by Alicia | Feb 14, 2019 | Differentiating Instruction, Engaging Students in Learning, math
There are three groups of kids sitting in front of me every time I teach a lesson. I think I’ve finally figured out how to get all of them engaged in math class!! There are the kids the standards had in mind. Engaged. These kids are ready. If the lesson is...
by Alicia | Oct 23, 2018 | Differentiating Instruction, math, Thinking Math
If you’re thinking about fractions, you might be a 5th grade teacher… Thanks to the Common Core State Standards, fifth grade now throws the wildest fraction party on the block! I taught 6th grade math back when that was fraction central, and I learned 3...
by Alicia | Jun 19, 2018 | Differentiating Instruction, Instructional Strategies, math, Using Questioning/ Prompts and Discussion Techniques
If teaching fifth and sixth graders has taught me anything, it’s that fractions and decimals can be ABSTRACT and TRICKY… and that kids have to be developmentally ready to perform operations on them. The good news is- the standards aren’t encouraging...
by Alicia | May 17, 2015 | Instructional Strategies, math, Thinking Math, Using Questioning/ Prompts and Discussion Techniques
We have moved on to subtraction with renaming (2.NBT.7). You might call this regrouping… but really- if we think literally about what’s happening- we’re also giving the values new names! 50+10 is a different name for 60. So, renaming,...
by Alicia | Apr 28, 2015 | Differentiating Instruction, Engaging Students in Learning, Instructional Strategies, math
In my second grade classroom, I’ve recently identified a troubling gap in my students’ learning… Counting. I know how important counting is… and we have been counting all year. We count while we wait in line, we count backwards and forwards, by...
by Alicia | Sep 28, 2014 | math
Here’s how we’re getting our senses involved as we determine the value of base ten blocks in second grade! Get the cards we use here! Try out this Place Value FREEBIE with your kids today! Happy Tapping! Share...
