As your K-1 students move into addition through 10, they will need to relate the concrete to the abstract to transition smoothly. Using base-10 blocks to represent equations is a great way to provide the conceptual understanding of those equations and the strategies for solving them. In alignment with CCSS goals, it builds a much deeper knowledge of addition than just memorizing facts. Assuming your students understand the basics of place value, here are several strategies for teaching addition through 10 with base-10 blocks…Continue reading
Even if your primary students are at the point of knowing number names far beyond 10, this doesn’t guarantee that they can think about and manipulate larger numbers properly, as their knowledge may represent linguistic skills more so than math skills. Early understanding of place value is an important milestone for your students as they advance in numeration and operations. Here are some activities to help your students to move toward this milestone …Continue reading
After mind-growing lessons that focus on conceptual understanding, can students succeed on such abstract tests that only measure procedural fluency? Will the tests cause trauma or anxiety in our youngest students (as it often does in teachers!)? At Slackwood Elementary School in New Jersey, math specialist George Regan set out to answer these questions with some research of his own. We’ve assembled this case study to share his findings and encourage you in your pursuit of best practices in math instruction…Continue reading
“A little to the left . . . no, the left . . . not your left, my left!” Even adults get into this confusing situation at times, so imagine how tricky relative positions are for children! While above/below and in front of/behind come fairly easily, left/right relationships are much more challenging.
Have you ever wondered why? In this post, we’ll explain this fun math quirk…Continue reading
Let’s face it: real-world problems don’t come in neat rows…
However, the mind-growing challenges of math enrichment (or non-routine problem solving) are often only rationed out to students identified as “gifted.” Is that really good teaching practice?
Research has shown that an important condition for learning is the expectation that students will do so. Allowing students to press through challenges, and believing that they can and will succeed, leads to excitement and ownership of learning…Continue reading
When it comes to teaching numbers, where to start? There’s number names, digit recognition, count sequence, one-to-one matching, and number formation, oh my!
Have no fear, Happy Numbers is here! In this post, we’ll walk you through the forest of early numeracy skills, focusing on how to teach the sequence of numbers 1-5. We’ll show you how to apply these suggestions in the classroom or use them online. Plus, we’re including some FREE printables!Continue reading
Trust your intuition. Did you know that even 4- and 5-year-olds can develop math intuition? Even students who don’t yet have a strong foundation of numeration can grasp the concepts of “the same” and “more.” Happy Numbers teaches students to rely on intuitive understanding by using a visual approach.
This post will show you how we at Happy Numbers teach young learners to compare without counting. Plus, we’re including FREE printables you can use in your classroom!Continue reading