counting, K-2, Making Math Accessible, Math Tools, Strategy Development, Teacher Content

A few years ago, I was in need of a resource that would help students build fluency beyond 20 so I created some Base Ten Cards. I’ve referred to the cards in presentations but I haven’t shared them in this space…until now. Below you’ll find a...

Against the Norm, counting, K-2, Making Math Accessible, Making Sense Series, Math Progressions, Number Sense, Strategy Development, Teacher Content

If you’re not a pre-k, kindergarten, or 1st-grade teacher, you need to find one and give them a hug after watching this video. They do the work of an army and many times their work goes unnoticed. There’s so much happening in the early years of school,...
3-5, 6-8, Against the Norm, Fractions, Making Math Accessible, Making Sense Series, Math Progressions, Math Tools, Strategy Development, Teacher Content

It’s our fault. We have no one to blame but ourselves. We unknowing pigeonhole student thinking with the manipulatives we use. Take fraction tiles for example. Much to my disappointment, they come with labels and it kills me. Manipulatives that come pre-labelled...
3-5, Against the Norm, Algebra, counting, Fact Fluency, Making Math Accessible, Math Tools, Number Sense, Strategy Development

These Geometric Subitizing Cards have been in beta the past two years. I asked our buddy Joe Schwartz to take them for a test drive last spring and he reported back. Joe’s all in. How do they work? Let’s play… Last week I took them for another spin...
counting, Estimation, K-2, Making Math Accessible, Strategy Development, Teacher Content, Teaching in a Context

Every once in a while I stumble across Piaget’s 7 Conservation Tasks and then I move on. This week was different because my thoughts around conservation won’t go away. In a recent meeting with kindergarten and 1st grade teachers we discussed the importance...
3-5, 6-8, Against the Norm, Fractions, Making Sense Series, Math Progressions, Number Sense, Planning, Strategy Development

As elementary teachers, we rarely have the opportunity to explore division of a fraction by a fraction. When we do, it’s normally accompanied with Keep-Change-Flip or the saying “Yours is not the reason why, just invert and multiply.” Both are...