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Math Rotations – Tech Time Ideas


The four components of my Math Rotations are Teacher Time, Seat Work, Tech Time, and Game. Today’s post is brief and will share a few ideas for Tech apps you could use during Tech Time rotation. 

Tech Time Set-Up

The Tech Time rotation is easy to set up and can use apps or math websites you already know about.  You do not have to be a 1-to-1 classroom to do this rotation. Since you have a small group at this station you’ll only need enough iPads, laptops, computers, or Chrome Books for your group size.

App/Website Ideas

Below are a few apps that I have seen used before during rotations. Many of these also have websites. I’m not going to go in to great detail, but wanted to give a few suggestions.  These obviously depend on your grade level, but there are many great math websites out there.

  • IXL – This app is my favorite since you can tailor specific assignments to what you are teaching and can see real time on your computer how kids are doing.  But, it does cost a pretty penny!
  • MobyMax – This has a free and a paid component.  Students will take a math test and then instruction will be differentiated for them based on their results – this can happen in the free version!
  • Math Curriculum Site or App – Students can work on the website or app that goes with the math resource your school has.  Many curriculum resources have computer programs with games or practice for students.
  • Xtra Math – This is free and a great way to build fact fluency skills.
  • Khan Academy – I do not know as much about this one,   but I know some people absolutely love it!

If you missed my past posts from my Math Rotations Blog Series, click below…

Check back Thursday for ideas for Game/Activity Time.

Math Rotations – Seat Work Ideas


The four components of my Math Rotations are Teacher Time, Seat Work, Tech Time, and Game. Today’s post will share some ideas with you for activities and things I have my students do during the Seat Work portion of rotations.  The biggest key thing for me to stress is that seat work needs to be something that students can work on independently so that you are kept free to work with the small groups.  Below are a few ideas for activities I like to include as my options for seat work. I do not use each of these things every day, but pick activities based on the skill we’re currently covering and try to give some variety. 

Task Cards:

I love using task cards at the seat work station.  I try to make sure I have differentiated sets of task cards so that I am able to meet the different needs of my students when they are at this rotation.  Task cards are great because they can cover the current skill or be review for a past skill.  Students are held accountable because they fill out the recording sheet as they answer the questions.  After math rotations I look over the recording sheets and I’m able to see how they are doing with the skill.

Spiral Review Pages:

Constant review of past skills is important to do and spiral review pages help with that. I created the page you see below to fit the skills that we taught and needed to spiral and practice at my school.  Students would complete these problems during the seat work time and turn it in. Then, I would check them and give feedback on their page.

Story Problems:

As I mentioned in my past few blog posts I love story problems. They are a wonderful way to practice math skills and provide context for students.  I will often put story problem task cards at the Seat Work rotation. Students work on the story problems and turn them in each day for feedback.  These often take a few days to finish so I make sure to give feedback each day so students can go back to correct problems as needed.  Story problems can be themed and can also be differentiated for your students. 

Practice Pages:

Seat Work can also be a time to use practice pages from your math curriculum or other practice pages that focus on the current skill or reviewing past skills.

Seat Work Tips:

  • Seat work needs to be able to be completed independently.
  • Put seat work after teacher time in math rotations. Students will practice the skill with you in teacher time and then go off to seat work to practice it independently.
  • Start your highest group in seat work first.  They will either know the skill from prior knowledge or will pick it up quickly with the mini-lesson.  You do not want to start your struggling kiddos off at seat work.

If you missed my past posts from my Math Rotations Blog Series, click below…

Check back Tuesday for ideas for Tech Time.

Math Rotations – Teacher Time Ideas


The four components of my Math Rotations are Teacher Time, Seat Work, Tech Time, and Game. Today’s post will share some ideas with you for activities and things I do with my students during the small group teacher time portion of Math Rotations. I do not do each of these activities listed below every day.  I do what fits the skill and standard I’m teaching, what fits the level of the group I am working with, and try to give teacher time variety so we’re not doing the exact same thing each day. The main goal of Teacher Time is to teach that day’s skill to each group with differentiated instruction at their level.

Before I get into my ideas I have to tell you that I love teacher time.  This is one of my favorite times of the school day. I love being able to work with a small group and have great math discussions with them.  I also love how I can modify the lesson as I’m teaching it to them to fit their needs.

Story Problems:

I love using story problems in general and have done many blog posts about my love for them and tips for using them. I also like to use them during teacher time.  Story problems can apply to so many different math skills and it helps give context to the skill.  I will often use story problems during small group for students to solve. Students will solve it on the white board or a white board table and then share their strategy with the group. This works well because it not only gives kids practice working on the math skill, but also communicating their thinking and strategies to others.  I will often use story problems with each group, but will differentiate the numbers to fit the needs of the group. 

CGI/Number Talks:

As I mentioned in my Mini-Lesson post CGI and Number Talks are a great way to practice math skills and get kids talking about math. I will sometimes do a Number Talk with my small group. I will follow the same steps as a whole group Number Talk, but the nice thing is each child in the group will be able to share their strategy (since there are only a few kids in a group as a opposed to the whole class in a whole group lesson).  Number Talks can also lead to great discussions about noticing similarities and differences with strategies.  It can also be a time to go over and discuss math misconceptions too.

Math Curriculum Resource:

Teacher Time is another time that you can use activities or practice from your math curriculum.  In the past I have taught with enVisions and Investigations.  I do not always use pages from their books for small group time, but sometimes they fit in very well.  The enVisions series is already differentiated a bit for you, so I would often use the re-teaching page with my struggling group, the practice page with my on-level group/s, and the enrichment page with my challenge group/s. We also had some awesome hands-on lessons and activities from the Investigation series.  Below you’ll see pages from their line plot unit that we did during small group instruction. 

Special Projects:

Special projects are always fun and math special projects are no exception. I would use these as a challenge for my students who were ready to be pushed and could work on it with me, but also were able to work on it a little bit independently.  I have found some great enrichment projects on TPT that the kids loved working on.  We would meet and go over it and then they would work on it with their group during Seat Work time. Then, the following day we would review their work and discuss.

If you missed my past posts from my Math Rotations Blog Series, click below…

Check back Sunday for ideas for Seat Work.

Math Rotations – Management Tips


This post may contain affiliate links for your convenience.

Today’s blog post focus is on classroom management tips for Math Rotations.  For rotations to run smoothly, classroom management needs to be strong so that students know what is expected of them and can do their rotations independently.  A lot of this comes from how you set-up your Math Rotations which I talked about it my last post.  Below are some additional tips for managing Math Rotations…

Management Board:

There are a variety of management board options out there for Math Rotations/Stations and this is an important aspect of managing rotations.  Students need to clearly know where they are supposed to go and what they are supposed to do. I use the management board below. Each rotation is clearly listed, partnerships are clearly listed, and the activity is listed.  Teacher Time and Seat Work are both typically run by an adult, which is why there isn’t more information there.  Students know by looking at it what they are supposed to do on the iPads and what game they are playing for the game time.  Rotations rotate clockwise and always have so students get used to moving from station to station in the same order each day.

Management Board example


If you are like me, you lose track of time easily especiallyduring small group time. I use the timer on my phone to help keep me ontrack.  Each day my rotations range from10-15 minutes long so the timing changes daily, but the timer keeps me on trackso I don’t spend too long with one group and not enough time with another.

Timer from iPhone

Wireless Doorbell:

I have done an entire blog post on my love for this wireless doorbell and this is another time I use it.  The chime or doorbell sound is what signals my students to rotate.  I don’t need to say anything; I just push the button on the remote, the chime sounds, and the kids rotate.  Now this is something to practice and model when you are introducing rotations, but after a while it should become second nature.

Picture of Wireless Doorbell

*If you are interested in purchasing a Wireless Doorbell, check out my Amazon Affiliate Link >>> HERE.

Those are three quick tips to help manage rotations.  If you missed my past posts from my MathRotations Blog Series, click below…

Check back Thursday for ideas for Teacher Time.

Math Rotations – Mini-Lessons


Today’s blog post is focusing on how I use mini-lessons during Math Rotations. Mini-lessons are at the beginning of my math block and last between 5-15 minutes. The whole group participates in mini-lessons.   I use the mini-lesson to go over today’s math skill, review rotations, and more.  See below for ideas for your Mini-Lessons…

CGI Mini-Lessons:

CGI stands for Cognitively Guided Instruction and it has changed the way I understand and teach math (I need to do a full post on this at a later time).  When I start our mini-lesson with CGI it can include a few different things.  I often use number talks focused on the day’s skill. For example, if we are doing money I might pose a problem where students need to add the money amounts.  After posing the problem, students have a few minutes to think of their answer.  Then, they share their strategies and I document their thinking by writing it on the board.

I also use Choral Counting as another CGI Mini-Lesson. Choral Counting is a CGI strategy and great when talking about skip counting, multiplication, fractions, decimals, and more.  Below is an example where we were skip counting by 8 and discussing how the multiplication facts line up with skip counting.

I use story problems in my class all the time.  Sometimes I will have students solve one independently and then share their strategies with the class as a part of the mini-lesson.

Anchor Charts:

I often will use the mini-lesson to create an anchor chart as a class.  The anchor chart usually focuses on the specific skill and it is left up as a tool for students to use when they are at rotations.  I normally have a problem or two in mind for the anchor, but the kids help me fill it all in.  I’ve created anchor charts for math strategies, shapes, patterns, and more.  Anchor charts are amazing!

Math Curriculum:

The mini-lesson is a great time to include a whole group component from your math curriculum.  Last year my school used enVisions and I would often do the solve and share activity and show the video during the mini-lesson section.

Explain Rotations:

I would also use the mini-lesson time to go over the rotations for the day.  If there is a new rotation, I would make sure students understood what they were being asked to do. I might model a new game, show them how to use task cards, or show them how to use a math app on the iPad.

Now, I know you might be thinking…Jordan – that is a ton of things to cover in 5-15 minutes. Please know I do not do each thing I listed above every day.   If I did that would probably take the entire math block. I pick and choose different things each day to keep it fresh.  I also pick and choose my mini-lesson activities based on what fits the skill the best.  On Monday I might do a number talk and Tuesday we might create an anchor chart.  One thing I do make sure to review each day is the rotations.  By going over the rotations each day students know what they are supposed to be doing which leads to less interruptions when I am pulling small groups.

If you missed my past posts from my Math Rotations Blog Series, click below…

Check back Tuesday for more information about the Math Rotation process and management tips.

Math Rotations – Initial Set-Up


Today’s focus is all about how I set up, plan, and start Math Rotations in my classroom.  The management piece and actual rotation ideas are coming in a later post.

Setting Up/Planning Math Rotations:

When I set-up Math Rotations I like to use the planning page below. Now that I’ve done them for a while I don’t always need to use the planning page, but it was definitely a good guide starting out.

Tips for Planning Your Math Rotations:
  • Pick a math unit.
  • Think of all of the skills your students will need to learn and divide that out over different days. (Example – Place Value.  Students will need to know how to read numbers, write numbers, write numbers in expanded form/notation, compare numbers, draw and count using place value model (base-10 blocks).
  • Plan your rotations with the set skills in mind (see more below for tips with rotation activity planning).*
  • Use the planning page to help keep your essential questions, vocabulary, and standards as a focus. It also provides space to plan your mini-lesson, homework, and what you would do with teacher time with three groups.  (I know you’re thinking – wait – I thought you said you pull four groups.  I do – but typically two of the groups repeat.  I might have two groups working on the more challenging things or two groups working on more of the on-level skills.)

*I will share ideas for the actual rotations later, but I always try to make sure it includes activities that are covering our current skill or reviewing past skills.  You also want to make sure you are planning activities that your kids will be able to do pretty independently.  You do not want them interrupting you a billion times when you are working with your small group during Teacher Time.

Starting Math Rotations:

Math Rotations are like anything new you introduce to your class.  When introducing something new, you always want to start slow and give it a chance.  My first day I did Math Rotations with my class it felt chaotic, we had a fire drill in the middle of it, and it didn’t go as I had intended.  I didn’t give up.  I gave it a few more days and as the kids and I both got into the routine it made my math block time more efficient and students were more engaged.

Here are a few tips to consider when starting Math Rotations:
  • Slowly introduce each step. I would not expect Math Rotations to be up and running fully day one.  Introduce each part of the rotation, what they need to do; what the expectations are….slowly.
  • Model, model, model, and model some more. I cannot say enough about this tip.  Modeling is the key to making this successful. Model how to go to your first rotation.  Model how to get the materials. Model how to transition to the next rotation.  Model how to clean up.  The more you model – the smoother this will go.
  • Do not pull groups right away. Obviously I know that the big reason to use this is to be able to pull small groups every day during rotations. But, I highly recommend you wait a day or two (or more depending on your kids) to pull groups.  Take the first day or two to go around while your kids are at the rotations and help make sure they know what to do.  Spending one to two days at the beginning to help get them started will make it easier in the long run for you to pull groups with fewer interruptions.

If you missed my past posts from my Math Rotations Blog Series, click below…

Check back tomorrow for more information about mini-lessons for Math Rotations.

Math Rotations – Creating Groups


Today’s focus in my Math Rotations blog series is on how I group students for Math Rotations.  This post will cover how I group students, number of groups, and how I use flexible grouping for Math Rotations.

How I Group Students:

I group students for math groups using a pre-test.  Last year I created pre-tests for each large unit I teach, for example, place value, addition, subtraction, graphing, shapes, etc. and use that to form my groups.

Prior to teaching the standards and skills for a set unit, students take the pre-test.  When I give the pre-test out I explain that this is just for me to help teach them.  This pre-test does not go in the grade book it just shows me what they know.  The positive to using a pre-test is I get a read on where everyone is at prior to teaching the content.  I can quickly identify my students who have never seen the material before and also ones who have a solid grasp on it already and need extension activities.  This made my teaching life so much easier and made it even easier to form groups for Math Rotations.

After grading the pre-test (remember not for the gradebook, just for me) I could quickly identify what my students needed in regards to the specific skill.  I would then form my four groups for Math Rotations.  Some math units I would have two lower groups, a medium group, and a high group.  Some skills I would have one low group, one medium group, and two high groups.  (My Group 1 tends to be my struggling kiddos, Group 4 tends to be my high kiddos, and Groups 2 and 3 can depend based on the content and student’s needs).   Using the pre-test to help divide my class into groups helped ensure that I was tailoring my instruction to what my students actually needed.  I still teach the standards, I still make sure my students master the standards, but because of the pre-test I was able to quickly see where I needed to start for each child/group.

Another key thing to keep in mind and an advantage to using these is the groups are flexible.  Billy might be in Group 1 for addition because he really struggles with strategies, but he might be in Group 4 for geometry because he understands shapes.  We don’t want to pigeon hole kids into groups, but we do want to identify where each child is at for different skills.

Patterns Pre-Test

Number of Groups:

I highly recommend four groups for Math Rotations.  My rotations include: Teacher Time, Seat Work, Game, and Tech Time (more info and ideas to come on these later in the series).  Yours might differ depending on your math curriculum and class needs.

I also recommend at least four groups so that your group sizes can be kept as small as possible.  It’s ideal to have 4-6 kids in a group, but I do understand some class sizes make that challenging.  The smaller the groups, the easier it is to differentiate and tailor your instruction, but again I understand some class sizes are large so you may need to have larger groups.

Example of Math Rotations Groups Page

Example – Math Rotations Group Page

Flexible Grouping:

As I mentioned in the pre-test section, flexible grouping is key to Math Rotations.  My groups are always fluid.  Sometimes I will place a child in Group 1 because on the pre-test they struggled and didn’t understand.  Sometimes that child will surprise you after a day or two in groups and you might need to move them up to a different group. This can also go the opposite way. Sometimes a child might show that they understand it on the pre-test, but when working with them you don’t feel like they really grasp the concept.  Again – you can move them.  That’s the beauty of flexible grouping – no one is ever stuck in their group.

I also like that groups are dependent on how the child does with a specific skill.  A child isn’t in the low group for the entire year just because they struggled with the first math concept you taught or your beginning of the year assessments.  The groups are based on how each child does with each skill, which really tailors to the needs of the child – not just a one-time evaluation or assessment.

If you missed my past posts from my Math Rotations Blog Series, click below…

Check back Saturday for more information about how I set-up and start Math Rotations.

Math Rotations Long Pin

Math Rotations – The Why


I am so excited to start this new blog series for the month of February.  This series will focus on all things Math Rotations.  Look for new posts each Sunday, Tuesday, and Thursday during the month of February.

Blog header for Why Math Rotations

For today’s post I am sharing with you my why for switching to math rotations.  I have taught math the more traditional way for many years and made the switch two years ago to using math rotations.  I was finding that I was having difficulty reaching all of my kids during math lessons.  With the majority of the traditional math lesson being done in whole group with independent practice, I wasn’t able to reach my struggling learners or my learners who were ready for a challenge.  Due to that, students weren’t as engaged as they could be and weren’t really getting what they needed.  So… I decided to make a change.

Here are my reasons why I use Math Rotations:
  • Math rotations allow you to differentiate daily for EVERY group.
  • Whole group lessons still exist, but are more of a mini lesson with the majority of the instruction taking place at the child’s independent level during small groups.
  • Math rotations offer opportunities to review and fill in gaps for students who are struggling while also an opportunity to challenge students who are ready to be pushed.
Coming Up:

Thank you for checking out today’s introductory post for Math Rotations.  Stay tuned for information on:

  • Creating Math Rotation Groups
  • How to Start Math Rotations
  • Math Mini-Lessons
  • Rotation Process and Management Tips
  • Teacher Time Ideas
  • Seat Work Ideas
  • Tech Time Ideas
  • Game Ideas

Check back Tuesday for more information about how I group students for Math Rotations.

Pin image for Why Math Rotations Blog Post

Elapsed Time Strategies


Elapsed time can be a tricky skill for students to learn! But, with the right strategies they’ll understand it and be able to master it in no time!  Today I’m going to share my two favorite strategies for solving elapsed time problems.  These are elapsed time strategies that my second graders loved and helped them understand and easily solve these problems.  Now, I know the two strategies are very similar but they are laid out differently.  Some of my kids preferred the empty number line visual and some preferred the T-chart.

Quick Tip

When working with elapsed time I like to use word problems.  I know you can give problems with a start and end time or a start time and elapsed time, but I like to use word problems. I find giving it in a story problem format helps kids visualize the problem because there is context.  This then makes the problem easier for them to solve.

Strategy #1 – Empty Number Line

Empty number line strategy example 1

For empty number line, students start with an empty number line. Then, they place the start time at the beginning and end time at the end.  Next, students need to make jumps on the number line to figure out how much time has passed.  I suggest students always start by looking at hours since it is a larger chunk of time and then moving to minutes. Students may make jumps in different ways. For the problem below, some students might add five minutes to get to 8:00 and then make the jump of 42 minutes.  Other students may make jumps in increments of ten or twenty to get to the final time.  There is no “one” right way and what I like about this is students can make jumps that they are comfortable with given their math understanding. Once they have made their jumps they add the hours and minutes together to come up with the total elapsed time.

Empty number line strategy example 2

This problem has the end time missing.  Students create the empty number line and put the start time on it.  Then using the elapsed time given – 32 minutes – they make jumps to find the end time.  Students can jump 30 minutes and then 2 minutes. Students can jump 10 minutes, 10 minutes, 10 minutes, and 2 minutes.  Students could also jump 20 minutes, 10 minutes, and 2 minutes.  Again the number line provides a visual strategy and then students can make jumps depending on their number flexibility and math foundation.

Strategy #2 – T-Chart

T-Chart Strategy Example 1

The T-Chart strategy is very similar to the number line, but a different way to lay it out.  This strategy works better for some students.  To start, create a T-chart and write time on one side and hours/minutes on the other side.  In this example, the start time is written below the time side.  Then, students add time to the start time to get to the end time.  Students can start with hours or minutes, but I always suggest hours since it is a larger chunk of time.  So in this example, the student added an hour and got to 7:55.  Then, they added 5 minutes to get to 8:00. Next, they added the 42 minutes to get to 8:42.  Then they added the hour and minutes together to get the total answer. Again like the elapsed time strategy students can add the times in different increments.

T-Chart Strategy Example 2

In this problem, the T-Chart is set up the same way as above.  The start time is written down and then the student adds the elapsed time given in the problem to find the end time.   The increments can be added in different ways (30 minutes, 10 minutes three times, 20 minutes and 10 minutes, etc).  Once the elapsed time is added the student will arrive at the end time, which is the answer.

Now there are more strategies than those two, but my students in the past have gravitated towards these two and found them to be the most helpful when solving these problems.  These two problem types are common, but the start time could also be unknown. In that case, students can use the same strategies and work backwards to find the beginning time.

Here is an anchor chart I created with my students when learning about elapsed time.

Elapsed Time Anchor Chart


If you are interested in providing your students with some elapsed time word problem practice, check out my two resources below.

Elapsed Time Worksheets

These worksheets are easy for teachers to use because they are already differentiated!  There are three different levels for each worksheet. I’ve used these as homework, practice, and formative assessments.

Elapsed Time Worksheets

Elapsed Time Task Cards

Task cards are a great addition to math stations, math centers, or math practice time.  These are differentiated with three different sets!  I love using them because you’re able to meet the needs of all of your learners and they are able to all practice the same skill, but at their level.

Elapsed Time Story Problem Task Cards

Pizzeria Room Transformation

Math, Reading, Writing

Today I’m excited to share my second room transformation with you!  This one was a Pizzeria Room Transformation.  Our pizzeria was called Village Pizzeria.  I’m going to take you through the decor and the different activities that we did during the day.

Decorations and Room Set-Up:

Picture of Pizzeria with lights off and candles on

Here you can see the set-up with the lights out.  The tablecloths are from the dollar store, the battery candles are actually from my wedding registry, and my teaching assistant made the flowers out of tissue paper.  On the Smart Board I had a photo of a pizzeria and played Italian music to help set the mood.  They have tons of great options for this on YouTube!


Picture of Pizzeria set-up


Picture of pizza banner and pizzeria decor

On the back bulletin board my teaching assistant made the cute banner of pizzas.  We also found pizza and pizzeria pictures online and hung them on the walls.


Picture of Village Pizzeria backdrop

My teaching assistant also traced and made this sign from one we found online. We used this as a backdrop to take each student’s photo with their chef hat and mustache that you will see later in the post.


Costume and Staff Roles Idea:

Picture of teacher dressed up as server in front of welcome background

For the pizzeria room transformation I decided to be the server.  Since I wasn’t a teacher that day, I decided to have the kids call me Giana and that would be my pizzeria server name. I wore a name tag, had a server apron, and glasses at times.  My teaching assistant dressed up as a chef with a chef hat and apron.  We also got my assistant principal involved. She helped with the first activity below.  She was the owner of the pizzeria and her name was Barbara.  She dressed up, had an Italian accent, and had a lot of fun with her role in our pizzeria!

Opinion Writing Activity:

Picture of Oreo cookies and writing piece

We have been working on opinion writing in class and I wanted to tie that in to the pizzeria room transformation.  “Barbara,” our owner (our assistant principal) came in and asked them if they would help taste test two different Oreo’s to see which should be added to her menu. The kids were excited to do this and enjoyed trying both. I was surprised because red velvet won and I was sure that many of them would go for the peanut butter. After testing both cookies they wrote their opinion and had to give reasons to support the cookie they picked.


Menu Math:

Picture of math menu and worksheet

I created pizzeria menus that we used for our math lesson. I also created differentiated story problems for three different groups to work on.  All story problems fit around the menu theme and definitely made them think outside the box.  My goal was to push all of my students/customers and these problems did just that.  They loved choosing their own items from the menu for question 2 and did a great job showing work for how they got their answers.


Picture of Menu Math story problems

Above and below you can see the three different story problem pages.  As you can see they are similar, but differentiated to meet all of my learners.

Picture of Menu Math story problems


Book Tasting:

Picture of book tasting table set-up

Picture of book tasting table set-up

The book tasting was another perfect event for our room transformation.  After lunch the kids came back in and I had it all set-up.  There were six tables and three different genres – fairy tale, fiction, and nonfiction. Students were assigned as a specific seat by the hostess (me) and then given directions.  They had about 5 minutes to “taste” their book and write the title and genre.  On the page they also could give their book a rating with stars.  A 5 star book was a fantastic book that they wanted to read again and a 1 star book was one that they were not interested in. They were very honest with their reviews and also had a chance to read books from a variety of genres.  Below you’ll see the book tasting form.

Picture of book tasting form

Making a Mini Pizza:

Next came the part the kids had been waiting all day for! Each student got to make their own mini pizza.  We used english muffins, marinara sauce, mozzarella cheese, and pepperonis.  Our chef (my teaching assistant) did a demo cooking lesson and then each child got to make their own mini pizza.  They wore the cute chef hats pictured below and also each got a mustache.  I took pictures of them in front of the backdrop with both props and they turned out adorable!

Picture of chef hat and mustache


Writing a How To:

Picture of how to writing piece sample from a student

After creating their own mini pizza, each child wrote their own “how to” explaining how to make a mini pizza.  They loved that they got to write down their recipe so they could make them again at home.


All in all it was a wonderful day and the second room transformation of the year was a success! Stay tuned for future transformations and ideas!