What are you teaching right now? ⇨
Welcome to the Blog
Let's start learning!
Free Number Sense Boosters
Could your students’ number sense use a boost? These quick and simple activities improve number sense while engaging your students.
Latest from the Blog
I’ve talked to more than a few teachers who have mentioned that their students’ weakest area is number sense. “Maybe I should just slow down my instruction and work on number sense for a while.” they say. But here’s the thing- number sense doesn’t need to be separate from your
Word problems lend themselves so beautifully to differentiation- and yet sometimes it can seem like our most struggling learners can’t get a foot in the door. We know that searching for keywords isn’t the answer. So what is? Simple! Numberless word problems! When you implement a numberless word problems strategy,
I wanted to share one of my absolute favorite math differentiation strategies. It ensures differentiation with no “extra” work. It allows an entry point for all students. It includes extension — again without any “extra” work on your part! And it works for most any topic and most any grade
Teaching subtraction with regrouping using the standard algorithm? You’re in the right spot! But, if you are teaching 1st or 2nd grade, please remember, the written algorithm for addition and subtraction isn’t necessarily the end goal! Your students need to use strategies based on place value and relate them to
If your goal is to teach your students strategies that lead to the standards algorithm, you are in the right space! But remember, if you are teaching 1st or 2nd grade students, the standard algorithm is not necessarily your end goal at this point in time. In 1st and 2nd grade
It’s not uncommon for a district to tell it’s teachers that you must use the curriculum, lessons or workbook that they have purchased with fidelity. This may or may not fit your general teaching style but it can make differentiation feel like a daunting task. These 4 strategies can help
Let’s get this out of the way right now. Math intervention does NOT mean pulling a group of kids aside and helping them to complete their work after a whole group lesson. Another end of the spectrum? Math intervention does NOT mean stopping your instruction to “work on number sense”
The number one, most important thing you can do for students who are struggling in math is to meet them where they are and focus on increasing their understanding of numbers and operations. That’s it! The secret to math success! But here’s the thing, you can not do
My third-grade teacher always told us Practice doesn’t make perfect. Practice makes permanent! When we were practicing our cursive lettering he wanted us to be sure not to get sloppy and practice incorrectly- the habits we formed during practice would be hard to break! The same is true of our
It’s a trap we have all fallen into. You teach your math lesson for the day and then pull aside the group that didn’t quite get it yet. You work on the independent practice together. Here’s the problem. The next day? You’re likely working with the same group of students.