Have your kids been watching the summer Olympics? Are they itching to see how far they can jump or throw objects? In honor of the 2012 Summer Olympics, we’re going to give our kids a chance to compete in their own track and field events…and sneak in a little math while we’re at it! For each of the events below, use masking tape to indicate the starting line. Give kids an opportunity to practice each of the events before the…
So that’s what it means to multiply fractions! Visual representations make all the difference! I acutally have students first do this using a geoboard. Then we transfer to grid paper (see above photo). After collecting a number of samples, students look for patterns and discover that multiplying across gives them the same answer. But now it makes sense! CCSS: 5.NF.4; 5.NF.5
Kids who have a strong number sense can compose and decompose numbers, make reasonable estimates, and use numbers in flexible ways. Here’s a great example. (Aligns to the Common Core State Standards in Mathematics: Mathematical Practices – Look for and make use of structures.)
I just read that the Texas State Board of Education is getting rid of calcuators in the elementary grades. It’s a good thing, too, because I’ve no doubt that every kindergarten through fifth grade teacher hands their students calculators so that these teachers can get out of doing what they love doing…teaching. Honestly. Although not approved yet, it’s only a matter of time. Because, as we all know, politicians know best. And, yes board members, you are politicians. I remember…
Here’s a GREAT way to teach long division in a way that uses estimation skills and number sense. In addition, it helps solidify the relationship between multiplication and division. If we can provide our students with a variety of strategies to solve math problems, then math becomes accessible to more students. CCSS: 4.NBT.6; 5.NBT.6