math

Three-digit addition with regrouping is something I’ve taught in my second grade classroom for years, and every time we get to this unit, I know I’ll hear a mix of “I don't get it!” or “but how do you..?” and that’s totally fine. It’s a process. What Regrouping Really Means When I first introduce the idea of regrouping, I don’t even start with numbers. I bring out blocks. I group them in sets of ones and tens so my students can physically move pieces from one group to another. It helps them understand what it means to “regroup”—to take ten ones and turn them into one ten (or ten tens and turn them into one hundred if I had enough blocks haha). When Regrouping Happens Once we’ve got the idea down, we move on to when regrouping actually happens. I explain that it kicks in when we add up a column and the total is more than 9. That’s our clue that we need to regroup. Take 773 + 389. We start by looking at the ones: 3 plus 9 is 12. I always say, “Can we keep 12 in the ones place?” The answers is of course "no" so we write down the 2 and move the 1 over to the tens column. How I Teach It Step by Step After the ones, we add up the tens: 7 tens (from 70), 8 tens (from 80), and the 1 ten we carried over. That’s 16 tens, or 160. So again, we write down the 6 in the tens place and move the 1 (which really means 100) over to the hundreds column... Finally, we add up the hundreds: 7 hundreds (from 700), 3 hundreds (from 300), and the 1 hundred we carried over. That makes 1,100, which means our final answer is 1,162. When I go through this with my class, we write everything down in columns. I model it a few times, and then they get to work trying it out on their own whiteboards. We always check our answers together. 3-digit addition worksheets like this one are excellent for practice and repetition. Make It Visual This is the kind of math that needs to be seen. I always use a large chart on the board so we can break down each place value: ones, tens, hundreds. I let students come up and be the “carrier” who moves the regrouped number to the next column. Some kids need to hear it, others need to see it, and a few really need to do it with their hands. I always try to make sure there’s a little of all three in every lesson. Final Thoughts... If you’re teaching three-digit addition with regrouping, just know it might takemore than a few tries, and that’s totally normal... Mine don’t get it on the first day, and sometimes not even on the second. But eventually it clicks... 😊

Teaching multi-digit multiplication can seem like a big challenge, but if done properly, it can be quite (dare I say) fun.... Over the years, I've learned that focusing on building solid foundations while keeping things clear and manageable helps my students develop their skills. Here’s how I approach teaching multi-digit multiplication in my classroom. Also, you can use these multi-digit multiplication worksheets for practice in class or as homework. Always Start with the Basics (Multiplication Without Regrouping) Before jumping into more complex problems, I always make sure my students understand multiplication without regrouping... This step is crucial, and I spend a lot of time practicing simple multi-digit problems.I usually begin by having students multiply two-digit numbers in columns, but without carrying over digits. Once they get comfortable, I gradually introduce more complex problems, making sure they understand each step before moving on. I’ve found that breaking down problems into manageable parts really helps my students feel more confident. Mastering Column Multiplication (with Regrouping) When my class is ready to move on to more challenging problems, we dive into column multiplication with regrouping. This is when students start multiplying numbers like 2-digit by 2-digit or 3-digit by 2-digit numbers. The key is to practice a lot, step by step. I guide them through each step, showing how to carry numbers over when necessary. I also make sure they understand the importance of lining up their numbers correctly. It’s one of the first times my students need to pay close attention to their organization, so I remind them frequently to double-check their work. I’ve found that visual aids really help at this stage. For example, I would often use grids on the board to show how to align the numbers and perform the multiplication one step at a time. Watching the "aha!" moments when they finally get it is incredibly rewarding. Moving on to Larger Numbers Once my students are comfortable with 2-digit by 2-digit multiplication, we start practicing with larger numbers. Don’t rush this process. Multiplying by Multiples of 10, 100, and 1,000 One of my favorite parts of teaching multiplication is introducing the concept of multiplying by multiples of 10, 100, and 1000....For example, when multiplying by 10, the number just "shifts" one place to the left. This simple concept opens up a world of possibilities, and students quickly get excited about how easy some problems can be when you recognize the pattern. I usually start with multiplying by 10 and work our way up to 100 and 1,000. For instance, when multiplying a 2-digit number by 100, I explain how the digits simply "move" two places to the left. This visual approach really helps my students understand how multiplication works in different contexts, and they enjoy how quickly they can solve these problems once they grasp the concept. Keep Reinforcing the Skills Even when my students become more skilled at multiplying multi-digit numbers, I continue to incorporate practice problems regularly. I like to mix up different types of problems, ranging from simple to more complex ones, to keep my students engaged. Some days, we’ll focus on multiplying large numbers, while on other days, we work on recognizing patterns with multiples of 10, 100, or 1,000. The most important thing is consistency. Multiplication skills build over time, and regular practice helps my students stay sharp. It’s amazing to watch them grow in confidence as they tackle bigger and bigger numbers. So... Teaching multi-digit multiplication really isn't just about solving problems on the board, it's about helping students feel confident with each step they take. breaking down the process makes all the difference. The key heree for us as teachers is definitely patience, practice, and the belief that every student can succeed 😃

I’ve learned that teaching rounding can (sometimes) be somewhat tricky for students at first (I teach 2nd grade)... In my classroom, rounding is not just about learning rules... it’s about helping kids understand place value and how numbers work in the real world. Here’s a quick summary of how I’ve taught my students to round numbers to the nearest 10 and 100, with some tips and activities you can try in your own classroom 😊 Here are a few 2nd grade rounding worksheets you can use. Place Value is Key Before diving into rounding, I always review the concept of place value with my students. This is where it all starts. In 2nd grade, we focus on understanding hundreds, tens, and ones, which makes rounding much easier for students to understand. In one of our lessons, I had students break down the number 345 by its place value: 3 in the hundreds place (300), 4 in the tens place (40), and 5 in the ones place (5). Understanding how each digit contributes to the overall number helps students know exactly what to look for when rounding. Reinforcement of Rounding Concepts To make rounding stick, I reinforce the concepts of rounding to the nearest 10 and 100 using a few methods. One of the key practices I incorporate is having my students complete worksheets that focus on rounding 2-digit and 3-digit numbers. My students like the hands-on practice of rounding numbers like 46 and 83 to the nearest 10, and it’s an excellent way to solidify their understanding. Rounding to the Nearest 10 Once the place value concept is solid, we jump right into  rounding to the nearest 10 . I tell my students that they’ll look at the ones digit to determine whether to round up or stay the same. If the digit is 5 or greater, we round up. If it’s less than 5, we round down. For example, with the number 36, the ones digit is 6, so we round up to 40. This step is easy for them to grasp because it’s a simple rule, and they get to practice it on numbers they’re already comfortable with. Rounding to the Nearest 100 Once the students have grasped rounding to the nearest 10, I introduce rounding to the nearest 100. This is where students get to see how place value plays a bigger role. For example, with a number like 156, we look at the tens digit (5). Since 5 or greater rounds up, the number rounds to 200. But with a number like 247, the tens digit is 4, so we round down to 200. This concept took a little more time for my students to fully understand, but with practice, they started to see the patterns. Combining solid place value understanding with plenty of hands-on practice, will help students grasp the concept of rounding much quicker...

Over the years, I’ve noticed a few common errors that pop up repeatedly. With a bit of practice and the right methods, students can learn to anticipate these mistakes and build stronger math skills. Here are some of the most common math mistakes students tend to make, and how we can help them. Also remember, practice (math worksheets and printables) makes perfect! 1. Misreading the Problem  I can't tell you how many times I’ve seen students solve for the wrong thing just because they misread the problem. For example, a student might see a word problem asking for the area of a rectangle but accidentally calculate the perimeter instead. Simple trick - ask your students to underline key words and read the problem twice before starting. This small habit can prevent a lot of unnecessary errors. 2. Forgetting to Carry the One  This might be the most classic math mistake. When adding or subtracting multi-digit numbers, students sometimes forget to carry the one, which throws off their entire answer. I tell my students to think of the carried number as a “little helper” that needs to be included in the next step. Using graph paper or drawing lines to separate place values can also make it easier for them to keep track of their work. 3. Not Checking Their Work  Many kids rush through their math problems and don’t realy take the time to check their answers. I remind my students that even mathematicians double-check their work. Whenever I walk through the classroom during work time, I always look to see if the students made any mistake and ask them to go back and solve problems a second time. This simple action tends to help them build better habits to check their work before handing in their homework or test. 4. Confusing Numbers  Sometimes, students mix up numbers - writing 21 instead of 12 or flipping digits by accident. I see this a lot when students copy numbers from the board or from their workbooks. I always remind my students to slow down and double-check their numbers before moving on. For those who struggle with this often, I suggest using a place value chart to help them keep things straight. 5. Counting on Their Fingers  While finger-counting is helpful for younger students, it can become a habit that holds them back as math gets more complex. I’ve had students who still rely on their fingers for basic addition, which makes it harder for them to move on to multi-step problems. To build mental math skills, I introduce fun math games and number patterns to help them visualize numbers without needing their fingers. 6. Using the Wrong Formula  Math has a lot of formulas, and picking the wrong one can lead to the wrong answer. I often see students in higher grades confuse perimeter with area or mix up multiplication and division in word problems. To help, I encourage students to write out the formula before they start solving. We also use visual reminders like posters and math reference sheets to reinforce when to use each formula. 7. Rounding Incorrectly  Rounding can be a tricky concept... and many students struggle with deciding whether to round up or down. For example, a student might round 3.45 to 3 instead of 4. I use number lines and real-world examples (like rounding money) to help students understand how rounding works. One simple rule I teach is: “If it’s 5 or more, go up. If it’s 4 or less, stay the same.” Final Thoughts I believe mistakes are a natural part of learning, and every error is an opportunity for growth. 🙌Try to remember that the goal isn’t just to get the right answer, but rather to understand the process and build confidence along the way.

I often get calls from parents telling me their kids' homework is too hard (specifically anything related to order of operation). So I always remind them that teaching the order of operations isn’t optional 😊 If students don’t get it now, they’ll struggle with algebra later. I’ve seen too many kids try to solve a problem the wrong way because no one drilled the rules into them. That’s why I make sure my students know exactly how PEMDAS works, and I don’t move on until they do. Here are a few order of operations worksheets you can start with. Start Simple and Make It Stick I always start with something basic. A problem like 5 + 2 × 3 is perfect. Most kids want to add first because that’s what they’re used to. I stop them right there. “Multiplication comes first,” I tell them. “Always.” We go step by step: 2 × 3 = 6, then add 5, so the answer is 11. It seems simple, but I don’t let them just nod and move on. They need to prove they understand by solving more problems like it. Parentheses Change Everything Once they’ve got the basics down, I throw parentheses into the mix... I tell them, “Parentheses are the boss. Whatever’s inside has to be solved first.” I give them a problem like 6 + (5 × 2). They know they have to do what’s in the parentheses first: 5 × 2 = 10. Then tthey add 6 to get 16. Some kids still try to go left to right out of habit. That’s when I start handing out extra problems (and when parents start to call me 😅). If they don’t get it now, it’ll just get worse when exponents and more complex expressions come into play. Real-life math (in addition to worksheets) I usually try not to just give them random numbers. I make them use math the way they’ll need it in real life. One of my students once told me he got the wrong total at a store because he forgot to add tax after calculating a discount. That turned into a lesson for the whole class. I had them work out sale prices and travel times to prove that order of operations isn’t just something for tests. It actually matters :) Step it up with complex problems Once they show me they can handle simple equations, I move them to the next level. I put a problem like this on the board: 3 × (5 + 2) - 4 ÷ 2 We go step by step: • Parentheses first: 5 + 2 = 7 • Then multiplication: 3 × 7 = 21 • Division next: 4 ÷ 2 = 2 • Finally, subtraction: 21 - 2 = 19 If a student messes up the order, try not to just give them the answer.. make them go back and figure out where they went wrong. They need to learn to check their own work. Exponents: No Guessing Allowed When I bring in exponents, I remind them that exponents come after parentheses but before multiplication and division. A problem like  (5³ - 4) ÷ 11  makes that clear. • First, handle the exponent: 5³ = 125 • Then subtract: 125 - 4 = 121 • Last, divide: 121 ÷ 11 = 11 I don’t accept guessing... If someone can’t explain why they solved it a certain way, they redo it. Practice until it’s second nature I don’t believe in moving on just because a few kids get it. If even one of mine is struggling, we keep going. The only way to get this down is through practice. I make them double-check their work, explain their reasoning, and correct their mistakes. By the end, they will know PEMDAS like the back of their hand :) I’ve seen kids go from completely lost to solving problems confidently just because they finally had it drilled into them the right way. If you teach this the right way, they’ll never forget it. 😊

Practicing mental math skills can really boost students' confidence and their ability to solve problems (not just in the classroom but in everyday life). When kids can do math in their heads, it helps them tackle tricky questions without relying on paper or a calculator. Here are a few fun and simple ways I've helped my students improve their mental math skills. 1. Practice I can’t stress this one enough... The more my students practice mental math, the quicker they get. I’ve found that even just a few minutes a day can make a big difference. I try to build math practice into our daily routine (like a quick set of problems during morning work or a math challenge at the end of the day). Getting kids to practice regularly really pays off tremendously 😊 2. Start slow and easy Before diving into more complex problems, it’s important for kids to have a strong grasp of the basics. When my students can quickly add and subtract single and double-digit numbers in their heads, they feel more confident tackling bigger problems. Once they’ve mastered the basics, I can introduce multiplication and division, and things start to click! 3. Simplify bigger problems When students come across bigger math problems, I always tell them to break it down into smaller parts. For example, if they're multiplying two-digit numbers, they can multiply the tens first and then the ones. This strategy makes the problem easier to handle. I had one transfer student who was really struggling multiplying two digit numbers (like 24 x 15) when he first came to my class, but once we broke it down, he got it! Not sure why no-one worked on this with him before.. 4. Use mental math strategies There are so many helpful tricks for doing math in your head, and I love sharing them with my students! One of my favorites is using number bonds. For example, if you're adding 8 + 7, think of it as 8 + 2 + 5, which makes it easier to figure out. Doubling and halving are other strategies I use with my class. These tricks make math so much easier (for adults as well). 5. Try to visualize the problem Sometimes, seeing is believing 😃 I try to help my students picture math problems in their heads. At first, I’ll show them a problem on paper, and we’ll work through it together... Then, I’ll challenge them to imagine solving the same problem in their heads, just by visualizing the numbers. With a little practice, it gets easier, and they start to see the connections between numbers. 6. Use real-life situations One of my favorite things to do is show my students how we use math on a daily basis. We talk about things like figuring out how much money they have left from their allowance, or how much to tip when eating out (though a bit more advanced, more so for 4th and 5th grade students). The more they see how mental math works outside the classroom, the more excited they get to use their skills. 7. Let them take their time It’s easy to get caught up in trying to be fast with mental math, but I always remind my students that accuracy is more important than speed.. I’d rather they take their time and get the correct answer than rush through and make mistakes. As they practice, the speed will come naturally. Which brings me back to the first point (practice), the more we do it, the faster we get. Hopefully these come in handy for you guys as well!

I get a lot of requests for ordinal number worksheets, so decided to create this short guide with a few worksheet links! Hops it's helpful 😊 Here are a few ordinal numbers worksheets to get you guys started! (we'll have more soon).. Making ordinal numbers real Try to start with real-life examples before introducing written numbers and words. Some easy ways to do this: • Lining up – “Who is third in line?” • Following directions – “Color the fourth star red.” • Classroom moments – “Turn to the second page.” The more we use ordinal numbers in everyday activities, the more natural they feel. Matching Numbers with Words Once students are familiar with ordinal positions, they can connect numbers to their written forms. Try creating a simple chart and practice reading them together. Also ask questions like, “What comes after third?” or “How do we write fifth as a number?” to reinforce understanding. Writing and Using Ordinal Numbers Writing ordinal numbers can be tricky, so it's important to encourage students to practice using both formats (1st/first) through: • Sentence fill-ins – “Today is the ______ (1st/first) day of the month.” • Mini-books – Each page has a sentence like, “The first animal is a cat,” with a matching drawing. Keeping It Fun The more ordinal numbers feel useful (not just something to memorize) the faster students usually understand them. By mixing movement, hands-on activities, and writing practice, kids gain a real understanding of how ordinal numbers work in everyday life.

Hey guys, will post more of these from my blog :) Ten frames are a lifesaver when it comes to teaching number sense. The first time I used them, my students looked at me like I had just handed them a secret code. "Wait... we don’t have to count one by one?" Exactly! Once they got the hang of it, math started making a lot more sense. Here are a few of my favorite ten frames worksheets. So what are ten frames? A ten frame is a simple grid with two rows of five boxes. It helps kids see numbers in relation to ten, which is a huge step toward understanding addition, subtraction, and even mental math later on. Instead of just memorizing facts, they start seeing patterns.it's a great way to remember that five and five always make ten! :) Counting to 10 and 20 using ten frames When I introduce ten frames, we start with simple counting. I place counters in the boxes and ask, "How many do you see?" At first, they try to count one by one... but then the magic happens. They realize they don’t have to 😊 For example: • If the top row is full, they know it’s 5. • If the whole frame is full, they know it’s 10 without counting. After mastering 10, we move to 20 using two frames. It takes some practice, but soon they start recognizing numbers without having to count each dot... Simple addition with ten frames Once counting is solid, we move to addition. I ask them to show a number, like 7, and then add 3 more. "How many now?" They quickly see that they made 10. It’s a great way to help them understand number bonds without just drilling facts. For example: • 6 and 4 make 10. • 8 and 2 make 10. One of my students called this "math magic" lol Using ten frames to understand place value By 1st grade, kids start working with numbers beyond 10. Ten frames make it so much easier. I give them two frames and say, "Show me 14." They fill one frame completely and put 4 in the second. Suddenly, place value makes sense :)Instead of just seeing numbers, they see tens and ones. Teaching math with ten frames is a game changer in any classroom. I feel like it's one of the very first strategies the my students actually enjoy learning (once they get the hang of it).

I've always had a handful of 2nd grade students who memorize procedures but don't really understand why math works... Last year, I started daily "math talks". About 10 minutes where we look at a visual problem and share different solving strategies. Yesterday, I showed a pattern of dots and asked how many there were (the discussion was amazing), one of my students grouped them by 5s, another saw 4 rows of 3, and one counted the outer ring and inner circle separately. Watching my students realize there are a few approaches to the same problem has been incredible 😊 My principal stopped by during math talks last week and now wants me to demonstrate for other 2nd grade teachers... Yay haha

Can anyone share worksheets that help kids visualize addition and subtraction using number lines? Thank you!