Interactive Notebooks – Let’s Get Started!
…interactive activity to the book. Ask your students to NUMBER their pages in order to be able to use their table of contents effectively. When Do I Use IN In…
…interactive activity to the book. Ask your students to NUMBER their pages in order to be able to use their table of contents effectively. When Do I Use IN In…
…number of personal growth books about the impact of positive thinking on one’s life, but I had never seen those concepts applied to the teaching practice. When the book arrived,…
…would they have altogether? 1+1+1=3 If each little pig had 3 cookies, how many cookies would they have altogether? 3+3+3=9 or 3×3=9. These equations could also be acted out…
Cooperative learning activities are often designed for teams of four students. However, sometimes a team is just too big, especially in math. Sometimes the perfect number of students for a…
…created to go with the book, as well as some teaching tips and management strategies for using this book in your classroom. 1. Read aloud The Man Who Walked Between…
…letters for yourself and 7 letters for the class. Write the class letters in huge blocks on the board with the number values clearly shown. Play against the class play…
…you to help YOUR students become Word Collectors — learners who notice, learn, and use interesting and meaningful words! 1. Encourage reading! Pretty obvious, right? Read aloud to your students….
…to present. What types of content for presentations would yield high interest? Determine the number of make-and take stations and the content for each station. Examples of make-and-take stations include…
…specific classroom problems. As described in this series, Rule 1: “Follow directions quickly” addresses slow transitions. Rule 2: “Raise your hand for permission to speak,” targets kids who are spontaneously…
…random number generator to determine the winner. The dry erase board set will be shipped directly to the winner’s school, but it will be noted that the set belongs to…
…visual models and sharing and grouping strategies but had never connected that to bigger numbers. Instead, they had learned a procedure that had no connection to their definition of division….
…value, and justify their thinking. The students were asked if they agreed or disagreed with the following statement, “Mike believes the model below the board represents the number 1,405. Do…
