HoppingAroundElementary
356 Followers
Florida, United States
About the store
I started my teaching career in 2006.
I've taught in kindergarten, first and second grades. I can't choose a favorite, but I'm currently teaching kindergarten.
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Active Learning Numbers 0-20 NUMERALS Movement brain break Common Core and MAFS
Active Learning Movement BreakNumbers and Operations: Numerals 0-20 Get your students out of their seats and moving while learning!Can be used through distance learning by displaying the powerpoint through a zoom or Teams meet. To Use:·Review the movements in the activity. ·Choose a speed: slow, medium, fast, or teacher speed (teacher clicks to the next slide) ·All the students stand in their designated area. ·The slides advance automatically (unless you have chosen teacher speed) ·If they need
PreK - 1st
Math, Numbers, Place Value
CCSS
K.CC.A.3
, K.CC.B.4
, K.CC.B.5
+1
Active Learning Numbers 0-20 BASE TEN Movement brain break Common Core and MAFS
Active Learning Movement BreakNumbers and Operations: Base Ten 0-20 Get your students out of their seats and moving while learning!Can be used through distance learning by displaying the powerpoint through a zoom or Teams meet. To Use:·Review the movements in the activity. ·Choose a speed: slow, medium, fast, or teacher speed (teacher clicks to the next slide) ·All the students stand in their designated area. ·The slides advance automatically (unless you have chosen teacher speed) ·If they need
PreK - 1st
Math, Numbers, Place Value
CCSS
K.CC.A.1
, K.CC.A.3
, K.CC.B.4
+2
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About the store
Experience
I started my teaching career in 2006.
I've taught in kindergarten, first and second grades. I can't choose a favorite, but I'm currently teaching kindergarten.
Teaching style
Student centered. Students need to be engaged in their learning. They also need to take responsibility for their learning. If they feel as if you are wasting their time, then you are wasting their time. If you are not open to their needs, then you will not get anywhere with 90% of your students.
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