SamizdatMath

This is the best 15 minutes of professional development in mathematics you are likely to get. It explains in detail the three different types of division models, using concrete examples, that you should be introducing to your third grade students, or reviewing with your 4th, 5th & 6th grade students. It is incredibly important, because without this knowledge, your students will be unable to do the following: • Solve a word problem (because the keyword approach is nonsense.) • Divide fractions

This is the most complete guide you will ever own that answers each and every one of the questions you have ever had about teaching subtraction from grades K - 6. I mean, EVERY SINGLE THING YOU EVER WANTED TO KNOW ABOUT TEACHING SUBTRACTION FROM Kindergarten through 6th GRADE. How can this possibly be? Because it's over 75 pages long! This massively documented booklet includes EVERYTHING, including: • Why you should model subtraction beyond "SOAR" * What are the essential properties of subtr

From the same wiseguy who brought you "Fractions: You're Teaching It Wrong," "Multiplication: You're Teaching It Wrong (and you really don't have to...), among other deals, I now present unto you, "Division: Take My Word For It, You're Teaching It Wrong." It's 62 pages long! Okay, half of those pages are printable "division facts reminder & practice cards, but still, that's a lot of division for you to digest. 13 concrete techniques that you can implement into your classroom tomorrow, or, even

Multiplication seems like such a simple topic to teach: we show our students a few examples, like 6 plates of 5 cookies, and next thing you know, we're moving on to memorizing the multiplication facts. Bad Idea. Multiplication is one of the trickiest topics we teach in mathematics, and the things we leave out mean that our students will pay later when they struggle with topics like ratio, proportion and other types of problem solving in their later years. You must prevent this from happening, a

We are reflective teachers who embrace the CCSS Standards for Mathematical Practice. We are committed teachers who want to take the magic out of mathematics and focus on the beauty of sense-making. We wish for teachers everywhere to seek coherence and connection rather than offer students memorized procedures and short-cutting tricks. Students are capable of rich conceptual understanding; don't rob them of the opportunity to experience the discovery of new concepts. We acknowledge that this is