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The sum is the same, no matter how you got there; so how'd you get there?

  Yet another example of adults saying "But there's a better way..."  No one would argue that you, adult, can add probably faster than an elementary school student.  We are in the process of building UP TO that speed and accuracy. By encouraging your child to imagine the groupings, you are building their imagination (draw whatever you'd like!), their math skills (count up, make 10s), and their mental flexibility ALL IN 1 PROBLEM!  Check out my NEW addition video for a little more about how this problem is VERY similar to what many adults already do! Making sense of a problem IRL isn't about having an algorithm to write out your work. Instead it's about applying what you know to a REAL situation.  This is what most adults think of when they see  an addition problem: But this is what many                                                ...
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Tools for Now, Learning for Later

That quote, is SPOT ON! I don't disagree in the least. (Bet you didn't expect that, did you??) However, I don't know any elementary school students who are sent to the grocery store to do the weekly shopping on a budget alone.  Number lines, hundreds boards, ten frames, algebra tiles, and all the other physical representations of math and numbers give students something concrete to set the stage for learning. We move away from each of them fairly quickly as students become more fluent in their math facts, but they provide a perfect physical and visual reminder for students to mentally refer back to as they learn and grow.  We all encourage our kids to try new things - consider adding new math strategies to that list! (And cheer them on, just like you would if they were trying a new sport or instrument.) 
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Picture This: Fractions, the real F word

Fractions - another one of those things that send shivers down the spines of adults who never EVER have to see them again, right?   Well, sure. Unless you use a measuring tape. Or cook or bake - especially if you decide to double or *gasp* halve a recipe.   I think we can all agree that fractions HAVE a place in the real world.  So why in the world do we allow our students to hate them so much? Fractions are seen earlier and earlier in elementary math these days and for good reason: we don't need to hide concepts from kids. Every single child understands what half a sandwich looks like (and can probably tell you if their brother just got the "bigger half"...which can't be a thing, but I digress...) What do you, as a parent or tutor or homework helper, need to know about fractions in elementary school? I'm going to explore a few different strategies for fraction work in a series of videos. Starting with pictures.   If you're out ther...
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