# Elementary Math

## Information

This group's purpose is to provide a space for those that are interested in collaborating, talking about and sharing ideas about mathematics in the elementary classroom.

Members: 92
Latest Activity: Nov 14, 2016

## Discussion Forum

### Open Ended Responses

Started by Melissa Rosen Aug 13, 2014.

### What technology can be used for a child who struggles with three digit addition?

Started by Katie Chambers. Last reply by Katie Chambers Oct 13, 2011.

### Should calculators be used with young children?

Started by Katie Chambers. Last reply by Bob Zenhausern Oct 6, 2011.

## Comment Wall

Comment

Comment by Mr. Peterson on August 18, 2014 at 1:56pm

"Give me a BREAK!", by Hungry Teacher.

http://hungryteacher.com

Mathematical Domains: Geometry, Numbers and Operations, Operations & Algebraic Thinking

Standards: Grade Levels 1, 2, 3: 1.OA.1, 1.OA.2, 1.OA.3, 1.OA.4, 1.OA.5, 1.OA.7, 1.G.3, 2.OA.1, 2.G.2, 2.G.3, 3.NF.1, 3.NF.3a, 3.G.2

Topics: Percents, Addition, Subtraction, Commutative Property of Addition, Counting, Equivalency, Geometry, Fractions, Ratios

Grade Level(s): First, Second, Third

Duration: Approximately 30 – 60 minutes

Comment by Lisa Jones on January 31, 2013 at 11:51am

Join Lumos Learning for a FREE webinar on February 07, 2013 exploring the changes on the transitional NJ ASK assessment.

Transition to the Common Core State Standards and assessments are in progress in all New Jersey Public Schools. Between covering the standards in the classroom, adopting new curriculum, and preparing students for the updated standardized tests, it can be overwhelming.

In this webinar, you will discover:

• What is the NJ ASK transition for Math and Language Arts?
• What are the NJ ASK CCSS Content Shifts?
• What will the new test look like?
• What are some sample questions?

This informative webinar will take place live on February 07, 2013 at 11:00 AM EST. Register today to avoid missing out on this exciting opportunity.

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Presenters: Jennifer Dermer and Marisa Adams

Please Join us for the Webinar. It’s FREE! If you have any questions please feel free to drop me a message here or at lisa.jones@lumoslearning.com

Comment by Matt Callison on October 14, 2012 at 1:57pm
Good Morning!

My name is Matthew Callison. I am a former elementary teacher working on my PhD in the School of Education at Indiana University Bloomington.

I am writing to ask for your voluntary participation in an online survey I created as part of a research study I am conducting. The purpose of this study is to learn more about elementary teachers knowledge of, and experience with, student-centered teaching approaches. My hope is that the information gathered in this study can be used to understand how we can better support elementary teachers.

If you are an elementary teacher, please consider participating in this online survey. Your experiences as an elementary teacher are invaluable in helping researchers and teacher educators learn more about how to support teachers like you in your important work.

The survey should take about 15 minutes to complete and does not collect any personal information unless you decide to leave your contact information at the end of the survey.  You can learn more about the study and begin the survey (if you choose to participate) by visiting the link below:

https://qtrial.qualtrics.com/SE/?SID=SV_1zxpKOXpFrSDEk5

If you know of other elementary teachers who may wish to participate in this study, please forward this information to them.

Thank you for your time.

Matthew Callison
Doctoral Student
Instructional Systems Technology, School of Education, Indiana University Bloomington
mattcall@indiana.edu
Comment by Bob Zenhausern on August 2, 2011 at 1:03pm

Dyscalculia has always seemed ill defined until I asked myself a simple question:

If a dyscalcic learned math using a spreadsheet which eliminated arithmetic as a factor, would they still have problems?  If the problems disappear you know the issue is computation.  If the problems remain, you have narrowed down the possibilities.
Comment by Bob Zenhausern on July 9, 2011 at 9:01pm
Let them guess the answer and give feedback --- estimation.  Guessing the answer and seeing how close they can get (cumulatively) is more like a game.  After a while they will get better and better and in fact will have learned the answers.  And what is better this can go beyond simple number facts and be expanded to two digit multiplication.
Comment by Donna Eisenacher on July 9, 2011 at 6:53pm
I am a third grade teacher and I love to teach math.  I do not like forcing my third graders to memorize their multiplication facts.  I spend a great deal of time explaining the meaning of multiplication and my students can figure out the products using many unique and interesting methods.  My district, and my state (NJ) however feel it is more important to just know the products and know them quickly.  Anyone have an answer so both me and the state can be happy and most importantly the students learn their multiplication facts!
Comment by GoldStudent on May 19, 2011 at 1:56am

Hello,

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It is a fun, easy and effective online math enrichment and assistance program for students K-6. It is designed to help children improve their problem-solving skills, gain confidence in their math abilities and have fun while they learn.

We have just launched our Free Trial! You can now create an account without any charges.

Please tell us what do you think.

Thanks!

Comment by Bob Zenhausern on August 19, 2010 at 12:29pm
In the 19th century arithmetic was the basis of the rest of mathematics. If you did not know arithmetic you could not do higher math. One of the outcomes of the 20th century was to eliminate that dependence through the use of computers. Why does 21st century Education place such emphasis on the lowest math skill, arithmetic? Is it a leftover 19th century mentality that still holds: you must start with arithmetic before you can move on.

Since arithmetic is both lower math and no longer the basis of higher math, it should have less of a place in our curriculum. Teach computation, but make arithmetic invisible when you teach the rest of math.

If I were to teach lower math, I would stress accurate estimation rather absolute precision. I want accuracy (how close to the correct) to be the criterion. If precision is essential, we would use a computer not trust the mental arithmetic of even our top student.

I would teach the rest of mathematics using a spreadsheet. It is very similar to a piece of paper except the arithmetic is done automatically.

Whether you agree or disagree I will offer any teacher interested a personalized spreadsheet series that will parallel what you are already teaching. If you are interested in exploring this, email me at drz@enabling.org.
Comment by Clare Ellison on August 19, 2010 at 10:33am
Hello,
I'm a grade 4 teacher in BC, Canada, and I'm enrolled in a post-grad. program in integrating technology in teaching. I am looking for ideas to integrate technology into math lessons (starting with whole numbers to 10 000 and addition to 10 000,) in order to better engage students in the lessons and increase their understanding of these concepts. Any ideas for sites, free programs, or lessons themselves will be appreciated. Thank you!
Comment by Bob Zenhausern on July 26, 2010 at 1:43pm
There is no doubt a picture is worth 1000 words. The other side of the coin is that it takes more than a 1000 words to describe one picture.

There are people who read manuals and people who read disagrams.

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