu1ucE-WBWAn3QyICxUq6F9J6GmSc0UEtQZmhuQeRuk6oh1Caxr4ukT_7dwH48" name="adkw" original_value="AELymgVY1PkK20oRIHp7FRguIn9Yedes6XzA0Tatmd6cBO1Sgo6vqus9nyu1ucE-WBWAn3QyICxUq6F9J6GmSc0UEtQZmhuQeRuk6oh1Caxr4ukT_7dwH48" url_escaped_value="AELymgVY1PkK20oRIHp7FRguIn9Yedes6XzA0Tatmd6cBO1Sgo6vqus9nyu1ucE-WBWAn3QyICxUq6F9J6GmSc0UEtQZmhuQeRuk6oh1Caxr4ukT_7dwH48" value="AELymgVY1PkK20oRIHp7FRguIn9Yedes6XzA0Tatmd6cBO1Sgo6vqus9nyu1ucE-WBWAn3QyICxUq6F9J6GmSc0UEtQZmhuQeRuk6oh1Caxr4ukT_7dwH48"></PARAM><PARAM js_escaped_value="en" name="hl" original_value="en" url_escaped_value="en" value="en"></PARAM><PARAM js_escaped_value="UTF-8" name="oe" original_value="UTF-8" url_escaped_value="UTF-8" value="UTF-8"></PARAM><PARAM js_escaped_value="UTF-8" name="ie" original_value="UTF-8" url_escaped_value="UTF-8" value="UTF-8"></PARAM><PARAM js_escaped_value="0" name="boostcse" original_value="0" url_escaped_value="0" value="0"></PARAM><Context><title>NCTM Search</title><total_results>146</total_results><Facet><FacetItem><label>classroom_resource</label><count>0</count><anchor_text>Classroom Resource</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem><FacetItem><label>store</label><count>0</count><anchor_text>Store</anchor_text><label_op>more</label_op></FacetItem></Facet><Facet><FacetItem><label>publication</label><count>0</count><anchor_text>Publication</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem><FacetItem><label>standards</label><count>0</count><anchor_text>Standards</anchor_text><label_op>more</label_op></FacetItem></Facet><Facet><FacetItem><label>news_event</label><count>0</count><anchor_text>News/Event</anchor_text><label_op>more</label_op><facet_search_label>1</facet_search_label></FacetItem></Facet><Facet><FacetItem><label>professional_development</label><count>0</count><anchor_text>Professional Development</anchor_text><label_op>more</label_op></FacetItem></Facet></Context><RES EN="10" SN="1"> <M>152</M> <FI></FI><NB><NU>/custom?q=supporting+struggling+students&amp;client=google-csbe&amp;cx=012414586328843467846:9xpvoxti6co&amp;hl=en&amp;boostcse=0&amp;output=xml_no_dtd&amp;ie=UTF-8&amp;oe=UTF-8&amp;prmd=ivns&amp;ei=Sm6WV4KmOcLe-QHPwaCICA&amp;start=10&amp;sa=N</NU></NB> <RG SIZE="10" START="1"></RG><RG SIZE="1" START="1"></RG><R N="1"><U>https://www.nctm.org/innov8types/</U><UE>https://www.nctm.org/innov8types/</UE><T>Session Types - National Council of Teachers of Mathematics</T><RK>0</RK><S>How has this idea helped to support students who struggle? ... Topical sessions &lt;br&gt; focus on a topic related to &lt;b&gt;supporting struggling students&lt;/b&gt; in the mathematics&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="mQVjbw9aEikJ" SZ="107k"></C><RT></RT></HAS></R><RG SIZE="1" START="2"></RG><R MIME="application/pdf" N="2"><U>https://www.nctm.org/uploadedFiles/Conferences_and_Professional_Development/Be_a_Speaker/Innov8%20Presentation%20Types.pdf</U><UE>https://www.nctm.org/uploadedFiles/Conferences_and_Professional_Development/Be_a_Speaker/Innov8%2520Presentation%2520Types.pdf</UE><T>INNOV8 PRESENTATION TYPES</T><RK>0</RK><S>changed the way you teach. What transformational idea has changed the way &lt;br&gt; you teach for the better? How has this idea helped &lt;b&gt;support students&lt;/b&gt; who &lt;b&gt;struggle&lt;/b&gt;&lt;br&gt; ?</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="author" value="Kelly Bowen"/><Attribute name="creator" value="Microsoft® Word 2013"/><Attribute name="creationdate" value="D:20160614125501-04&#39;00&#39;"/><Attribute name="moddate" value="D:20160614125501-04&#39;00&#39;"/><Attribute name="producer" value="Microsoft® Word 2013"/></DataObject></PageMap><HAS><L></L><C CID="F8OuOPPw1FMJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="3"></RG><R N="3"><U>https://www.nctm.org/News-and-Calendar/Messages-from-the-President/Archive/Linda-M_-Gojak/Let_s-Keep-Equity-in-the-Equation/</U><UE>https://www.nctm.org/News-and-Calendar/Messages-from-the-President/Archive/Linda-M_-Gojak/Let_s-Keep-Equity-in-the-Equation/</UE><T>Let&amp;#39;s Keep Equity in the Equation - National Council of Teachers of ...</T><RK>0</RK><S>&lt;b&gt;Teaching&lt;/b&gt; with a focus on equity means striving to reach each &lt;b&gt;student&lt;/b&gt; whose life &lt;br&gt; we ... classroom instruction, &lt;b&gt;struggling students&lt;/b&gt; are provided with extra &lt;b&gt;support&lt;/b&gt;.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject><DataObject type="cse_image"><Attribute name="src" value="https://www.nctm.org/uploadedImages/News_and_Calendar/Presidents_Corner/Presidents_Messages/thumb_Gojak_Linda-100x140.jpg"/></DataObject><DataObject type="cse_thumbnail"><Attribute name="width" value="72"/><Attribute name="height" value="102"/><Attribute name="src" value="https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcR_pBUbQnTcGcy7bdLWG9U0pqtKbqtt1nR8opAf39t_6RbJynqgqFn9"/></DataObject></PageMap><HAS><L></L><C CID="uKzRiXYJICoJ" SZ="114k"></C><RT></RT></HAS></R><RG SIZE="1" START="4"></RG><R MIME="application/vnd.openxmlformats-officedocument.presentationml.presentation" N="4"><U>https://www.nctm.org/uploadedFiles/Standards_and_Positions/Principles_to_Actions/PtA_CandyJar_PPT.pptx</U><UE>https://www.nctm.org/uploadedFiles/Standards_and_Positions/Principles_to_Actions/PtA_CandyJar_PPT.pptx</UE><T>Principles to Actions PowerPoint template</T><RK>0</RK><S>Effective &lt;b&gt;teaching&lt;/b&gt; is the non-negotiable core that ensures that all &lt;b&gt;students&lt;/b&gt; learn &lt;br&gt; mathematics at high ... &lt;b&gt;Support&lt;/b&gt; productive &lt;b&gt;struggle&lt;/b&gt; in learning mathematics.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="author" value="Ken Krehbiel"/><Attribute name="last saved by" value="Michael Fish"/><Attribute name="revision number" value="94"/><Attribute name="creation date" value="3/11/2014 13:01:44"/><Attribute name="last saved date" value="3/20/2015 17:38:05"/><Attribute name="edit minutes" value="1393"/><Attribute name="word count" value="2318"/><Attribute name="source" value="Microsoft Office PowerPoint"/><Attribute name="presentation format" value="On-screen Show (4:3)"/><Attribute name="count paragraphs" value="270"/><Attribute name="slides" value="39"/><Attribute name="slide notes" value="0"/><Attribute name="hidden slides" value="0"/><Attribute name="multimedia clips" value="0"/><Attribute name="scale crop" value="no"/><Attribute name="links up to date" value="no"/><Attribute name="shared doc" value="no"/><Attribute name="links dirty" value="no"/><Attribute name="application version" value="12.0000"/></DataObject></PageMap><HAS><L></L><C CID="PuucokoAtEIJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="5"></RG><R MIME="application/vnd.openxmlformats-officedocument.presentationml.presentation" N="5"><U>http://www.nctm.org/uploadedFiles/About/President,_Board_and_Committees/Board_Materials/Briars%20Title%201%201-30-16.pptx</U><UE>http://www.nctm.org/uploadedFiles/About/President,_Board_and_Committees/Board_Materials/Briars%2520Title%25201%25201-30-16.pptx</UE><T>National Title 1 Conference Powerpoint</T><RK>0</RK><BYLINEDATE>1460530800</BYLINEDATE><S>Apr 13, 2016 &lt;b&gt;...&lt;/b&gt; Engaging &lt;b&gt;Students&lt;/b&gt; in Learning: Mathematical Practices, Grades K-8 ... Response &lt;br&gt; to Intervention (RtI); &lt;b&gt;Supporting&lt;/b&gt; productive &lt;b&gt;struggle&lt;/b&gt;&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="author" value="Diane"/><Attribute name="last saved by" value="Diane"/><Attribute name="revision number" value="294"/><Attribute name="creation date" value="2/10/2015 08:28:44"/><Attribute name="last saved date" value="1/30/2016 17:25:30"/><Attribute name="document template" value="Briars GLCTM 2-4-15"/><Attribute name="edit minutes" value="6159"/><Attribute name="word count" value="3576"/><Attribute name="source" value="Microsoft Office PowerPoint"/><Attribute name="presentation format" value="On-screen Show (4:3)"/><Attribute name="count paragraphs" value="602"/><Attribute name="slides" value="83"/><Attribute name="slide notes" value="71"/><Attribute name="hidden slides" value="0"/><Attribute name="multimedia clips" value="0"/><Attribute name="scale crop" value="no"/><Attribute name="company" value="Microsoft"/><Attribute name="links up to date" value="no"/><Attribute name="shared doc" value="no"/><Attribute name="links dirty" value="no"/><Attribute name="application version" value="15.0000"/></DataObject></PageMap><HAS><L></L><C CID="Hr7c-aWWs6gJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="6"></RG><R N="6"><U>http://www.nctm.org/Standards-and-Positions/Position-Statements/Intervention/</U><UE>http://www.nctm.org/Standards-and-Positions/Position-Statements/Intervention/</UE><T>Intervention - National Council of Teachers of Mathematics</T><RK>0</RK><S>Even &lt;b&gt;students&lt;/b&gt; who excel in one topic may require the &lt;b&gt;support&lt;/b&gt; of intervention in &lt;br&gt; others. When &lt;b&gt;students&lt;/b&gt; are &lt;b&gt;struggling&lt;/b&gt;, teachers should use various assessments&lt;br&gt; &amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="n3zd6ZC_ILQJ" SZ="103k"></C><RT></RT></HAS></R><RG SIZE="1" START="7"></RG><R MIME="application/vnd.openxmlformats-officedocument.presentationml.presentation" N="7"><U>http://www.nctm.org/Conferences-and-Professional-Development/Principles-to-Actions-Toolkit/Resources/1-HS-Ziegler-Slides/</U><UE>http://www.nctm.org/Conferences-and-Professional-Development/Principles-to-Actions-Toolkit/Resources/1-HS-Ziegler-Slides/</UE><T>Slides</T><RK>0</RK><S>Watch video clips and discuss what the teacher does to &lt;b&gt;support&lt;/b&gt; his &lt;b&gt;students&lt;/b&gt; ... &lt;br&gt; the effective mathematics &lt;b&gt;teaching&lt;/b&gt; practice of &lt;b&gt;support&lt;/b&gt; productive &lt;b&gt;struggle&lt;/b&gt;.</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="author" value="Ken Krehbiel"/><Attribute name="last saved by" value="Margaret Smith"/><Attribute name="revision number" value="211"/><Attribute name="last print date" value="2/1/2015 21:31:02"/><Attribute name="creation date" value="5/14/2015 19:48:04"/><Attribute name="last saved date" value="6/23/2015 14:42:45"/><Attribute name="edit minutes" value="2412"/><Attribute name="word count" value="2251"/><Attribute name="source" value="Microsoft Macintosh PowerPoint"/><Attribute name="presentation format" value="On-screen Show (4:3)"/><Attribute name="count paragraphs" value="240"/><Attribute name="slides" value="15"/><Attribute name="slide notes" value="15"/><Attribute name="hidden slides" value="0"/><Attribute name="multimedia clips" value="0"/><Attribute name="scale crop" value="no"/><Attribute name="links up to date" value="no"/><Attribute name="shared doc" value="no"/><Attribute name="links dirty" value="no"/><Attribute name="application version" value="14.0000"/></DataObject></PageMap><HAS><L></L><C CID="fkPRyvHVjRMJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="8"></RG><R N="8"><U>http://www.nctm.org/Conferences-and-Professional-Development/Professional-Development-Guides-(Reflection-Guides)/Principles-to-Actions_-Ensuring-Mathematical-Success-for-All/</U><UE>http://www.nctm.org/Conferences-and-Professional-Development/Professional-Development-Guides-(Reflection-Guides)/Principles-to-Actions_-Ensuring-Mathematical-Success-for-All/</UE><T>Principles to Actions: Ensuring Mathematical Success for All ...</T><RK>0</RK><S>What types of questions could you ask, or what types of moves could you make, &lt;br&gt; to &lt;b&gt;support students&lt;/b&gt; who &lt;b&gt;struggle&lt;/b&gt; to get started on a problem-solving task,&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="viewport" value="width=device-width, initial-scale=1"/><Attribute name="twitter:widgets:csp" value="on"/></DataObject></PageMap><HAS><L></L><C CID="AG9QgRRb07IJ" SZ="174k"></C><RT></RT></HAS></R><RG SIZE="1" START="9"></RG><R MIME="application/vnd.openxmlformats-officedocument.presentationml.presentation" N="9"><U>http://www.nctm.org/Conferences-and-Professional-Development/Principles-to-Actions-Toolkit/Resources/Identity-Presentation/</U><UE>http://www.nctm.org/Conferences-and-Professional-Development/Principles-to-Actions-Toolkit/Resources/Identity-Presentation/</UE><T>NCTM Illuminations</T><RK>0</RK><S>Mathematics &lt;b&gt;teaching&lt;/b&gt; involves not only &lt;b&gt;helping students&lt;/b&gt; develop mathematical &lt;br&gt; ... Facilitate meaningful mathematical discourse; &lt;b&gt;Support&lt;/b&gt; productive &lt;b&gt;struggle&lt;/b&gt; in&amp;nbsp;...</S><LANG>en</LANG><Label>_cse_9xpvoxti6co</Label><PageMap><DataObject type="metatags"><Attribute name="author" value="pvennebush"/><Attribute name="last saved by" value="dbarnes"/><Attribute name="revision number" value="1808"/><Attribute name="last print date" value="3/29/2015 20:20:58"/><Attribute name="creation date" value="9/4/2008 13:39:54"/><Attribute name="last saved date" value="4/9/2015 12:57:32"/><Attribute name="edit minutes" value="35949"/><Attribute name="word count" value="1916"/><Attribute name="source" value="Microsoft Office PowerPoint"/><Attribute name="presentation format" value="On-screen Show (4:3)"/><Attribute name="count paragraphs" value="179"/><Attribute name="slides" value="27"/><Attribute name="slide notes" value="27"/><Attribute name="hidden slides" value="0"/><Attribute name="multimedia clips" value="0"/><Attribute name="scale crop" value="no"/><Attribute name="company" value="NCTM"/><Attribute name="links up to date" value="no"/><Attribute name="shared doc" value="no"/><Attribute name="links dirty" value="no"/><Attribute name="application version" value="12.0000"/></DataObject></PageMap><HAS><L></L><C CID="m4VQnfvjPYsJ" SZ=""></C><RT></RT></HAS></R><RG SIZE="1" START="10"></RG><R MIME="application/vnd.openxmlformats-officedocument.presentationml.presentation" N="10"><U>http://www.nctm.org/uploadedFiles/About/President,_Board_and_Committees/Board_Materials/Briars%20sxswedu%203-7-16.pptx</U><UE>http://www.nctm.org/uploadedFiles/About/President,_Board_and_Committees/Board_Materials/Briars%2520sxswedu%25203-7-16.pptx</UE><T>Engaging Tasks + &lt;b&gt;Student&lt;/b&gt; Discussion = Math Success Handout</T><RK>0</RK><BYLINEDATE>1460530800</BYLINEDATE><S>Apr 13, 2016 &lt;b&gt;...&lt;/b&gt; Engaging &lt;b&gt;Students&lt;/b&gt; in Learning: Mathematical Practices, Grades K-8 ... 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