It seems like I have picked a few topics lately that just don't fit into one blog post! I wanted to share two different "warm ups" I did with fraction number lines--and two different types of "math talk" that resulted from them. Give these two lessons a try and see what you think! I went kind of "photo journalism" style because I thought the pictures helped tell the story! ... Read *the* Post

## The importance of watching students work…helping with place value misconceptions

We recently finished our unit on place value and I KNEW that not all students were solid. As I usually do, I continued to give occasional entrance slips to try to keep my finger on the pulse of the class. When I do this, I try to work in time to meet with strugglers--and I try to do it in groups of no more than 3 so I can WATCH them.
Here's what I mean...I gave my students an entrance ... Read *the* Post

## Why do we estimate?

With our current unit in math, students are working on addition with regrouping and estimating. Over the years, I have found that students really see estimating as a task that is a "fill in the blank" activity--not a meaningful math "thinking" experience.
For example, we have pages in our practice book where students are supposed to estimate and then find the exact sum. Reasonable, ... Read *the* Post

## Fraction Misconceptions

Although we did some dabbling in fractions earlier this year, we now did into the "meat" of our studies and I wanted to get a sense for where my students were with their basic fraction understanding. One problem I see in elementary math classrooms is our tendency to rely on quick and easy information--a pretest, a worksheet, an exit slip. The simple truth is, in order to really see HOW ... Read *the* Post

## “Use Appropriate Tools Strategically” : A Standard for Mathematical Practice

I have had lots of requests for more math posts about every topic from organization to the Common Core to math workshop, so I have some things in the works!
I am going to try to work on two series of blog posts--one on the Standards for Mathematical Practice because I feel that this is truly where teachers can make a HUGE impact with their students. We really must remember that the ... Read *the* Post