Browsing Category


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…

FREE Math Rotations Planner

Photo of Math Rotation Planning Page for teachers to use to plan out their math block.

Math Rotations can seem a little overwhelming at first especially when you are trying to differentiated to meet the needs of all of your students. To help make this easier, I’ve created this digital or printable planning sheet that you can use to plan out your whole rotation for the day – standards, mini-lesson, rotation activities, and differentiated small group activities. This is a FREEBIE that you can sign up for HERE. Happy math planning!

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…

FREE Math Rotations Planner

Photo of Math Rotation Planning Page for teachers to use to plan out their math block.
Math Rotations can seem a little overwhelming at first especially when you are trying to differentiated to meet the needs of all of your students. To help make this easier, I’ve created this digital or printable planning sheet that you can use to plan out your whole rotation for the day – standards, mini-lesson, rotation activities, and differentiated small group activities. This is a FREEBIE that you can sign up for HERE. Happy math planning!

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…

FREE Math Rotations Planner

Photo of Math Rotation Planning Page for teachers to use to plan out their math block.
Math Rotations can seem a little overwhelming at first especially when you are trying to differentiated to meet the needs of all of your students. To help make this easier, I’ve created this digital or printable planning sheet that you can use to plan out your whole rotation for the day – standards, mini-lesson, rotation activities, and differentiated small group activities. This is a FREEBIE that you can sign up for HERE. Happy math planning!

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…

FREE Math Rotations Planner

Photo of Math Rotation Planning Page for teachers to use to plan out their math block.
Math Rotations can seem a little overwhelming at first especially when you are trying to differentiated to meet the needs of all of your students. To help make this easier, I’ve created this digital or printable planning sheet that you can use to plan out your whole rotation for the day – standards, mini-lesson, rotation activities, and differentiated small group activities. This is a FREEBIE that you can sign up for HERE. Happy math planning!
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

FREE Math Rotations Planner

Photo of Math Rotation Planning Page for teachers to use to plan out their math block.
Math Rotations can seem a little overwhelming at first especially when you are trying to differentiated to meet the needs of all of your students. To help make this easier, I’ve created this digital or printable planning sheet that you can use to plan out your whole rotation for the day – standards, mini-lesson, rotation activities, and differentiated small group activities. This is a FREEBIE that you can sign up for HERE. Happy math planning!
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!


Football Room Transformation

Math, Reading, Writing

So today I am super excited to share with you my room transformation that I did a few weeks ago.  For my first room transformation this year I decided to do a football theme. What started out as just a transformation for a math review turned into why not make the whole day football themed! Go big or go home – right?? So this room transformation took on a life of it’s own and I couldn’t be happier with how it turned out!  In this blog post I’ll take you through the decorations and different events of the day.  I had a blast and my kids had a blast! It was probably one of the best days we’ve had this school year so far.


Room Transformation Info:

For the room transformation I got items from Amazon, Party City, and we made many of them too.  The football backdrop and football runner were from Party City. My ref shirt came from Amazon. I printed and made the football logos.  My teaching aide made the tablecloths with a football stamp and the other football signs.  The decorations definitely helped set the mood!

Each child had their picture taken in front of the backdrop. The posed with the football. I so wish I could show you the pictures because some of them took it rather seriously!


If I Were a Football Player Page:

During morning meeting, which I called a team meeting, we discussed some of the questions on the page above. Students then got to create their football name, pick their number, decide the team name, mascot, etc.  They had fun being creative and coming up with some interesting mascots and names!


Jersey Design:

Next students got to design their own jerseys. I showed them a few examples of real NFL and college jerseys and then they got to work. They used their team colors and number on the jersey. The t-shirt page was from Heather Toomey.


Football Math Review Game:

When students came back from PE I had the game set-up for them. I used a long football yard-line table runner on the floor and that was how we showed we each team earned a point (10 yards) for each correct question. When they came in the room I had the Sunday Night Football song playing to get them pumped up and ready!

I broke the class up into two teams for the math review game. Each team had a designated “captain” who came forward for the coin toss. Another teacher happened to stop by so she became our NFL commissioner and actually tossed the coin for us!  Heads won and off we went!

The review game included some of the questions above. This unit in math covered items such as: combos of 10, counting and adding on, solving word problems, identifying and labeling numbers.  Teams worked together to figure out the answer and a different child gave the answer each time to make sure everyone was included. Each time they got an answer correct they earned 10 yards. I planned it ahead of time so that each team would end up with the same points so we had no hurt feelings.  At the end of the game, each team added up all of their tens to see who won! Since each team won, each player got a football bracelet from Party City that had sports sayings on it.


Football Math Stations:

To continue reviewing for out test we also completed math stations with activities practicing the different skills.  The football popcorn holders held the activities and these were from Party City. Each group rotated to each station as you can see below.


This activity was completed with my teaching aide. She would give the kids a number and they would fill it in on the ten frame. Then she would ask further questions like how  many more would you need to make 10.

This tens frame Around the Room activity I got on TPT from Resource Ranch. Students would add the two numbers together and record their answer on the recording sheet.

Students worked on football story problems when they came to my station. I created similar problems but differentiated the numbers to meet the different levels in my classroom.

Students worked on ordering numbers at this station. There were baggies with ten numbers in it and the kids had to put them in order from least to greatest.  The football numbers are from Teacher Trish.

At this station students played Memory with the football cards.  This was a great way to practice combos of 10!



During reading we read and discussed the story Football Dinosaurs.  Then, during snack we watched the Tiki Barber story on Tumble Books.



To tie in writing, students wrote their opinion about their favorite sport. We brainstormed all the different kinds of sports and students picked one to write about. They also had to give a reason for their choice.  This page is from The Simplified Classroom.



All in all this one was of my favorite teaching days ever! We had so much fun and was I tired at the end of the day!  You exert so much energy during days like this that I had no trouble going to sleep that night!


Stay tuned…I have another room transformation coming in a few weeks! Be sure to follow me on Instagram to stay up to speed with all of the latest in my classroom!



TPT Bonus Sale TODAY

Math, TPT

Today- Tuesday, August 21 is the TPT Back to School BONUS Sale!! My entire store – Team J’s Classroom Fun- Jordan Johnson – will be on sale for up to 25% off with the code BTSBONUS18!

Here are some math resources you might be interested in:

Learning About Line Plots – Geared towards second grade math standards. Students practice answering questions from a line plot, creating a line plot, and includes a project!

Line Plot Practice and Activities

Themed Word Problem Task Cards – Geared towards second grade. Includes addition and subtraction story problems for Back to School, Halloween, Thanksgiving, Christmas, Winter, Valentine’s Day, St. Patrick’s Day, Easter, and Summer! Perfect to throw in a math station or use as a formative assessment!

Themed Math Word Problems BUNDLE

Differentiated Elapsed Time Worksheets – Just print and go!  Great for homework or a formative assessment. Each page includes 3 versions to provide opportunities to differentiate to meet the needs in your classroom!

Elapsed Time Worksheets

Happy shopping! Remember to leave feedback to earn credits that you can use towards future purchases!

Strategies for Multiplying by Multiples of 10


One of the skills we cover in second grade (which I know is often a third grade skill) is multiplying by multiples of 10. This can off scare kids as you are using larger numbers, but I knew my kids could handle it. To make it a little less scary, I introduced it using a story problem. I put the problem below up on the board and read over it with the kids.

Then, I told the kids to solve it on their white boards at their seats. I didn’t give any prompting or suggestions, I wanted to see what they would come up with on their own.  Boy was I pleasantly surprised! They had amazing strategies! As you’ll see below they came up with multiple different ways to come to the answer.  They all understood it was equal groups and they used strategies we had talked about with multiplication – drawing out equal groups, skip counting, repeated addition, breaking apart numbers, etc. I was so proud of them. After giving them time to solve I had students bring their white board up to explain their strategies to the class.

This honestly was the best way I have ever introduced it. Instead of me telling them how to figure it out or only showing them the trick (8 x 3 = 24 so 8 x 30 = 240), they really took them time to try to figure it out for themselves. And it helped because on future problems they knew multiple strategies they could use to solve it.

See their awesome strategies below…