INSIDE MATHEMATICS
www.insidemathematics.org
Details Content Domains Video Descriptions
Usefullness of Video Ancillary Material Authorship
Level
Grades 1st12th
Cost
These videos are available for free streaming on the internet.
Type of Video
Excerpts from classroom lessons and teacher reflections  prior to and following lesson.
Note: The videos are separated into four collections: Public Lessons, Number Talks, Problem of the Month, Formative reengaging lessons.
Length of Videos
525 minutes
Number of Videos

Number Talks: 5 different classroom lessons, 3 videos for each classroom

Problem of the Month: 9 videos

Public Lessons: 14 different classroom lessons, 10  20 videos for each classroom

Formative reengaging lessons: 5 video
Content Domains

Elementary: Operations and Algebraic Thinking; Number and Operations in Base Ten; Numbers and Operations  Fractions; Measurement and Data; Geometry

Middle Grades: Ratios and Proportional Relationships; The Number System; Expressions and Equations; Geometry; Statistics and Probability; Functions

High School: Number and Quantity; Functions; Geometry; Statistics and Probability; Algebra
Description of the Videos
All videos include a closed caption feature
Public Lesson

14 sets of videos for entire Grade 2  12 classroom lessons, many of which include prelesson conversations and postlesson debriefing with mathematical coaches, fellow teachers, and/or students

Most of the classroom lessons involve tasks created by the Mathematics Assessment Resource Service (MARS)

The videos of the classroom lesson are separated into temporal segments  usually 1015 video segments per lesson. Nearly all the lessons follow a launch, explore, and summarize structure. All the lessons include whole class and small group activities. The videos of the small group activities include different groups of students working on mathematics.
Number Talks

The following is the website creators’ description of number talks: “Number talks were developed for classroom teachers to engage students in “mental math” through grappling with interesting mathematics problems. Educators can use number talks regularly as introductions to the day’s mathematical practice, as “warm ups” for other lessons, or as standalone extended engagements with mathematical concepts.”

5 sets of 3 videos for each Number Talk. Most of the sets of videos include a prelesson conversation between the teacher and coach, the Number Talk enacted in a classroom, and a postlesson debriefing between the teacher and the coach.

Most of the Number Talk classroom videos focus on a whole class discussion, but some include small group, pair and share interactions.
Problem of the Month

The following is the website creators’ description of the videos in the Problem of the Month collection: “Anna Yates School launched their schoolwide conversations about mathematics teaching and learning using the Problems of the Month. In the videos below, you’ll see how classrooms of different grade levels worked separately and together on different levels of the Problem of the Month “Party Time,” which requires logic, deductive reasoning, counting principles/strategies, and a variety of mathematical representations (depending on the grade level) such as tree diagrams, Venn diagrams, tables, charts, and matrices. Teachers and principals describe how they collaborated together on the problemsolving theme at their school, and in the culminating gallery walk students explain their thinking and share what they like about the Problems of the Month.”

There are nine videos in the collections. Five of the videos are students in grades K6 engaging in the different levels of the “Party Time” problem. Four of the videos are prelesson and postlesson conversations with teachers, principals, and students discussing the Problem of the Month project. Some of the videos are separated into segments.

Many of the videos include the launching of the Problem of the Month task and then focus on small groups of students doing the task. The videos capture the progress of different small groups of students as they work on task.
Formative reengaging lessons

The website creators state: “Formative ReEngaging Lessons involve a cycle of inquiry, instruction, assessment, analysis, selection, and reengagement around a mathematical concept.”

The collection is a set of five videos from one classroom lesson. The lesson is segmented into four videos and the fifth video is a prelesson conversation between the teacher and math coach.
Organization of videos

CCSSM Content and Practice Standards: Collection of excerpts from the public lessons videos illustrate students engaging in each of the eight mathematical practices and a variety of the mathematical content standards. The collection allows the viewer to search by grade level, content standard, or mathematical practice.

Tools for principals, coaches, and teachers: Collection of videos for teachers include teachers reflecting on their learners, on teaching practices, and on each other’s teaching. Collection of videos for coaches include coaches reflecting on lesson study, their role in teacher learning, reflecting on the mathematical tasks, and excerpts from the prelesson and postlesson conversations for the public lesson video collection. The video collection for principals includes the principals reflecting on their role in emphasizing the importance of mathematics teaching and learning in their respective schools.
Usefulness of the Videos
The collection of videos offer video representations of mathematics teaching and learning that can be used to demonstrate/model:

Settingup/Launching a classroom mathematical activity in which students collaborate in small groups

Teachers interacting with students using different discourse structures (i.e. IRE, Funnelling, and Focusing)

Teacher transitioning between small group activity and whole class discussion/directions/lecture

Students engaging in mathematical activity with small groups of peers with and without the teacher

Teachers supporting students productive struggle

Teachers posing purposeful questions to individual students, small groups of students, and whole class

Teachers launching and implementing lowlevel and highlevel cognitive demand mathematical tasks

Teachers, coaches, and students reflecting on their experiences teaching and learning during a classroom mathematics lesson

Teachers and coaches anticipating lessons, sharing their rationales behind pedagogical decisions, and interpretations of observed student behavior

Teachers and students in Bilingual classrooms
Ancillary Materials

Public Lessons

Written overview of the set of videos for the classroom lesson and each video in the set.

Written teacher and/or coach commentary about the mathematics teaching and learning in the videos.

Transcripts for nearly all the videos

Lesson plans, the mathematical task(s) from the lesson, and student work sample(s) from the classroom lesson

Number Talks

Written overview of each video in the Number Talk set

Transcript for each video

Problem of the Month

Problems of the Month Tasks

Transcripts of the videos

Formative Reengaging

Overview of each of the video segments

Transcripts for the videos

Lesson plan, mathematical task in the lesson, pre and postassessments, supporting materials, and student work samples from the classroom lesson
Author/sponsor
Inside Mathematics is copyrighted by the Noyce Foundation
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