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Effective Strategies for Teaching the Basic Multiplication Facts

If you find it hard to teach the basic multiplication facts, you are certainly not alone. There are a few main challenges that we encounter

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How to Teach the 12’s Multiplication Facts

The 12’s multiplication facts are the last set that I teach. This is because I want students to have strategies for all of the other

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How to Teach the 11’s Multiplication Facts

I like to teach the 11’s multiplication facts early on. This is because the 11’s facts from 0-9 are very simple. For the 11’s facts,

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How to Teach the 10’s Multiplication Facts

The 10’s multiplication facts are typically an easy set of facts to learn. Before teaching the usual trick for the 10’s facts, you’ll want to

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How to Teach the 6’s, 7’s, and 8’s Multiplication Facts

The 6’s, 7’s, and 8’s are typically some of the most difficult multiplication facts to learn. However, there is good news! If you are teaching

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How to Teach the 5’s Multiplication Facts

  I usually find that students memorize the 5’s multiplication facts fairly easily. There are a couple of ways to help them learn these facts. First

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How to Teach the 4’s Multiplication Facts

  The 4’s multiplication facts are typically an easy set of facts to learn. This is because there is a specific strategy for this set

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How to Teach the 3’s Multiplication Facts

  The 3’s multiplication facts use students’ knowledge of the doubles addition facts. Students can think of a 3’s equation as “the double plus one

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Free Mini Course: Basic Multiplication and Division – Mastery for ALL Students

      Is strategic teaching one of your goals this year? Through a practical, strategic approach, we have the power to make multiplication and

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Instagram post 2185043272488194183_2974486119 I’m joining with 14 other bloggers to bring you 15 free resources plus 15 chances to win a $25 TpT gift card! See the link in my profile to get started!
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Instagram post 2166377995366264875_2974486119 Do your students make sense of the math problems they solve? Or do they just quickly scan for the numbers and keywords? Sometimes we end up encouraging students to look for words like “sum,” “difference,” etc but we don’t encourage them to actually make sense of what they are trying to figure out. Here’s a 3 step approach for problem solving. Show the first slide and ask them about what they notice or wonder. Show the second slide with a bit more information. Have students talk about what they are still wondering or what question they could ask. By the time you get to the third slide students have thought deeply about the context of this problem. It’s not just meaningless numbers and keywords. This is a real life scenario with questions that need answering.
Instagram post 2165667494705273018_2974486119 Do you save the multiplication and division problems for your multiplication and division unit? I want to encourage you to do this type of problem solving with your students all year long - even if they are not “supposed” to be working with these operations yet. 🙌Encouraging students to use manipulatives and come up with strategies to solve problems helps them make sense of math. 💡We don’t need to teach keywords, save the addition problems for the addition unit, etc. What we do need to do is give opportunities for flexible thinking and understanding. This picture shows my second grader solving what would typically be considered a division problem. I gave her no direction and she decided to use ten frame dots to represent the bags and cubes to represent the cookies. Manipulatives made this type of problem very accessible to her. How can you incorporate flexible problem solving this week?
Instagram post 2160557841050936184_2974486119 Rekenreks are a fantastic way to work with numbers and operations. If you have one (or a set) collecting dust in your classroom bring them out and let the kids work with them! Seeing and working with numbers in different ways is a great way to build number sense. One idea to get started: “I wonder how many different ways we can make the number _____.”
Instagram post 2159770075908126076_2974486119 A monster convention, witches’ flying competition, vampire comedy act and more is happening at The Halloween Hotel! This new math project is ready for you! Swipe to see parts of the brand new Halloween Escape Room as well! These are both available individually or as part of a bundle. Enjoy! <link in profile>
Instagram post 2153224713982458756_2974486119 We are wrapping up Week 1 of the Mathematical Mindsets book study inside a private FB group. These are just some of the discussions we’ve had this week. If you’re still interested in joining, it’s not too late! For more info see the link in my profile.
Instagram post 2151110386735428064_2974486119 Fluency often gets mistaken for automaticity but it is important to know the difference. When referring to math facts, automaticity means providing a response within 3 seconds or “just knowing.” Fluency, on the other hand, is about much more than speed. Fluency involves accuracy, efficiency, and flexibility. When assessing students for fluency, be sure to choose an appropriate assessment tool. Can a timed test or worksheet assess fluency? No. A timed test or worksheet assesses accuracy only. This is only one aspect of fluency. We have no idea if that student is using beginning counting strategies or more efficient strategies - the only thing we know is if she got a correct answer. There are many alternative assessment tools that can provide valuable insight into how your students are doing in terms of fluency. This includes brief 30 second interviews, observations, math journal writing, and small group work.
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