Mathmematics Through Numeracy
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Springville, California, United States
About the store
This is my 30th year in mathematics education. I currently teach 8th grade mathematics and have spent the majority of my career in middle school settings. Over the years, I’ve taught a wide range of courses including 5th grade self-contained, 6th grade math, pre-algebra, algebra, math intervention, and math enrichment. My experience reflects a deep commitment to supporting students at various levels of mathematical understanding.
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Non-curricular Tasks for Middle School
This document is a collection of 123 student problem-solving cards designed for use with the Building Thinking Classrooms framework by Peter Liljedahl. Each card is formatted so it can be printed back-to-back, with English on one side and Spanish on the other, making them accessible for bilingual learning environments. After printing, the cards will need to be cut apart so each problem becomes its own separate card. The problems have been gathered from a wide variety of sources and are not all
6th - 9th
Algebra, Basic Operations, Mental Math
Basic Facts Mastery Practice
The basic facts practice pages are a quick, daily, facts practice program designed to encourage automaticity within a student’s numeracy knowledge.
With this program you will be able to automatically provide for differentiation within this single self-contained 10 minute activity.
All facts practice pages contain 70 questions and are expected to be answered within seven minutes and thirty seconds. The students should then correct their own papers and record the results in a graphical manner
5th - 8th
Arithmetic, Basic Operations, Math
Distributive Property - Modeling & Writing
This is another activity, to the first one on I put up on TPT, that I created based upon a teaching method that I employ to assist my students in understanding how to apply the distributive property. Frequently when I teach my students how to use the distributive property with just multiplication techniques the students often obtain an incorrect expression. Example: 2(3x + 4) is equivalent to 6x + 8 but often my students will give 6x + 4 because they will incorrectly only multiply 2(3x).
T
6th - 8th
Algebra, Basic Operations, Math
Distributive Property through Area Models
This is a series of activities having students apply the distributive property to determine the area for various models. Each problem has:
- a context – a real world situation for the problem
- an area model
- equivalent expressions
- and for numeric expressions it also has the traditional algorithm
There are four example questions provided where everything is completed for the students. The remaining problems have some or all of the sections missing. The students are expected to fill in th
6th - 8th
Algebra, Basic Operations, Math
Tree Diagram - Marble Experiment Without Replacement
This is an activity having the students complete a tree diagram for an experiment involving 5 marbles; 1 black, 2 white, and 2 grey marbles. The experiment does not have the students replace the marbles after drawing them.
A tree diagram is provided as assistance for the students. The students are expected to write out all of the possible combinations, outcomes, for the experiment. Then they are two calculate the probabilities for each of the different possible outcomes.
There are also ei
6th - 8th
Basic Operations, Math, Other (Math)
Distributive Property as Groups of Items
This is an activity that I created based upon a teaching method that I employ to assist my students in understanding how to apply the distributive property. Frequently when I teach my students how to use the distributive property with just multiplication techniques the students often obtain an incorrect expression. Example: 2(3x + 4) is equivalent to 6x + 8 but often my students will give 6x + 4 because they will incorrectly only multiply 2(3x).
This year while discussing how to view the e
6th - 8th
Algebra, Basic Operations, Math
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About the store
Experience
This is my 30th year in mathematics education. I currently teach 8th grade mathematics and have spent the majority of my career in middle school settings. Over the years, I’ve taught a wide range of courses including 5th grade self-contained, 6th grade math, pre-algebra, algebra, math intervention, and math enrichment. My experience reflects a deep commitment to supporting students at various levels of mathematical understanding.
Teaching style
Over the past two years, I have transformed my approach to teaching mathematics by fully embracing the Building Thinking Classrooms framework developed by Peter Liljedahl. My students work in small, randomly assigned groups at vertical whiteboards placed around the room. This method is the foundation of my instruction—not just an occasional problem-solving activity—and is used to deliver nearly all of the course content. The result is a vibrant classroom energized by music, movement, and deep mathematical thinking.
Awards & shining teacher moments
Honoree of Tulare County Community Advisory Committee (CAC) which is an organization that includes several parents of students with special needs. As appointed by Tulare County school districts and the Tulare County Board of Education, one of the committee's many duties is to honor people, agencies and businesses that support special education.
My own education history
BA - CSULB
MS credential - CSULB
Supplemental Math Credential - CSULB
Additional biographical information
I currently teach at a middle school in Porterville CA at the same school as my wife, who teaches Language Arts.
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