Number sense is not separate from “regular” math instruction! If you want to build number sense in your students you need to continually layer number sense building principles on top of your daily math instruction.
Category: Intervention 101
When the weather starts to turn, the days start to get longer and the promise of summer vacation starts to become a reality. And yet every year around May I was completely caught off guard when I looked at the calendar and at the actual number of sessions left I
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
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 you
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
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 this without
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
A few years back I was talking with a colleague after a staff meeting. I mentioned that I had recently had a breakthrough with a student who had a multitude of “gaps” in their learning. This student was in an upper elementary grade level but had a very early primary
Why Use Printable Math Manipulatives? Using a research-based CRA progression your students will move from concrete tools to drawings and representational models and will ultimately be proficient with abstract equations and ideas. Without manipulatives in the hands of our students we are missing the first and arguably most critical step!