My students are learning how to measure length using standard units, such as inches and centimeters. There are so many fun activities to help students really understand measurement!
Get out your rulers, tape measures, and yard sticks and follow me around this unit!
There are so many great ways to teach multi digit multiplication now! I remember being in school “way back when” and we learned one way, the only way, the standard algorithm. Now there are many other models for kids to work with, and most of them help build an understanding of mathematical relationships between numbers. Two methods I find to be helpful are the “Box Method” and the “Partial Products Method.” Eventually students move on to the standard algorithm (“old school”) and the partial products/box methods help them to understand the steps! Continue reading
Knowing multiplication facts help students see the patterns and relationships between numbers that are needed to be successful in other areas of math! Division, renaming fractions, and balancing equations are just a few examples where being able to recall facts quickly and correctly are extremely helpful!
So what do you do as a teacher or a parent of upper elementary or older students who have not mastered the multiplication facts? Here are 7 tips to help make multiplication practice less stressful! Continue reading
Now that it is finally starting to feel like Fall I have done a little Halloween decorating and made a few new Halloween Math Games! The first one I would like to share is a FREEBIE!
To download the Halloween Addition Bingo Game for FREE, just click the photo above!
Understanding place value is an important Math skill for elementary students. One of the objectives is for students to describe the relationship between places in a base ten system. Although this may seem difficult at first, starting with concrete manipulatives can really help students gain a deeper understanding.
I like to start by letting students “play” with the blocks for a few minutes. Then I will ask specific questions and have them use the blocks to work out answers. One such example is “How many ones do you need to equal a ten?” or “How many tens can you use to make one hundred?” Give students time to work together or independently with the blocks to answer the question, then discuss. I also like to write the questions/answers on the board or have a record sheet for them to work along with. Continue reading