# Graphic Organizers for Math

by C. Elkins, OK Math and Reading Lady Here are some cool graphic organizers for your math files!  Make sets of them, laminate or put in plastic sleeves, and use them over and over again!  Graphic organizers help students stay organized and teach them how to complete problems neatly. They are also a great way for students to show different strategies for the same problem. While primary students may need an already-made graphic organizer, intermediate students should be taught how to duplicate them on their own to use whenever the need arises – so the simpler, the better! With repeated use, students are more likely to utilize them regularly in their daily work (and on their scratch paper with assessments).

This one has ten frames and part-part-whole models. In my opinion, these are essential when working with K-2 students because they help children with subitizing, number bonds, and addition / subtraction facts.  If you are using Saxon, you are missing these important strategies!!:

Here’s one to show fractions (area, set, length models)

Need a template for students to make arrays? This one is ready!  I love showing students how to break an array into smaller parts to see how multiplication (or division) facts can be decomposed.  Example:  Make a 6 x 7 array.  Section off a 6 x 5 part. Then you have a 6 x 2 part left over.  This proves:  6 x 7 = (6 x 5) + (6 x 2).  Or — 6 x 7 = 30 + 12 = 42

This graphic organizer shows 5 different multiplication strategies using 2 digit numbers, and a blank one for students to record their thinking. Very handy!!  One of my favorite strategies is partial products. I highly recommend this one before going to the std. algorithm because students decompose the problem by place value and must think about the whole number and not just the parts.

Do your students need something to help them see the different models for a decimal? Try out this graphic organizer. Students will utilize the pictorial forms as well as the abstract.

Do your students know that .7 (or 7/10) is the same as .70 (or 70/100)?  Using this dual set of tenths and hundredths grids will help them see why this is true!

Be sure to check out my FREE templates and organizers (see black bar above “links . . .”)  Please share your favorite graphic organizers for math!  Enjoy!!

# Discovering Decimals Part 3: Multiplication and Division

by C. Elkins, OK Math and Reading Lady

This is the last part of number operations dealing with decimals: multiplication and division in a concrete and pictorial method. This is actually not part of the KG-5th grade OAS standards, but it is addressed in 6th grade and for those of you utilizing the CCSS, you will find multiplication and division with decimals starts in 5th grade.  Or you may have advanced students who are ready to explore this concept. There are a couple of freebies included in this post. Read on to find them!

Multiplying Decimals:

Typically we teach our students that when you multiply 2 numbers together, the product is larger than the 2 factors. And when we divide two numbers, the quotient is smaller than the dividend.

Be careful about stating this generalization: This remains true when multiplying whole numbers (or even a combination of whole and decimal such as 5.2 x 6.4 = 33.28 in which the product is larger than either factor), but NOT with decimals or fractions less than 1 (example: .7 x .2 = .14 in which .14 is less than either factor .7 or .2). With division of decimals less than 1, the answer is often a whole number larger than either the divisor or the dividend (such as 5 divided by 1/2 = 10). This is a difficult concept, but modeling and practicing with concrete and pictorial models helps to see the reasoning. So, be careful not to say, “When you multiply two numbers together you always get a bigger number.” because it’s not always true. To further understand this principal, let’s look at the use of the times (x) sign with whole numbers. The problem 5 x 2 could be shown in an array as 5 rows with 2 in each row (phrased as 5 “rows of” 2).  It can be shown in a set model such as 5 groups and each group has 2 (phrased as 5 “groups of” 2) . It can also be shown in an area model (box) as a shape divided equally into 5 rows and 2 columns (phrased as 5 “by” 2). Continue reading

# Discovering Decimals Part 2: Addition & Subtraction

by C. Elkins, OK Math and Reading Lady

Last week, we looked at some ways to gain number sense about decimals. This post will address using decimals in the operations of addition and subtraction . . . and how to model concretely and pictorially. You can also download the color grid pages along with a free decimal math game in this post. Part 3 (future post) will address multiplication and division of decimals. If you missed last week’s post, please review it first before continuing with this one. Before performing various operations with decimals, students must have a basic understanding of how to represent them concretely, pictorially and numerically.  Example:  .8 = .80 can be proven with base ten blocks and with 100 grid drawings. This understanding should also be linked to fractions: 8/10 is equivalent to 80/100. Click here for pdf of Representing Decimals page.

For concrete practice, use a 100 base ten block to represent the whole (ones), the tens rod to represent tenths, and unit blocks to represent hundredths. Construct each addend and then combine them. Ten tenths’ rods become one whole. Ten hundredths cubes become one tenth. Continue reading

# Discovering Decimals Part 1: Basic Concepts

by C. Elkins, OK Math and Reading Lady Number sense regarding decimals usually starts with fourth grade and continues with more complex operations involving decimals in fifth grade and beyond. It is this extension of the place value system and then relating them to fractions and percentages that often perplex our students (and the teachers, too)!  Read ahead to get your freebies (Decimal practice notes, anchor charts, and Discovering Decimals Number of the Day / Game activity).

Students must understand  this base-ten value system extends in both directions — between any two values the 10-to-1 ratio remains the same. When using place value blocks in primary grades, students recognize the 100 square as 100, the tens strip as 10, and the units cube as 1.  Then with decimals, we ask them to reverse their thinking as the 100 square represents 1 whole, the tens strip represents a tenth, and the unit cube represents a hundredth.  This may take repeated practice to make the shift in thinking — but don’t leave it out. Remember the progression from concrete (hands-on) to pictorial to abstract is heavily grounded in research. Students will likely gain better understanding of decimals by beginning with concrete and pictorial representations.

I am sharing my decimal practice notes, which highlight some of the basic concepts to consider when teaching. Pronouncing the names for the decimals is not in these notes, but be sure to emphasize correct pronunciation — .34 is not “point three four.” It is “thirty-four hundredths.” Use the word and for the decimal point when combining with a whole number.  Example: 25.34 is pronounced “Twenty-five and thirty-four hundredths.” I know as adults we often use the term “point,” but we need to model correct academic language when teaching. You can get also the pdf version of these notes by clicking here: Decimal practice teaching notes.

Anchor charts are excellent ways to highlight strategies in pictorial form. Here are some examples of anchor charts to help students relate decimals to fractions, location on a number line, word form, and equivalencies. Get the free pdf version here: Discovering decimals anchor charts. It includes a blank form to create your own. Continue reading
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