Tag Archives: common core

Worksheet Websites I Use and Recommend

The following are screen shots of online math worksheet websites I use. The variety and the options in the criteria you select for your worksheets for some of these sites allows for differentiation in the classroom.

 

I will start with my favorite site, Math-Aids.com. This site allows for dynamic selection of criteria for each handout (see 2nd photo below) such as choosing the types of coins in problems for counting out the total value. The coin images are outstanding! It also offers content up to Calculus.

 

 

Super Teacher Worksheets is often used elementary schools. It offers content in science and language arts as well. It requires a $25 annual subscription which I easily find to be worthwhile.

 

 

Common Core Sheets is very useful site if you want to find handouts for specific standards by grade level (see 2nd photo below). It offers multiple versions of each handout.

 

 

 

Dads Worksheets provides a large bank of worksheets – multiple versions of each worksheet.

 

 

Math Worksheets 4 Kids offers multiple versions of each worksheet and content in science and language arts. There are many worksheets that provide unique support in how the work is presented, e.g. the Ratio Slope worksheet shown in the 2nd photo below.

 

Visual Fractions – title speaks for itself.

 

Worksheet Works is my 2nd favorite. It offers options in the criteria you choose, e.g. difficulty level (2nd photo below). They also offer unique types of handouts such as a maze with math problems to solve to find the path (2nd photo).

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Juggling Gaps and New Content

In math, many students with special needs fall behind. What results is a Catch-22 in programming and services. If the student is provided extra time to work on the gaps, he or she likely falls behind with current content. If the student is provided extra time to receive support for current topics, the gaps are not addressed

In both cases the extra support time can actually be counterproductive.

  • The focus on gaps likely results in the student working on different math topics which in effect means the student has TWO math classes – just what a student with math anxiety doesn’t need.
  • The focus on current topics means the student is trying to learn math topics for which he or she doesn’t have the prerequisite skills needed.

I recommend identifying the prerequisite skills for a current math topic and address ing these skills concurrently in math support or during the summer. For example, I used a Common Core coherence map (top photo below) to identify Common Core prerequisite standards for the standards a student faces in her upcoming school year. Then I listed these with each grade level standard (bottom photo below). The prerequisite skills can be identified using a task analysis approach as well. Screenshot 2018-06-12 at 6.03.52 AMScreenshot 2018-06-12 at 5.45.22 AM

This approach allows for a systematic approach to fill in gaps and to prioritize when they are to be addressed. When implemented effectively, the student can see the immediate benefit of the support time – it helps them in math class. Even better, the support teacher can match instruction and work with what is covered in math class.

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CEC 2014 Presentation on CCSS Math Support

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This link is for a drop box that contains the handouts for this presentation. Please email me with follow up questions ctspedmathdude at gmail.com.

 

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