We all know that learning strategies and routines are helpful when working with students. Most people follow general routines in many areas of their lives. For example, we usually go to bed at about the same time, watch the same tv shows, and eat the same foods and snacks. Some
Learn the best ways to teach multi-digit multiplication and long division. These differentiated strategies help students learn the traditional standard algorithm in a way that can be easily scaffolded to support students’ learning. Students learn in different ways. No surprise there, right? You already know that if you’ve been
Here are 3 FAST intervention ideas for how to teach multi-digit multiplication to your students using scaffolding and differentiation.
Here’s a visual method for teaching 2-digit multiplication using differentiated, visual cues to guide students’ learning for success. I LOVE this differentiated visual method of teaching 2-digit x 2-digit multiplication. This strategy helps students learn quicker, easier, and without much fuss! And you can try it out for FREE!
Looking for a quick, easy, tried and true differentiation strategy for improving your students’ math computation skills? Look no further – a simple sheet of graph paper can improve students’ math arithmetic skills for addition, subtraction, multiplication, and division! – And fractions, decimals, equations, and pretty much any other types
Learn the best way to teach multi-digit multiplication and long division. This differentiated strategy helps 3rd grade, 4th grade, 5th grade, and special education students.
One of the best and easiest ways to teach multiplication facts to students is xtramath.org for FREE daily practice with no stress involved. I am really serious and focused in my quest to help students memorize multiplication facts. It’s so, so important! If you have students who are struggling to
The leap from adding and subtracting to beginning multiplication is always HUGE for students! Many of my students admitted to feeling excited and motivated to learn, while several other students admitted to feeling scared and worried. Of course I had to follow up with, “What are you worried about?” The
