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Tag: howto

How to Explain Regrouping to Someone Else

Regrouping is a fundamental mathematics practice. Deep, early understanding of what's happening during regrouping will serve a student well in both math class and in daily life. But how do you...

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link to Prime (and Other) Factors of 72

Prime (and Other) Factors of 72

The number 72 is frequently used to demonstrate deep mathematical structure. Not only does it have factors other than 1 and itself (it is composite, or not prime), it has quite a lot of them, and its...

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Using the Area Model to Solve Math Problems

The area model is one way of organizing our place-value calculations while completing a multi-step multiplication problem. Just like any other multiplication "method" or "algorithm," the area model...

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link to How to Encourage Your Child to Show Their Thinking

How to Encourage Your Child to Show Their Thinking

"Show your work." Have you ever tried to ask a group of math teachers what this actually looks like? Answers can vary, but in general, even the teachers who say this often have a hard time describing...

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Setting Up and Drawing an Area Model (Elementary)

Students are taught multiple models in mathematics. This gives them multiple opportunities to understand an idea, strengthens and deepens connections to the material, and provides multiple tools for...

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link to Add, Subtract, Multiply, Divide in Word Problems? Beyond Key Words

Add, Subtract, Multiply, Divide in Word Problems? Beyond Key Words

Word problems are the bane of math students' existence. Children and adults alike often struggle to set up and solve problems phrased as a math word problem, even if they could easily solve the exact...

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About Me

Barbie has taught math and worked in student support at community colleges and other postsecondary schools for twenty years. Most of her students were math-insecure. Barbie is also a parent and regular school volunteer, using her math teaching skills alongside local teachers to support and bolster the students and families as much as she can.

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