True Education

Don't miss out on this wonderful opportunity for your students to work collaboratively, problem-solve, show creativity and use their math skills! This Spaghetti Marshmallow Challenge cost me less than $2.00 for all supplies but delivers such a big bang for the buck! Fun for students K-12 (they say that the kindergarteners actually build the highest!). Enjoy!

Having a solid grasp on divisibility rules helps students with so many other math concepts including equivalent fractions, reducing fractions, adding and subtracting fractions, GCF/LCM to name a few. Have fun creating this foldable for interactive notebooks and enable your students to have a reference readily available! A worksheet is included to use as classwork or homework. Enjoy!

How does a hurricane gets it's name? Find out interesting facts about the naming process and answer several questions. There are absolute value questions, predictions, inference questions. It's a fun way to start a hurricane unit and can easily be used as a station! Enjoy!

This activity is a math science connection. Students are asked to look at a diagram of the layers of the atmosphere and answer corresponding questions. There are several questions which ask the student to perform math calculations. I have provided one question worksheet which has whole numbers for the lower level students (labeled A) and one with decimals to the tenth place value (labeled B). Enjoy! Please leave a comment! :)

Engage your students with this activity where they are required to build rectangles, squares and triangles out of polystrips and then calculate area and perimeter of each figure. This activity is a hands on approach which appeals to the students. I usually have them work in pairs. Materials necessary: long and short polystrips (4 of each per group), small brass fasteners, a ruler This activity allows me to reinforce: 1. Key vocabulary (vertices, sides, polygon, area, perimeter) 2.

Finding MEAN in a concrete manner! This was a real "aha" moment for my students in actually understanding the concept of mean. Students are asked to fill graduated cylinders (or beakers) with water to the following amounts (in mL): 70, 30, 90, 20, 50. Then they fill in the corresponding amount with colored pencil on the worksheet. Students are asked to distribute the water in the cylinders so that each of the containers has the same amount of liquid and record the amount in each cylinder.