“This was the best money I have ever spent on a teaching tool.” ~ a teacher in Wisconsin
Students will fill in the blanks to find every pair of numbers that adds to exactly 50, using each digit only once.
Fill the blanks so two two-digit numbers add to 50, using each digit only once, and find every way.
See the four regular ways and how swapping doubles them, then a hidden question: what if a number starts with a zero?
Reveal six sneaky leading-zero pairs. That makes ten pairs in all, or twenty when you count each order. Then try the same puzzle for 70.
Students count in a circle, paying attention to multiples of 2 and 3.
Students sit in a circle and count, replacing every two with “fizz” to make the game more exciting and challenging.
Students skip count by threes and say “buzz” instead of the numbers that are multiples of three.
Students combine the words “fizz” and “buzz” for numbers that are both two and three numbers, like six.
Students will fill in the blanks to make a division with a remainder of 5, using each digit once, then discover that every solution comes in a pair.
Students fill in the blanks of an equation to find all the possible solutions with a remainder of five.
Students will determine what mistake this calculator is making when multiplying.
First, students will identify the mistake in a faulty calculator’s multiplication answers and write down their ideas.
Next, students will predict the results of three multiplication problems using a broken calculator that only multiplies digits.
Finally, students check their predictions against the calculator’s answers.
Students will determine what mistake this calculator is making when adding.
First, students will identify the repeated mistakes made by a calculator when adding numbers.
Next, students will predict the incorrect results for three addition problems.
Finally, we reveal the answers.
Students determine the error in these subtraction problems.
Students analyze three incorrect subtraction problems and explain the error.
Then, using the error, they answer how the broken calculator would do it.
We reveal the answers to the final three problems.
In these math problems, the solution is already given. But another number is missing!
Practice math fluency with this dice-based calculation game.
Learn the basic rules of Contig.
Now, let’s think about how to spice it up!
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!
Students will quickly recognize whether a number is divisible by 3 or 5 (or both!).
Students will learn this numerical grid-based math game.
Students will analyze partially complete, multi-digit addition problems and find as many solutions as possible.
Students fill in missing digits in addition problems using numerals 0 through 9, making sure to include given numbers.
Students will analyze partially complete, multi-digit subtraction problems and find multiple solutions that complete the problems.
Students fill in missing digits to solve a subtraction problem using each digit from 0 to 9 only once.
Students will explore the rules of how adding and subtracting evens and odds leads to either evens or odds. They’ll try to explain the why and also answer the question: which has more power, evens or odds?
Students explain why adding two evens always leads to an even.
Students find the rules for even+odd, odd+even, and odd+odd and attempt to explain why these are rules.
Students investigate how subtracting even and odd numbers results in even or odd sums using drawings to explain their findings.
Finally, your students will consider, after all this, which has more power: evens or odds?
Students learn to group numbers by increasingly large groups of ten rather than going to hundreds or thousands.
Students decide how they’ll read 340, 621, 835, and 999 if there were no “hundreds” place.
Students predict how to read 999 + 1.
Students predict how to read 9999 and 10000.
Students read and learn how different cultures group numbers, like Japan’s use of 10,000 instead of 1,000.
Students will estimate the number of parking spots in Disneyland’s parking structure and then calculate how much money the structure brings in each year.
Students make three guesses about how many cars can park in Disneyland’s Mickey and Friends parking lot.
Students develop various strategies to estimate the number of parking spots using multiplication and identify any potential problems.
Upon learning that the structure has six levels, students will revise their best estimate.
Students learn the real answer and then attempt to calculate how much money the parking structure brings in per year.
Students calculate potential revenue generated by the Disneyland parking structure and consider the average number of people per car.
Students will find multiple solutions to a single math statement by filling in the blanks.
First, students look for as many possible solutions as they can find.
Then, they look for patterns in their findings and give each pattern a name.
Students check patterns to see which ones remain true when changing subtraction to addition on the right side.
Students will find multiple solutions to a single math statement by filling in the blanks.
First, students look for as many possible solutions as they can find.
Then, they look for which digits don’t appear in any solutions and explain why those digits don’t work.
I explain why 0, 5, and 7 don’t appear in any solutions.
Students will find multiple solutions to a single math statement by filling in the blanks.
First, students look for as many possible solutions as they can find.
Next, they look for the largest possible exponent that will work.
I explain my findings.
Students will find multiple solutions to a single math statement by filling in the blanks.
First, students look for as many possible solutions as they can find.
Then they explain why there are so few odd numbers in the dividend of the solutions.
I explain the main reasons why there are so few odds.
In this video, we’ll investigate how to round to numbers other than multiples of ten. Sure, we could round 16 to the nearest ten, but what if we wanted to round 16 to the nearest 9? Or 12, 52, or 75? We take the routine math skill of rounding and force students to truly think about why a number rounds up or down.
Students round fifteen and twenty-two to the nearest nine, noting any patterns they observe during the process.
Students identify numbers that round to eighteen and complete the rounding rule for nines using nearby multiples.
Create a rule for rounding up to the next 7, 15, and 18.
See how to expand this rule to round to any number.
To help students understand place value, we venture beyond our typical decimal number system and explore a Base 9 system. Students will be exposed to ancient Babylon’s Base 60 system and computers Binary and Hexadecimal before creating their own number system.
Students consider what a “numeral” is and just how many we actually use.
Students learn about the decimal system and how grouping numerals creates place value to represent numbers beyond nine.
Students calculate the value of base nine numbers by grouping and using base blocks to visualize their quantities.
Students learn how different number systems represent values, focusing on base nine, base sixty, binary, and hexadecimal systems.
Students will develop a winning strategy for this simple math game.
Students learn the rules of the game.
Then, they develop a strategy guide.