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## Fill the Flower

How can you fill the flower with pattern shapes without any of the same shapes sharing a side?

• The first 4 shapes have been placed for you.
• If you use 2 of the same shape, make sure that their sides don’t touch each other. It’s okay if their vertices (corners) touch each other.
• If you get stuck, remove some of the shapes and keep trying.

## The Time is Right

How many times a day do the hands of a clock form a 90-degree angle?

## What’s Worth \$1?

Tammy has 8 coins with a total value of \$1. What coins might she have? Can you find more than one possible solution?

## Stuffed Bookcase

Jada wants to know how many hardcover books she could fit in her bookcase. The bookcase is 4 feet wide and 9 inches deep. Each of the 3 shelves is 9 inches tall.

• How many hardcover books, like the one Jada is reading, could she fit in her bookcase?
• Can you find another way to arrange the books so more will fit?
• Which arrangement do you think is better? Why?

## Hosting A Bridges-Centered Family Math Event

Strategies for sharing instructional practices with families and explore opportunities to engage students, families and the community in mathematics using MLC resources.

## Virtual Implementation Support Workshops

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## Introducing Bridges Breakout: Number Rack

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## Bridges Intervention Workshop

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## Introduction to Bridges Breakout: Number Rack

Bridges Breakout: Number Rack helps students learn addition and subtraction math facts using the number rack, a math tool that builds conceptual understanding and fluency through seeing and understanding number relationships. In this webinar, The Math Learning Center’s Nicole Rigelman and Shelly Scheafer walk you through Bridges Breakout: Number Rack with a focus on the underlying pedagogy, classroom use cases, and example lessons from the kit.

## Number Chart

Count, explore number patterns, or create your own grid with fractions, decimals, and more.

## BRIDGES QUICK START

The Math Learning Center is excited to offer a Bridges Quick Start session designed for teachers hired after the start of the school year or who were unable to attend the comprehensive Getting Started training. This 150-minute session provides a basic introduction to the Bridges in Mathematics curriculum. While not intended to replace the full Getting Started workshop, this session will provide an overview of Problems & Investigations, Number Corner and Work Places, accompanying teaching materials, and assessments. Multiple dates for each grade band are available. Registrants should select the grade band and date that best meets their needs.

## BRIDGES IN MATHEMATICS GETTING STARTED FACILITATOR TRAININGS

This face-to-face, three-day training is appropriate for districts after their first year of implementing Bridges in Mathematics, and is designed to equip instructional leaders to lead their own Bridges in Mathematics: Getting Started Workshops in-district. Participants will experience a condensed Bridges in Mathematics: Getting Started Workshop covering both K–2 and 3–5 grade bands.

## PREPARING TO LEAD A BRIDGES IMPLEMENTATION

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