# Posts Tagged: Concrete Experiences

## Powerful Math Stations, MCC4.NBT.2 & MCC4.OA.4

What makes a powerful, rigorous, and relevant math station activity? 1. Identify the content standard. One of the activities that uses building blocks to concretely explore a concept is the Math Common Core State Standard from fourth grade, MCC4.OA.1a: Use the four operations with whole numbers to solve problems.…

## Hands-On Expanded Form

What is expanded form and how do we make the practice of expanded form hands on and engaging? Let’s start with the first question. Expanded Form is… …the writing of a number to show the value of each digit. …the sum of each digit multiplied by its place value.…

## Super Secondary Manipulatives: Anglegs!

When I showed a set of Anglegs to a high school math department and everyone said, “What are those?” I knew I needed to blog about these amazing manipulatives! Anglegs come in six lengths of plastic that easily snap together to explore plane geometry. When you snap two Anglegs, of any length together, you can snap a special 4” protractor to explore angles.…

## Increasing Scores via Financial Literacy

How can you increase scores on a state test by teaching financial literacy? That was one of the questions asked by several teachers who were recently trained in M-Cubed: Meaningful Math Management. This resource is used nationwide to teach accountability and personal financial literacy at the same time.…

## Hands-On Algebra: A Scavenger Hunt

An all-male group completely engaged in the task! How do you engage students? How do you teach them to be innovative and creative? You think outside the box as a teacher. Recently, an Algebra I teacher sent me an email sharing an incredible task she created for her students.…

## Meaningful Math & Meaningful Management!

Fun isn’t always educational and education isn’t always fun, but when the two come together – it just doesn’t get any better.”     -Tom Jackson “Research consistently shows that the more time students spend involved in learning activities, the more they learn. That is, there is a strong positive relationship between the amount of time students are actively engaged in learning activities and their achievement.…

## Fractions: Fun or Fungal?

I began writing this blog post after receiving an email from a teacher who wanted a copy of several of the games I used during a demonstration lesson involving fractional concepts. Not wanting to just give her “fish” I thought about how to give her more.…

## Texas Drought Benefits Math Concepts

“We don’t stop playing because we grow old; we grow old because we stop playing.”     -George Bernard Shaw The Texas drought may have dried up our pond, but it offered our two youngest children the opportunity to play in the biggest mud puddle they’d ever seen.…

## “It’s the GREAT Pumpkin, Charlie Brown!”

“I’ve learned there are three things you don’t discuss with people: religion, politics and the Great Pumpkin.”     -Linus Out of all of the Peanuts comic strips and television specials, this one is my favorite. As a child I thought that waiting for the Great Pumpkin was much more fun than waiting for Santa Claus.…

## Grouping Students via a Value Line & Folded Spectrum

Tabor Rotation Training of Trainers' Folded Spectrum How can a teacher ensure simultaneous interaction in their classroom? How do you easily and quickly group students? How can one assess the depth of their students’ understanding of a concept? One simple, interactive, and non-threatening way to do this is by using a “Value Line” and a “Folded Spectrum.” Folded Spectrum & Value Line (Presentation Slide) Participants line up, in a value line, according to how comfortable they are with the topic.…