Differentiate problem solving in your classroom using effective, research-based strategies. The problem-solving mini-lesson guides teachers in how to teach differentiated lessons. The student activity sheet features a problem tiered at three levels.

Developed in conjunction with Lesley University, this classroom resource for Level 2 provides effective, research-based strategies to help teachers differentiate problem solving in the classroom and includes: 50 leveled math problems (150 problems total), an overview of the problem-solving process, and ideas for formative assessment of students' problem-solving abilities. It also includes 50 mini-lessons and a student activity sheet featuring a problem tiered at three levels, plus a ZIP file with electronic versions of activity sheets. This resource was developed with Common Core State Standards as its foundation, is aligned to the interdisciplinary themes from the Partnership for 21st Century Skills, and supports core concepts of STEM instruction. 144pp.

Differentiate problem solving in your classroom using effective, research-based strategies. This lesson focuses on solving problems related to creating figures on a coordinate plane. The problem-solving mini-lesson guides teachers in how to teach differentiated lessons. The student activity sheet features a problem tiered at three levels.

Designed to fully engage and motivate students in grades 1-8, this resource is perfect for differentiating social studies instruction. Leveled Texts for Social Studies: Symbols, Monuments, and Documents includes 15 different topics, each featuring high-interest text written at four different reading levels with matching pictures. Symbols placed in the lower corner of each page represent the reading level range and are designed to help teachers differentiate instruction. Comprehension questions are also provided to complement each reading level. This resource is correlated to the Common Core State Standards.

Developed in conjunction with Lesley University, this classroom resource for Level 5 provides effective, research-based strategies to help teachers differentiate problem solving in the classroom and includes: 50 leveled math problems (150 problems total), an overview of the problem-solving process, and ideas for formative assessment of students' problem-solving abilities. It also includes 50 mini-lessons and a student activity sheet featuring a problem tiered at three levels, plus a ZIP file with electronic versions of activity sheets. This resource was developed with Common Core State Standards as its foundation, is aligned to the interdisciplinary themes from the Partnership for 21st Century Skills, and supports core concepts of STEM instruction. 144pp.

Developed in conjunction with Lesley University, this classroom resource for Level 4 provides effective, research-based strategies to help teachers differentiate problem solving in the classroom and includes: 50 leveled math problems (150 problems total), an overview of the problem-solving process, and ideas for formative assessment of students' problem-solving abilities. It also includes 50 mini-lessons and a student activity sheet featuring a problem tiered at three levels, plus a ZIP file with electronic versions of activity sheets. This resource was developed with Common Core State Standards as its foundation, is aligned to the interdisciplinary themes from the Partnership for 21st Century Skills, and supports core concepts of STEM instruction. 144pp.

Pavel Florensky (1882–1937) was a Russian philosopher, theologian, and scientist. He was considered by his contemporaries to be a polymath on a par with Pascal or Da Vinci. This book is the first comprehensive study in the English language to examine Florensky's entire philosophical oeuvre in its key metaphysical concepts. For Florensky, antinomy and symbol are the two faces of a single issue—the universal truth of discontinuity. This truth is a general law that represents, better than any other, the innermost structure of the universe. With its original perspective, Florensky’s philosophy is unique in the context of modern Russian thought, but also in the history of philosophy per se.

This thoughtful book is rooted in the belief that teachers can lead their students to develop their reading tastes and grow in their love of reading at the same time as supporting and stretching students in their meaning-making experiences. This practical resource highlights more than 50 instructional strategies that invite students to work inside and outside a book through reading, writing, talk, and arts experiences. It highlights the work of guest voices that include classroom teachers, occasional teachers, special education teachers, and librarians who share their best literacy practices. Take Me to Your Readers uses 5 essential areas to structure classroom experiences through children's literature: Motivation; Theme Connections; Genre Connections; Cross-Curricular Connections; and Response. Extensive booklists, teaching tips, a wide range of activities, and reproducible pages provide practical support. Ultimately, this book is designed to take teachers to their readers and start them on a lifelong journey through great books!

In Greek geometry, there is an arithmetic of magnitudes in which, in terms of numbers, only integers are involved. This theory of measure is limited to exact measure. Operations on magnitudes cannot be actually numerically calculated, except if those magnitudes are exactly measured by a certain unit. The theory of proportions does not have access to such operations. It cannot be seen as an "arithmetic" of ratios. Even if Euclidean geometry is done in a highly theoretical context, its axioms are essentially semantic. This is contrary to Mahoney's second characteristic. This cannot be said of the theory of proportions, which is less semantic. Only synthetic proofs are considered rigorous in Greek geometry. Arithmetic reasoning is also synthetic, going from the known to the unknown. Finally, analysis is an approach to geometrical problems that has some algebraic characteristics and involves a method for solving problems that is different from the arithmetical approach. 3. GEOMETRIC PROOFS OF ALGEBRAIC RULES Until the second half of the 19th century, Euclid's Elements was considered a model of a mathematical theory. This may be one reason why geometry was used by algebraists as a tool to demonstrate the accuracy of rules otherwise given as numerical algorithms. It may also be that geometry was one way to represent general reasoning without involving specific magnitudes. To go a bit deeper into this, here are three geometric proofs of algebraic rules, the frrst by Al-Khwarizmi, the other two by Cardano.