You want each and every child to be successful mathematicians, and you feel the burden of that responsibility.
You desire for them to have a strong number sense, fraction sense, or decimal sense, but all your students come to you on different levels with different backgrounds.
You believe that learning should be hands-on and fun, but it takes so much time and effort to find those activities.
I believe every teacher can develop number sense
with hands-on and differentiated lessons.
You’ve Got This.
You can be the teacher you want to be, and I will provide you with the resources to help!
“I love the stuff you are putting out on your site. I teach 10 – 11 year olds and I always look at your site as you give out different ways of teaching. “ Margaret
“Rachel, you are my go-to for center activities.” Tracey
Imagine….
Imagine having children that are engaged during your math time. Imagine having the peace of mind that you are doing the very best that you can for each of the children in your classroom.
You have differentiated activities, lessons that model math, and games to reinforce skills already taught. And when you walk away from your math time, you know that you have laid a strong math foundation for each and every child.
When you become part of the You’ve Got This Math community you will get hands-on, differentiated activities that will build number sense in your students.
Sign up for my bi-weekly newsletter and always have access to fun and engaging math activities that will help lay a strong math foundation in your students.
We All Have A Story, and this is Mine!
If asked, I used to duck my head in embarrassment and say, “I’m not good at math.”All through school it was a struggle to make the A’s and B’s that were expected. And heaven forbid if I was required to do mental math….that wasn’t happening. But then things changed.
I was sitting in a college class on how to teach math and the light bulb came on. As we “played” with base ten blocks I suddenly understood subtraction with regrouping. For years, I could work the problem but I never understood why I was crossing out numbers and adding little ones. At 21, I finally understood why. And I became determined to help each of my students develop this understanding too. I began researching how to build number sense, and I learned that there was more than one way to solve problems and numerous hands-on methods to help children visualize math.
And through all this, I found myself enjoying math for the first time EVER. Surprise, I could even do mental math. And as I became more successful in my understanding of place values and all the different ways to teach it, my students began to succeed too….even when my room was filled with children that needed extra support. I discovered that when I allowed children to explore, play with, and work problems out in ways that made sense to them, they could develop a strong number sense.
I know you want to build number sense in your students, and I can help you!
“Thank you so much for your amazing resources.” Nicole
“ I love your games and insights!”
Check out a few of those resources here!
Are you ready to focus on building number sense in your students?
When you join You’ve Got This Math’s community you will receive tips and printables to help you do just that!
I’d love to hear from you.
What is your biggest challenge right now with helping your children develop number sense? What resources do you need to help your children develop that coveted number sense? I can’t wait to get to know you!!!
I am unable to access some of the freebies … it says I need a password ?
These freebies are for subscribers to my email. Once you subscribe you will get a password. You can subscribe here.
https://youvegotthis.activehosted.com/f/27
I’ve tried subscribing and nothing, no email. Is it on an automated system? I assumed by subscribing I’d get the email right away.
I’m sorry that you didn’t get an email. Do you need the subscriber password? It is ILOVEMATH. Hope that helps. Rachel
Hi, Rachel,
I have been receiving a lot of duplicate e-mails from you lately that have been sent on the same day. I think one day last week, I was sent 25+. It has become very frustrating.
If I am registered with you more than once, please delete those others accounts.
Thanks,
Bonnie
Good morning, I’m so sorry. There is some weird glitch I’m trying to figure out. I thought I had turned off the emails that were going out multiple times. Did you get the a lot this morning…the one about decimals???
I apologize. I’m working with my email company to figure out what is going on. Rachel
I am trying to access your free prints but once I select “get your free printable here” I enter my email address and agree on the terms but I never receive the email with the download, I just keep getting welcome email. 🙁
Hi Wendy, I’m so sorry about that. Have you checked your spam box? The emails actually come from two different companies, and sometimes the printable goes to the spam box. If you don’t see it, let me know, and I’ll get those printables to you. Just let me know what you need. Rachel
I’ve enjoyed several of your freebies. I have a question for you. (I think you homeschool, so if not, this won’t be applicable.) What curriculum do you use, if any? Or do you just tech concepts based on a list of skills you want to teach each year?
Hi Beth, We actually use Everyday Math. I purchase it off of eBay…but I love it. It is hands-on and teaches children practical math skills. But I’ve found Math Mammoth to be another good program that is hands-on and builds number sense.
I hope that helps.
Rachel
Hi. I’m trying to get the number sense freebie where you count the clothes pens on the number. I can’t seem to get the password.
It is ILOVEMATH.
Hi. I love your site and thank you for sharing your wisdom. I have a question about teaching equivalent fractions. On your post using pattern blocks, you show , for instance, 2 hexagons with 3 parts covered and represent that as 3/4. However, I was planning to use the same exact set-up to teach my daughter about improper fractions. So, to my eye, I see 3/2s/1 1/2 covered and not 3/4s because one hexagon is one whole. I don’t want to confuse her. Can you explain your thinking and help me to understand if I am missing something? Thanks!!
Good question!
It all depends on what you consider the whole. In that example, I’ve named the whole as two hexagons. If the whole is two hexagons, it will take four trapezoids to make a whole. But if the whole is one hexagon, then three hexagons would be 3/2.
It is always good to change that whole. It broadens their thinking and allows them to play with more fractions.
You could make the whole three hexagons. Now a rhombus is 1/9, a trapezoid is 1/6, and a triangle is 1/18.
Hope that helps!!!
How can I print the long division baseball?