Wouldn’t it be great if there were blocks that could specifically support play in math and allow our students participate in mathematical self-discovery?
I think we can all agree that our youngest students need to spend more time playing and developing their fine and gross motor skills and building a strong foundation for academics. But where do we even start?
I go into hundreds of classrooms a year, and I find the kindergarten classrooms to be the most interesting. At one time, we thought kindergarten was going to be a great, developmentally appropriate idea for our youngest students. I was part of the planning committee...
If we think about how we learned multiplication and division of fractions, it’s actually quite comical. Many of us were taught to “not ask why, just invert and multiply.” But we need to ask why.
As you’re doing addition and subtraction, be purposeful to ensure that you’re building conceptual understanding. Get kids to articulate their thinking and engage in conversation about what they’re doing the whole time they’re working with fractions.
The key component as we start Fraction February, for kids in 4th, 5th, and even 6th grade, is establishing conceptual understanding.
The popular topic for PD sessions this spring? Fractions!
When we look at what kids have to know about fractions now, it’s very different from when you and I were growing up!
The district-adopted textbook is not actually our curriculum! Find out what the standard is actually asking them to do, what it means, and what it looks like to teach it.