Bridges Blog

Math Vocabulary – Another Language

Math Vocabulary – Another Language All students at my school learn the Spanish language all year long—the culture, how to speak, to understand, and so on. Another language they engage in all year long is the math language we use. It might seem intuitive or a part of everyday language, but math vocabulary can be very challenging.


Writing a Good Word Problem

After several practice runs and a couple of assessments, it was obvious my class was having a difficult time writing a word problem to match a given equation. To get my class on track, I came up with a game plan that seemed to do the trick.


Math Vocabulary Cards: A Great Format for Other Content Areas

Computers, laptops, tablets, phones … I can envision these becoming standard tools of my classroom just as calculators, pencils, rulers, and markers are.


Calendar Grid Observations

A few years ago I taught two math groups, back-to-back. In an effort to make use of every possible moment, I created a Calendar Grid Observations Sheet for the fourth grade students to work on as they arrive. Recently, I used it again with third graders.


Linking Computer Activities to Bridges

Visiting the computer lab is part of our regular kindergarten routine, with students spending two 40-minute sessions each week there. They work on a literacy software program for the first 20 minutes, and the last 20 minutes is for math games. Our team has found some wonderful, free websites that engage the children in a game as they practice math skills. A few of these sites include: Starfall, ABC YA, and PBS kids.


Organizing & Interpreting Data in Kindergarten

Organizing & Interpreting Data in KindergartenOur K team has put together some collaborative monthly practice activities to sort, represent, and interpret data. We’ve found students who revisit these skills have the confidence and understanding to interpret and explain data on a bar graph.


When the Girls Get Loud

When the Girls Get LoudWhen I reflect on the overall pattern of my math lessons, I notice that instruction happens through my interaction with individuals and small groups, as well as through whole group presentations and accompanying class discussion. Knowing that, I worry that some students may be demanding and receiving more of my attention than others.


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