Read on to discover lessons, articles, videos, and more. We update the blog regularly to provide you with valuable and timely resources, so visit us often!
byFebruary 17th, 2017
When teaching fractions, it’s important to give students the opportunity to compare and order fractions, and practice equivalent and non-equivalent fractions. Try this activity for fourth and fifth-grade students who have already explored fractional parts of halves, fourths, eighths, and sixteenths.…
byFebruary 13th, 2017
You can connect fractions with something most students identify with: getting money.
byFebruary 01st, 2017
Fractions are a critical foundation in mathematics, and at Math Solutions, we are dedicated to providing teachers with the tools they need to promote fraction sense in their classrooms. That’s why we’re taking the opportunity to celebrate Fractions February! We’ll be…
byJanuary 26th, 2017
Thank you for taking part in our first #MathTalkChat of the new year and discussing fractions in the the classroom! In case you missed out, here’s a quick recap with a few select tweets. To see the full chat transcript,…
byJanuary 18th, 2017
It’s time to talk fractions! Mark your calendar for a live Twitter #MathTalkChat with @Math_Solutions next Wednesday, January 25th at 8pm ET / 5pm PT.
byJanuary 10th, 2017
After I told Steven, the man seated next to me on an airplane, that I was a math teacher, he described the Dealing in Horses problem that he was given at a corporate management training session. The problem has been one of my teaching staples ever since.
byDecember 27th, 2016
by Lainie Schuster and Nancy Canavan Anderson Asking “good” questions—questions that help students make sense of math—lies at the heart of good math teaching. In Good Questions for Math Teaching: Why Ask Them and What to Ask, Grades 5–8 (Math Solutions Publications,…
byDecember 13th, 2016
This post is about subtraction, which is typically difficult for students to learn and for teachers to teach. Think about 503 – 398, for example. To estimate the answer, I can change the problem to 500 – 400 (rounding 503 to 500 and 398 to 400). That gives me an estimate of 100, which I know is close. But how can I know if the actual answer to 503 – 398 is greater or less than 100? I raised this question with third graders.