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#FractionsFebruary Activity: Ordering Fractions

by Cara Martin, February 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.…



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How Students Can Use Fractions to Manage Allowance

by Treve Brinkman, Professional Learning Specialist
February 13th, 2017

You can connect fractions with something most students identify with: getting money.



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The Pizza Problem

by Marilyn Burns, Founder, Math Solutions
February 10th, 2017

The Pizza Problem is a great way to apply mathematical information in a real-world context. Challenge your seventh and eighth graders to apply their understanding of area and order of operations with the pricing of pizza. When teaching a unit on…



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Comparing Fractions Using Benchmarks

by Cara Martin, February 08th, 2017

The benchmark of a 1/2 on a number line is perhaps one of the most important visual tools in building fraction sense. With the aid of either of a number line or pie chart (or both!), we suggest a visual aid…



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Happy Fractions February: Book Giveaway

by admin, February 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…



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January #MathTalkChat Recap: Fractions, Decimals, & Percentages

by admin, January 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,…



Join Math Solutions on Twitter for a live #MathTalkChat!

by admin, January 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.



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An Unusual Word Problem: “Dealing in Horses”

by Marilyn Burns, Founder, Math Solutions
January 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.



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Data Analysis: A Lesson with Seventh and Eighth Graders

by admin, December 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,…



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Why I Like Using Open Number Lines (Though I Don’t Like the Name)

by Marilyn Burns, Founder, Math Solutions
December 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.



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