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?

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?*

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?*

When we're adding and subtracting, do evens make odds into evens? Do odds make evens odd? Which one hasâ€¦ *more power!?*

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

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?

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?

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.

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

How many different ways can you make this fraction subtraction 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?

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

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 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?