Numbers and Operations

Your students will use estimation strategies to figure out how many parking spots are there in the parking structure at Disneyland? And you bet I reveal the real answer!

Typical practice problems don’t move students up Bloom’s Taxonomy. With this framework, you’ll see kids stop and really think about how to approach multi-digit addition.

Place value is something we cover in elementary school. It seems simple, but I’d wager that very few adults really understand the topic. I sure didn’t until I worked with non-base-10 number systems in college. Your students can get a taste of this mind-boggling experience by imagining what it would be like if we didn’t have the number 9. What would each digit represent then?

Imagine a world with no hundreds place. We’d have to call it ten tens instead. But then, what would we call the thousands place? How would we read 9999? What if we added one more?

What could we possibly do to make rounding more interesting for students who already get it? In this series, students consider how they might round to values other than “the nearest 10.” How, for example, do we round to the nearest 9? 7? 15?

When we’re adding and subtracting, do evens make odds into evens? Do odds make evens odd? Which one has… more power!?

The commutative and associative properties are a whole lot more interesting when you apply them to a mathematical operation that you created!

How many different ways can you make this math statement true using only the digits one through nine?

Before teaching students the procedure for multiplying with decimals, how much can they intuitively glean from a structured play session with calculators?

How many different ways can you make this math statement true using only the digits one through nine?

Typical practice problems don’t move students up Bloom’s Taxonomy. With this framework, you’ll see kids stop and really think about how to approach multi-digit subtraction.

When will mean and median give us different results?

Let’s buy something expensive with a credit card and then make only the minumum payments!

How many different ways can you make this math statement true using only the digits one through nine?

Using exponent patterns, can students predict what the 0th power will be?

Typical practice problems don’t move students up Bloom’s Taxonomy. With this framework, you’ll see kids stop and really think about how to approach multi-digit subtraction.

How many different ways can you make this math statement true using only the digits one through nine?

How many different ways can you make this fraction subtraction statement true using only the digits one through nine?

Students work with negative numbers to create their Polar Weather Report.

How many different ways can you make this math statement true using only the digits one through nine?

How many different ways can you make this fraction addition statement true using only the digits one through nine?

How many different ways can you make this fraction multiplication statement true using only the digits one through nine?

How many different ways can you make this fraction multiplication statement true using only the digits one through nine?

How many different ways can you make this math statement true using only the digits one through nine?

How many different ways can you make this fraction division statement true using only the digits one through nine?

How many different ways can you make this fraction division math statement true using only the digits one through nine?

In these math problems, the solution is already given. But another number is missing!

Roll three dice and combine them using any mathematical operation. But be strategic to maximize your points!

Sets of multiplication and division practice problems. But the unknown isn’t where you expect it to be!

Four sets of 2-digit and 3-digit addition and subtraction practice. But the unknown isn’t where you expect it to be!