 # Math Things -- Paul Murray's TPT Store

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view: An introduction to volume which follows from students’ understanding of area. We model area with squares; we model volume by building rectangles up, to make the third dimension – height. Templates for making boxes of various sizes are included.
Subjects:
Applied Math, Geometry, Measurement
4th, 5th, 6th
Types:
Math Centers
CCSS:
5.MD.C.3a, 5.MD.C.3b, 5.MD.C.4, 5.MD.C.5a, 5.MD.C.5b, 5.MD.C.5c
\$6.00
184 This is a simple, down to earth introduction to graphing equations on a grid. Students start by completing the familiar input-output table, identifying the “rule” or pattern, and writing the equation represented in the problem (e.g., Y = 4 X,
Subjects:
Geometry, Graphing, Word Problems
5th, 6th
Types:
Math Centers
CCSS:
5.G.A.2, 6.RP.A.3
\$3.00
45 A comprehensive introduction to decimals and decimal place value. These activities use the Base 10 Block 100 Square as the One, the 10 Rod as .1, and the 1 cube as .01. The “Thousand Cube,” therefore, is now 10. Numbers range from 2-digit
Subjects:
Decimals, Place Value
4th, 5th
Types:
Interactive Whiteboard, Math Centers
CCSS:
4.NF.C.7
\$5.00
34 Fractional number lines can help develop number sense and estimation ability by illustrating the relative size (scale or magnitude) of numbers. This happens in second grade with the use of number lines to visualize addition and subtraction of
Subjects:
Basic Operations, Fractions, Measurement
4th, 5th
Types:
Math Centers
CCSS:
4.NF.B.3c, 5.NF.A.2
\$3.00
35 This activity starts with drawings of rectangles and circles divided into fractional parts for students to shade to illustrate a mixed number. They then can count the parts to yield the improper fraction. The students state in writing each
Subjects:
Fractions, Measurement
3rd, 4th, 5th
Types:
Math Centers
CCSS:
4.NF.B.3c
\$3.00
32 These pages have illustrations of Base 10 Blocks and a sequence that guides children through the steps of regrouping, providing them with a template in which to write the problems themselves ensuring that they align the Ones digits. Regrouping of
Subjects:
Arithmetic, Basic Operations, Place Value
2nd, 3rd, 4th
Types:
Math Centers
CCSS:
3.NBT.A.2
\$3.00
13 Word problems requiring an understanding of fractions, mixed numbers, and time, both in hours/minutes, and in fractional parts of hours. Students need to add, subtract, and multiply fractions, convert mixed numbers and improper fractions. A brief
Subjects:
Applied Math, Fractions, Word Problems
4th, 5th
Types:
Interactive Whiteboard, Math Centers
CCSS:
4.MD.A.2, 4.NF.B.3d, 4.NF.B.4c, 5.NF.A.2, 5.NF.B.6
\$2.00
23 This is a 5-6 day project for students in Grades 4-6. The steps are simple and clear enough for students of all ability levels while allowing flexibility for students with geometric and artistic flair to improvise. Students start with a circle.
Subjects:
Applied Math, Geometry, Measurement
4th, 5th, 6th
Types:
Math Centers
CCSS:
4.MD.C.5a, 4.MD.C.6
\$5.00
9 Students who are beginning to understand decimals need the same kind of visual scaffolding that 5- and 6-year-olds need to understand whole numbers. For both decimals and whole numbers, number lines help students accurately perceive scale or
Subjects:
Applied Math, Fractions, Decimals
4th, 5th
Types:
Activities, Math Centers
CCSS:
5.NF.B.4, 4.NF.C.5, 4.NF.C.6, 4.NF.C.7
\$5.00
19 “Divide, Multiply, Subtract, Bring down…..” Sound familiar? The long division algorithm is here to stay – because it works. We only need to make sure that we make sense of it for our students. This is a simple process of illustrating each step
Subjects:
Arithmetic, Basic Operations, Place Value
3rd, 4th, 5th
Types:
Activities, Math Centers
CCSS:
4.NBT.B.6, 3.OA.C.7
\$3.00
17 Everyone knows that Base 10 Blocks are a natural way to get across the concepts of place value for Ones, Tens, Hundreds, and regrouping a Ten into 10 Ones, a Hundred into 10 Tens, and so on. But actually using them is a little more difficult.
Subjects:
Arithmetic, Basic Operations, Place Value
2nd, 3rd
Types:
Math Centers
CCSS:
2.NBT.B.5, 2.NBT.B.7
\$2.00
18 Similar to another set of activities for Tenths and Hundredths, this is a comprehensive introduction to decimals and decimal place value to Thousandths. I’ve added more explicit practice in locating decimals on a number line and ordering
Subjects:
Arithmetic, Decimals, Place Value
5th, 6th
Types:
Math Centers
CCSS:
5.NBT.A.3
\$5.00
10 The linear model is a basic vehicle for understanding fractions. We see that students trying to measure objects with an inch ruler have trouble making sense of fractional parts on a number line. Fraction Towers, as a linear representation of
Subjects:
Fractions
3rd, 4th
Types:
Math Centers
CCSS:
3.NF.A.2a, 3.NF.A.2b, 3.NF.A.3a, 4.NF.A.1
\$2.00
16 An exploration into the relationship between circles and angles. This can be done after students have become familiar with angles and able to use a protractor to measure and draw angles. It begins with the connection between angles and arcs:
Subjects:
Geometry, Measurement
4th, 5th
Types:
Interactive Whiteboard, Math Centers
CCSS:
4.MD.C.5, 4.MD.C.6
\$3.00
18 A clear way of showing the both the “equal groups” aspect of decimal multiplication, and the place-value pattern involved in multiplying decimal numbers, in this case whole numbers by decimal numbers. These activities use images of Base 10 Blocks
Subjects:
Arithmetic, Basic Operations, Decimals
4th, 5th, 6th
Types:
Math Centers
CCSS:
5.NBT.B.7
\$3.00
12 These activities begin with multiplication, but are focused on using Cuisenaire Rods on a meter stick, centimeter ruler, or number line to divide. For teachers who don’t have Cuisenaire Rods, there is an alternative way of doing the same thing on a
Subjects:
Basic Operations
3rd, 4th
Types:
Math Centers
CCSS:
3.OA.A.2, 3.OA.A.4
\$3.00
12 Word problems relating to perimeter, area, measurement, and money. Students work from diagrams and verbal information about measurement to infer and calculate perimeter and cost of paint for striping football fields and basketball
Subjects:
Applied Math, Geometry, Word Problems
4th, 5th, 6th
Types:
Math Centers
CCSS:
4.MD.A.2, 4.MD.A.3, 4.OA.A.3
\$2.00
10 Students learn to recognize angles by name, and to draw and measure and then name the angles they’ve measured. They draw clusters of angles with different orientations, and calculate the measurements from known measurements without using the
Subjects:
Geometry, Measurement
4th, 5th
Types:
Math Centers
CCSS:
4.MD.C.6, 4.MD.C.7
\$3.00
6 An economical way to write and illustrate all fact families for a given factor. Students illustrate dot arrays and write out the equations in verbal sentences as well as numerical equations. Pages are included to do this for 4 and 8, and an
Subjects:
Arithmetic, Basic Operations
3rd, 4th
Types:
Math Centers
CCSS:
3.OA.C.7
\$3.00
7 This is basic place value practice with three digit numbers, similar to another I have for 2-digit numbers. Given one representation of a number, students supply the others. Each number is represented five ways: as Base 10 Blocks, a number of
Subjects:
Arithmetic, Basic Operations, Place Value
2nd, 3rd
Types:
Math Centers
CCSS:
2.NBT.A.1
\$3.00
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TEACHING EXPERIENCE

I’ve been teaching since 1981: 24 years in a small, independent, arts-based school, 4 years in an alternate middle school (both in Pocatello, Idaho), and since 2008 as a math resource-teacher and coach in Waterbury, Connecticut. I have taught Math for all but 4 of those years, including all grades 1 through 8. I especially enjoyed the almost 20 years spent teaching Geography, History, and Science along with Math.

MY TEACHING STYLE

We learn by doing. I like my students to be doing things which connect the concrete with the conceptual.

HONORS/AWARDS/SHINING TEACHER MOMENT

No formal awards. My favorite moments have always been to hear (years later) of how well a student did in high school Math after entering my classroom hating the subject.

MY OWN EDUCATIONAL HISTORY

My original BA was in English Literature, and my original certification was in secondary English with a History/Geography endorsement. Go figure. I soon earned an elementary certificate, an M.Ed. in 1995, and after moving to Connecticut added the middle school Math endorsement.