Enhancing Student Number Sense

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Everything old is new again

One part of a balanced Math program is using games to enhance the learning and to provide a stimulating way for students to demonstrate mastery of their Math knowledge.  Often we scour to find new games that will meet these goals.  I want to thank a colleague, Mr. Sean McInerney for suggesting an old try-and-true activity that the students REALLY enjoy – multiplication flashcards.  The first time I tried it this the activity went O.K.  Sean suggested that I add the theme from “Mission Impossible” to the activity.  The students LOVED it!  Now, the class requests the flash card game and since we’ve added this activity to our balanced math program, student scores have increased!

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iPad Apps

Here is a link to a blog with some recommendations for Math apps.


The blog led me to seek out apps from the NCTM. There is a game called Math Concentration that is good for the lower grades to practice subitizing, and Deep Sea Duel for finding the sum of three numbers, and Pick-a-Path and Equivalent Fractions for older students.

Another great app is 10 Frame Fill, and my class loves the Learning Money with Leo app and Motion Math Zoom number line app too.

What would your class recommend?


The latest purchases…


The Teaching Table App allows you (or your students for that matter to make their own math activities. What have you found in your purchases?

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Guided Math – Centers Vs Whole Class Anchor Activity

I feel guided Math is an essential part of any Balanced Math program. I see the benefits first hand each time I incorporate this component into my lessons. If you are unfamiliar what Guided Math, this blogspot that has a fantastic definition: http://guidedmath.wordpress.com/what-is-guided-math/


I’m asking if you prefer to use centers or a whole class anchor activity while moving through your Guided Math groups?

Do you have any suggestions if the majority of your students are not independent workers?

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iPad Apps

I bought 3 math apps from McGraw Hill today. I had read a blog post about them awhile ago but I thought that I would wait to buy them. In case you were interested, I’ve included a picture so that you can see the apps. Each game is 1.99.


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iPad Math Apps

This is what I am starting with and I will update you on what I download today.




K – 3 Math Game Site

Hi everyone.

I found this site today while I was searching for online skip counting games. Games are organized by topic. It is aimed at K-3, but I’m sure you could find a useful game, or review, for 4 and 5 as well!

Here is the link:


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Technology Supporting Professional Dialogue

I was emailing with a friend about our inquiry and I wanted to share a comment I made:

The blog has proven to be a powerful way to promote professional dialogue beyond the boundaries of proximity and busy days. Our school is large, we have 2 new staff members on the inquiry team, a blend of English and Immersion teachers, and members from different grade levels so they probably wouldn’t seek each other out. Technology has provided a bridge to some of these pragmatic issues that challenge collaborative inquiry.

Glad to be in this fox hole with you all.

PS – 79 views on our site today.

PPS – If you are creeping our blog, we would like you to join our discussion. Please feel free to comment.


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Continual Progress Report Record-Keeping

Just wondering if anyone has created and is using a continual progress report like the one Marzano has described in Chapter 5-Approach 4 (page 41 in ch 5)?  I’m interested in using something of this type for my unit on numbers and thought I would see if anyone else has one already created before I delved in and created it from scratch.



Key Skills Assesment

So, I finished administering the Key Skills Assessment to everyone in my class and the results were less than satisfactory.  After giving it some thought and discussion with my grade level team, we have decided to use this particular assessment at this point in the year to inform our teaching (an assessment FOR learning) rather than using it as an assessment OF learning for report cards.  The exact same assessment is meant to be administered 3 times each year and covers areas of the curriculum that haven’t even been taught yet.  It certainly has given us insight on what we need to work on teaching in more depth, but we don’t feel (at this point in the year) that it’s a reliable judge of what students actually know about numbers right now.  Perhaps when we administer it again in March and June, it will give us better indicators of what students actually know about numbers.

What do you all think?