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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.

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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

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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

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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,

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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

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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

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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

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“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

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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:

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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

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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

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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

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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.

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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.

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One of the most common ways to get across the idea of exponents is through squares and cubes. Probably every Math textbook and piece of software has images of squares and cubes to illustrate the second and third powers.
But if we agree that

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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

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Factor, multiple, product, dividend, divisor, quotient….. We know that these words related to multiplication and division are key to our students’ understanding of the reversibility of those two operations, and to working fluently with fractions and

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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.

ADDITIONAL BIOGRAPHICAL INFORMATION

Married with four children, now 23 – 31…a varied work background both before and in summers since beginning to teach…spent 5 years as a Teacher/Principal…22 years directing plays and have written 10 plays, mostly adaptations of stories or novels… There are more activities posted on my website: www.maththings.net

GRADES

Kindergarten, 1^{st}, 2^{nd}, 3^{rd}, 4^{th}, 5^{th}, 6^{th}

SUBJECTS

Specialty, Math, Algebra, Applied Math, Arithmetic, Basic Operations, Fractions, Geometry, Graphing, Measurement, Order of Operations, Other (Math), Critical Thinking, Word Problems, Mental Math, Decimals, Place Value