# Posts Tagged: Math Activities

## 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.…

## What is the Rest of the Class Doing?

“There are two primary choices in life: to accept conditions as they exist or to accept the responsibility for changing them.”     -Denis Waitley The first challenge of differentiated Readiness Groups, based on your students’ level of understanding of skills and concepts, is realizing that all students deserve the opportunity to move further ahead in their depth of understanding.…

## Math Stations: Big Classes Need “Pair” Bags

“Talent wins games, but teamwork and intelligence wins championships.”     -Michael Jordan That’s why teams working together at math stations are a vital component of the Tabor Rotation Framework. Effectively equipping teams for their work is imperative—especially in a math classroom at a math station! When teachers begin to sophisticate their use of students working in math stations in a classroom, many questions arise.…

## Protected: Tabor Tools for CAMT 2013

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## 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.…

## Why Learn Conversions???

“The journey for an education starts with a childhood question.”     – David L. Finn As I played “Conversion Concentration” with a small group of students at the Games Station, one student asked the inevitable question about conversions, “Why do we have to learn this stuff?” These students had been completing a conversion chart every week since the beginning of school, but their teacher knew the value of partnering conversion memorization with meaning, so before the students began creating conversion charts, he had the students use manipulatives at the Manipulatives Station to help them develop a concrete understanding of the relationship between fractions, decimals, and percents.…

## Geometry–Out of the Box!

I received an email this morning from a Geometry Instructor/Assistant Athletic Director who has been using the Tabor Rotation Framework at the Secondary Level for the past two years. Attached to it was a real-world assessment of the geometrical concept of transformations. I was engaged just by reading it!…

## Math Apps Students (and their Teachers) LOVE!

“Do you use IPads in the Technology/Application Station of Tabor Rotation?” “What apps do you recommend?” “Could I write a grant to get more technology in my classroom?” These questions are frequently asked by Tabor Rotation teachers in math and science, since one of the Tabor Rotation Stations is the Technology/Application Station.…

## “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.…