Just in time for back-to-school: New distance learning resources are available on Wide Open School.
TenMarks Math suggests that teachers use the tool after first covering the concepts and material in class or after using the Teach tools for instruction -- this way, the TenMarks system can help teachers identify individual students who may need interventions. Once students' areas for growth are identified, teachers can reassign content to target a range of specific skills. The TenMarks system will also automatically adapt to each student's needs as they work.
TenMarks Math can be used to assign work to students as a group based on grade-level curriculum or to individual students based on specific areas for improvement; it can even be used to automatically assign work based on the results of an included pre-assessment. Teachers can easily track the progress of individual students as well as whole classes, using data to help make decisions about what skills need more coverage in class. The site can be used in a computer lab setting or assigned for at-home practice.Continue reading Show less
TenMarks Math (which will no longer be available after the 2018-2019 school year) allows teachers to create complete classroom curricula or practice- and review-based supplements to help teach and reinforce math concepts from first grade through algebra 2. The program is designed to be an individualized, customizable, and adaptable learning program for a variety of classroom uses. Teachers can assign Common Core-aligned content for a whole class or create differentiated assignments for small groups and individual students. Students work at their own pace to complete the questions, and the program determines each student's level of mastery, reassigning work as necessary based on performance. The program's Lessons section includes premade lessons complete with presentations, warm-ups, and guided practice. TenMarks also provides access to previous grade-level content, concept trajectories, common misconceptions, as well as enrichment opportunities.
When students struggle, support is embedded in the curriculum with instructional videos, adaptive hints, and "amplifiers" (interactive diagnostic games for remediation) to guide them toward mastery. Before students submit official answers, they get a score and a chance to check their work using the support tools. All data is reported to the teacher dashboard and can be used to track individual and whole-class progress. As students complete sets of assignments, they can earn printable certificates and the ability to play some games; teachers and parents can also set up custom, personalized rewards. Students can see their own progress on a home screen, and parents can also get reports. The TenMarks premium version allows teachers more customization, including the ability to assign students assignments from multiple grade levels, as well as expanded use of the assessment tools and "one-click differentiation."
Overall, teachers will love the flexibility TenMarks Math provides, both for them and for their students. The assignments system allows for differentiation as students work at their own pace, and the videos are especially helpful for those working independently. The lessons are clear, and questions are presented in a variety of styles, such as multiple-choice, fill-in-the-blank, and choose-all-that-apply. Many problems also include detailed diagrams and charts to help illustrate concepts for students. TenMarks allows for a high level of personalization and can provide students practice, remediation, or extension, as directed by a teacher.
With frequent, sustained use, TenMarks Math has the potential to help students develop better conceptual skills in some areas. However, this potential may not be as evident with only occasional or sporadic use. TenMarks toes the line of promoting standardized test-friendly thinking and problem-solving, rather than more general abstract reasoning and practical skill building. Further, the instruction is fully direct, with few inquiry learning features, which may not suit more adventurous teachers or unmotivated students.
Key Standards Supported
Write a function that describes a relationship between two quantities.
Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.
Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.
Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).
Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself.
Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.
Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non- viable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.
Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.
Number And Operations In Base Ten
Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
Count within 1000; skip-count by 5s, 10s, and 100s.
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Add up to four two-digit numbers using strategies based on place value and properties of operations.
Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three- digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
Explain why addition and subtraction strategies work, using place value and the properties of operations.3
Use place value understanding to round whole numbers to the nearest 10 or 100.
Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
Fluently multiply multi-digit whole numbers using the standard algorithm.
Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Operations And Algebraic Thinking
Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.
Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1
Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
Statistics And Probability
Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
Summarize numerical data sets in relation to their context, such as by:
Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable.
Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book.
Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.
Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.
Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?