• We ask them to solve multi-step problems.
• We expect them to explain their reasoning.
• Finally, we want them to apply strategies flexibly and make sense of complex situations.

But what happens when the foundation isn’t solid?

What happens when students can multiply… but don’t really understand what multiplication represents?
When they can compute… but freeze when the unknown “moves”?
When they rely on keywords instead of relationships?

This is where Cognitively Guided Instruction (CGI) becomes more than an instructional approach. It becomes a powerful intervention tool.

CGI Isn’t Just for Primary Classrooms

CGI is often associated with K–2 classrooms, and that makes sense. The research behind CGI began by studying how young children naturally develop mathematical thinking.

But here’s the truth:

The benefits of CGI don’t “expire” in second grade.  In fact, they become even more important in grades 3–5 — especially when students are struggling.

At its core, CGI is about understanding problem structure and listening carefully to student thinking. It’s about using that thinking to guide next instructional steps.

And that kind of responsive teaching is exactly what intervention requires.

Why Upper Elementary Students Struggle With Word Problems

By the time students reach upper elementary, gaps become more visible.

You might notice students who:

• Automatically subtract whenever they see the word “left”

• Add numbers together because they see two numbers

• Struggle when the unknown isn’t at the end

• Can compute accurately but can’t explain why their answer makes sense

• Shut down when faced with multi-step problems

Often, the issue isn’t computation.

It’s structure.

Many students have learned procedures without deeply understanding how quantities relate to one another. They’ve practiced result-unknown problems (5 + 8 = ?) repeatedly, but haven’t had consistent exposure to change-unknown (5 + ? = 13) or start-unknown (? + 8 = 13) situations.

When those structures reappear in upper elementary — especially inside fraction problems or multi-step situations — the foundation cracks. And as you can imagine, this truly is the foundation of algebraic thinking in later years.

How CGI Becomes a Powerful Intervention Tool

When we use CGI principles in upper elementary, we shift from “reteaching steps” to rebuilding understanding.

1. Diagnose Thinking Before Correcting

Instead of modeling immediately, we give students a carefully structured problem and listen.

For example:

A class collected 248 cans. They collected 63 more cans on Friday. How many cans did they collect before Friday?

This is a start-unknown problem.

You might see students:

• Subtract 63 from 248

• Add 248 and 63

• Draw a diagram

• Write an equation with a missing number

Instead of correcting right away, ask:

• What does the 63 represent?

• What is missing in this situation?

• How could we represent what’s happening?

In just a few minutes, you learn far more about student understanding than you would from a worksheet score.

That’s powerful way to begin an intervention!

2. Rebuild Conceptual Foundations Through Structure

In upper elementary, intervention often focuses on more practice. More worksheets. More computation drills.

But CGI reminds us that struggling students don’t need more of the same structure — they need exposure to varied problem structures.

Even in grades 3–5, intentionally using:

• Start-unknown problems

• Compare problems

• Equal groups problems with different unknown positions

Strengthens:

• Algebraic thinking

• Understanding of operation relationships (and when to choose which operation!)

• Flexibility with equations

• Sense-making

When students analyze structure instead of chasing keywords, they begin to see the relationships between quantities. That is what supports success in multi-step and fraction problems later.

3. Elevate Strategy Discussion

Upper elementary standards demand explanation and justification.  We constantly ask students to “show what you know” or “explain your thinking”.  Do we do enough to give them the experiences and languages to actually do that? Do we model OUR own thinking and explanations?

CGI supports this naturally.

When students share different strategies — decomposing numbers, using compensation, modeling with a number line — we can:

• Compare methods

• Highlight efficient strategies (The goal is to gently nudge students toward more efficiency! We don’t want them to have to carry around pockets full of counters forever!)

• Connect strategies to properties of operations

• Make structure visible

• Even model our own strategies and language

Students aren’t just getting answers. They’re reasoning–and reasoning is what the standards expect.  It’s also where things break down for many of our students.

Intervention Isn’t About Lowering the Level

Sometimes intervention is mistaken for “simplifying” the math.  But strengthening understanding doesn’t mean lowering expectations.

It means strengthening the foundation so students can access grade-level work.

Grades 3–5 demand:

• Multi-step problem solving

• Algebraic reasoning

• Justification of strategies

• Deep understanding of operations and how/when to use them

CGI supports all of that because it centers on relationships, structure, and student thinking.

A Different Way to Think About Intervention

When students struggle in upper elementary, our first instinct may be to show them the steps again.  And again.  And maybe one more time.

But what if instead we slowed down and asked:

• What do you think is happening in this problem? (Or “What DO you know about this problem?)

• How are these quantities related? (“What do you think is happening? Can you visualize what is happening?”)

• What does your strategy show us? (“How can you get started with something?  Did it work?  What else can you try?”)

When we listen first, we teach better.

CGI isn’t about “dumbing down” instruction. It’s about making instruction responsive.

And in upper elementary classrooms — where reasoning, flexibility, and problem solving are essential — that shift can be transformative.

If you have students who are struggling with problem-solving and/or determining what operations to use, you may be interested in my CGI problem resources where I lay it all out for you–with smaller numbers so they can focus on the problem types.  CLICK HERE and see what you think!

Do you follow me on social media yet?  I’d love to connect there!

The post CGI Math: A Problem Solving Intervention appeared first on The Teacher Studio.

On paper, everything looks right. The math skills are there. And yet… the answer doesn’t come. Or the student chooses the wrong operation. Or they give up before they even start.

When that happens, it’s tempting to think, They just need more practice.
But in my experience, that’s rarely the real issue.

The problem isn’t that students need more math.
It’s that they need better opportunities to think mathematically—and that’s exactly what quality word problems provide.

How Word Problems Often Get Pushed Aside

Let’s be honest: word problems are sometimes treated as “extras”, even if we know it’s a bad idea.

They show up:

• at the end of a lesson

• at the end of a unit

• during test prep

• or on Fridays, when we “have time”

And I understand why. Teaching math already feels like a race against the clock. Many math programs emphasize computation and pacing, leaving teachers to squeeze word problem activities and practice in wherever it fits. (And when it’s at the end of a lesson, it’s easy for teachers to skip it or leave it for only the fast finishers.  Eeek!)

The result?

Students don’t get regular, meaningful exposure to word problems—and when they do, the expectations feel high and the confidence feels low.

But here’s the thing: when word problems are optional or “sporadic”, students never really learn how to approach them.

What Quality Word Problem Activities Actually Teach

Strong word problems do far more than check for answers.

They teach students how to:

• make sense of a situation

• decide which math operations are needed

• connect numbers to meaning

• explain and defend their thinking

This is where real math understanding lives.

A page of computation might show whether a student can perform a skill.
A word problem shows whether they understand when and why to use that skill.

In fact, one well-designed word problem can reveal more about a student’s understanding than ten pages of traditional practice.

Why Students Struggle—and Why That Matters

When students struggle with word problems, it’s often interpreted as failure. I see it differently.

Word problems are challenging because they ask students to:

• process language (which we know is a struggle for many students)

• identify relevant information

• successfully choose an operation

• make sense of the answer

That struggle isn’t a sign that word problems aren’t working.
It’s a sign that they’re doing exactly what they’re supposed to do.

Word problems expose misconceptions.
They surface gaps in understanding.
They give teachers insight we’d never get from a worksheet alone.

Avoiding word problems doesn’t protect students—it delays the learning they actually need.

An Important (and Often Overlooked) Piece: Reading Level Matters

This is something I feel strongly about.

Math class should be challenging—but it should be challenging mathematically, not “linguistically”.

I can’t say this strongly enough. If a word problem is written at a reading level students can’t manage, their brains are doing double duty:

• decoding complex language

• and trying to reason mathematically

That’s a recipe for frustration.

Students shouldn’t have to work through dense vocabulary, long-winded sentences, or unnecessary language just to access the math. When reading becomes the barrier, we’re no longer assessing math thinking—we’re assessing reading stamina.

High-quality word problems:

• use clear, intentional grade-appropriate language

• remove unnecessary complexity

• allow students to focus their cognitive energy on the math

This is especially important for:

• multilingual learners

• students with reading challenges

• students who already feel anxious about math

Good word problems don’t water down the math—they remove distractions so students can actually engage with it.

What Happens When Students Get Regular Exposure to Good Word Problems

When word problems are used consistently—and thoughtfully—something shifts.

Students:

• talk more about math

• explain their thinking more clearly

• make better decisions about operations

• grow more confident as problem solvers

Math stops being about speed and starts being about sense-making.

And for teachers, word problems become less of a hurdle and more of a window into student thinking.

What to Look for in a Strong Word Problem

Not all word problems are created equal. When I design or choose them, I look for problems that:

• present a meaningful context

• require students to make decisions

• involve more than just plugging in numbers

• encourage explanation and reasoning

• are written at a reading level that students can manage

The goal isn’t to trick students. The goal is to help them think.

Making Word Problems Doable in Real Classrooms

I know time is tight. Planning is heavy. And no one needs more on their plate. (After more than 30 years in the classroom, I feel I’m pretty qualified to make that statement!)

The good news? You don’t need more word problems.
You need better ones.

When word problems are thoughtfully designed and ready to use, they don’t slow instruction down—they deepen it. They replace piles of practice with meaningful discussion and insight.

That’s why I’ve spent years creating word problem resources that are:

• intentional

• accessible

• rooted in real classroom experience

They’re designed to help teachers see how students think—and help students build confidence as problem solvers. If you want to check them out, you can visit my shop RIGHT HERE or visit my word problem collection on TpT.

The Takeaway

Word problems aren’t an add-on to math instruction.
They’re not something to squeeze in if there’s time.

They’re where math understanding shows up.

When students regularly engage with quality word problems—written with care, clarity, and purpose—they don’t just learn how to get answers.

They learn how to think.

If you are interested in a free problem solving strategy guide, I’ve got you!

Click HERE or the image below.

If you want to explore more word problems in my TpT store, CLICK HERE to see the many different options!

Do you follow me on social media yet? 

I’d love to connect there!

The post Why Word Problems Matter More Than Ever appeared first on The Teacher Studio.

Let’s dig in and read a little more about it! Do a little reflecting about where you are TODAY with your students–and where you would like to be.

Why I Make Time for “Learning Habits” Lessons (Even When the Curriculum Is Packed)

Think of it this way: you can have the best content in the world, but if students don’t know how to get started, persist when it’s hard, ask good questions, or self-monitor their own work, the learning slows down.

Research backs this up: one study found that proactive learning behaviors (things like asking questions, participating, self‐direction) are positively associated with academic performance.

So yes — it is worth carving out time early in the year to be explicit about what these habits look and sound like in your classroom.

What do I mean by “academic learning habits”?

In my room, I spent HOURS talking about things like:

• Asking good questions

• Helping others and being kind in group situations

• Using self-control (in terms of voice, focus, behavior)

• Putting forth 100% effort even when the work is challenging

• Persevering and never giving up

• Being proud of one’s work and doing it accurately

These aren’t “behavior rules” in the sense of “don’t talk, don’t move, don’t …” but instead are habits of successful learners. And the key is: students aren’t born knowing them. They need modeling, reminders, rehearsal, feedback. I think we forget that part.

Some students seem to do them naturally, but MANY do not.  It isn’t fair to get frustrated with students who aren’t demonstrating behaviors that we haven’t explained or modeled for them, is it?

Why this explicit work matters

Here are the reasons I always returned to this year after year:

• It builds a ‘culture of learning’. When kids know what we expect in terms of effort, focus, questions, collaboration, then the classroom tone shifts. You spend less time running around trying to get kids to “behave” and more time teaching.  Your room will feel calmer.  YOU will feel calmer!

• It supports students when the work gets tougher. As you move into more complex tasks, multi‐step problems, independent work, students who have those habits already in place manage much more of the work themselves.  After all, we WANT to spend more time doing this type of work, right?

• It helps shifting classroom dynamics (especially now). With all the changes in recent years, many students arrive with less experience in strong self-directed habits or independent work. Setting those learner expectations early is a smart move.

• It connects to academic success—not just “behaving”. It’s not just about “sit down, be quiet” … it’s about “Persist when it’s hard,” “Ask questions when you don’t understand,” “Work accurately and revise when needed.” These habits matter for genuine learning.  And let’s be honest.  These are just super important life skills.

How I do it

Here’s my approach (feel free to adapt):

1. Launch at the start of the year with a mini-lesson: I introduce the list of learning behaviors (like the ones above), we talk about why they matter, and I ask: “What does this look like in our room?”

2. Create visuals and reminders. I post posters around the room (“Ask good questions,” “Offer help to others,” etc.). I refer to them often — during transitions, when I see the behavior happening, when I see it missing.

3. Model and practice. I show what “helping others” looks like, what “working accurately” means, what “persevere” really sounds like. Sometimes it means role-playing. Sometimes it means pausing mid-work to talk about habit, not just content.

4. Reflect with students. At the end of a week or after a big task I ask: “Which learning behavior did you use today? Which one do you want to get better at?” I sometimes have students choose one habit to focus on, especially if they are struggling.   (Note:  Using great literature to showcase characters who demonstrate these things is also FANTASTIC!)

5. Revisit often—even when the topic is math, reading, science. These habits aren’t “one and done”. I drop into any lesson: “Which learning behavior is going to help you right now?”

A little bit of research to reassure us

I did a little digging to make sure that my gut feelings were on target and so I could put a little data behind my words.  Need some evidence?  Here you go.

• A 2023 study found that students with more proactive learning behaviors (participation, asking questions, initiative) had stronger academic performance.

• Another review of classroom behavior found that the explicit teaching of behavior (not just managing behavior) is central to effective classroom systems.

• Finally, when teachers create environments that support strong learning habits, issues like procrastination, off-task behavior, and student disengagement are reduced.

It all adds up: teaching habits = better learning conditions = more student self-control. And if you want a little MORE math?

More student self-control + more efficient class time = less stressed teachers

(I just love teaching math!)

So what’s next for you?

If you’re ready to make the shift this year (or revisit your approach), here are three easy next-steps:

• Choose 3–5 key learning habits that matter most in your classroom and create discussion around them.

• Make a visual reminder (poster, slide, chart) and refer to it often—especially during transitions or when students are working independently.

• Build in a weekly reflection: give students a moment to think about which habit helped them succeed (or caused a bump) and set a personal goal for the habit they’ll focus on next.

Want some Learning Habits Help?

When you’re ready to go deeper and have a whole set of visual supports (print + digital) that you can post, project, and reflect with—check out my full poster pack of Academic Behaviors & Learning Habits, designed especially for classrooms like yours.

Here’s to creating a classroom where students don’t just learn content—they learn how to learn well.

Want to check out another post about how we can build “Accountable Talk” and great behavior in math class? Check this math talk post out and learn more!

The post Explicitly Teaching Learning Habits and Academic Behaviors appeared first on The Teacher Studio.

You can’t intervene on everything. (Shocking, right?)

No matter how dedicated you are, you only have so much time to pull groups, plan lessons, and help students close skill gaps. Especially when it always feels like the same students need intervention in so many areas!  That’s why it’s absolutely essential to focus your intervention time on the standards that matter most—the ones that open doors to future learning.

The challenge is knowing which standards those are and how to make sure your time and energy are directed in the right places. Some schools have systems in place for this, so if yours does–great!  Carry on!  But if yours does not and you are feeling overwhelmed, read on!

Let’s unpack how you can identify those “must-have” standards—whether you’re working on your own or collaborating with your team—and how to make your intervention time purposeful and sustainable.

Why “Essential Standards” Matter

Every math curriculum is packed with content, but we have to be honest–not all standards are created equal. Some are foundational—skills that students will build upon year after year—while others are extensions or applications that depend on that foundation being solid.

For example, if students don’t have a firm understanding of place value, almost everything else in elementary math will be harder. Understanding multiplication and division is the key to success with fractions, area, and algebraic reasoning later on. Without a deep grasp of number sense, even routine computation can feel like guesswork.

When teachers focus their limited intervention time on these high-leverage standards, they’re investing in the skills that help students catch up now and stay caught up later.

Step 1: Start by Gathering the Right Information

Before deciding what to target in intervention, start with your data, but not just the test scores. Look closely at student work, formative assessments, and your daily observations. Ask yourself:

• What misconceptions are coming up again and again?

• Which skills seem to block students from accessing the current grade-level content?

• Are there “missing links” from prior grade levels that are holding students back?

Sometimes you’ll notice patterns that go beyond what a single assessment can show. For example, students who can add large numbers on paper might still struggle to explain why regrouping works—or how to apply it to subtraction or decimals. That kind of conceptual gap deserves intervention attention.  This is why it’s so important to listen to students explain their answers and to have them spend time problem solving.  You want to see who can do more than just “fill in the blank”.

If you have access to unit assessments, screeners, or benchmark data, use them to spot trends. But also remember: data tells part of the story, but your professional judgment tells the rest.

Step 2: Identify What’s Truly “Essential”

Here’s where the real decision-making begins. The goal isn’t to reteach every standard—it’s to pinpoint the critical few that will have the biggest impact.

A few guiding questions can help:

• Is this skill a prerequisite for future standards?

• Does it represent a big idea in mathematics (like number sense, place value, or operations)?

• Will students use this skill across multiple units or grade levels?

• Without this skill, will the student’s understanding of other content fall apart?

If the answer is “yes” to most of these, that standard belongs on your essential list.

Example: Place Value as a Cornerstone

Let’s say your students are struggling with multi-digit addition and subtraction. Before reteaching computation, ask: Do they understand what the digits actually represent?

If they don’t, you’ve found your priority. Focusing on place value—expanded form, base-ten reasoning, and regrouping—will unlock dozens of other skills. It’s far better to invest your limited intervention time there than to reteach surface-level procedures that won’t stick.

Step 3: Work With Your Team (If You Can)

If you’re lucky enough to have a grade-level team or a math PLC, use it! Collaborating with colleagues can make identifying essential standards so much easier—and more effective.

Here are a few ways teams can tackle this process together:

• Look vertically: Compare your standards with the grade below and above you. Which concepts are being developed over multiple years? Those are your essentials.  Ideally, you want to create a coherent path.  If fourth grade teachers have subtraction with regrouping as an essential skill, they need to communicate with third grade to see how they are setting the stage.

• Narrow your list: Many teachers find success identifying 8–10 essential standards per grade level. Less is more!  Remember, this does NOT MEAN you aren’t teaching ALL your standards!  You most definitely are!  It simply is a way to help you spend your intervention minutes wisely.

A great example in fourth grade involves the use of a protractor.  It’s a standard.  I have taught it for years.  Some students struggle.  Do I help them?  You bet.  Do I pull focused intervention groups on it for weeks after our unit?  Nope.  But do I for multi-digit multiplication?  I sure do! It’s one of our essential standards.

• Create anchor documents: Write out what mastery looks like for each essential skill and what evidence you’d expect to see.

• Share interventions and materials: If one teacher has a strong resource for teaching a tricky concept (like regrouping or fractions), share it! This collaboration is a great way to build up your “toolbox” of strategies and materials.

If you don’t have a team to work with, don’t worry—you can still apply the same thinking on your own. Reflect on what consistently causes students trouble and what skills your future self (or next year’s teacher) will wish your students had mastered.

Step 4: Plan for Focused, Doable Intervention

Once you’ve chosen your essential standards, it’s time to plan your intervention time. Keep it simple, structured, and student-centered.

• Start small: Choose one standard or concept to focus on at a time.

• Use short, consistent sessions: A ten focused minute session several times a week is more powerful than one long, sporadic session.

• Keep materials ready to go: The more streamlined your prep, the more likely you’ll actually get intervention time in. If you are scrambling, you waste time and are less likely to be effective.  If you can keep things at a “station” that you work at, even better!

• Make it hands-on and meaningful: Students learn best when they’re actively engaged—using manipulatives, talking about their reasoning, and connecting ideas.  Remember, if they didn’t learn it the first time, you may need to try something different!  Sometimes being in a small group is enough.  Sometimes, you need to teach a concept in an entirely new way.

This idea of being PREPARED is exactly why I created my Math Pack resources—to take the prep work off your plate while keeping interventions targeted and effective.

Each Math Pack focuses on one essential concept (like place value, multiplication, or fractions) and includes everything you need: guided practice, independent work, and simple assessments. Whether you’re reteaching in small groups or providing extra practice, you’ll have consistent, research-based materials ready to go.

See the bottom of the post for more information.

Step 5: Monitor, Reflect, and Adjust

Intervention isn’t a one-time event—it’s an ongoing cycle. As you work through your essential standards, keep checking in:

• Are students applying these skills during your core lessons?

• Do they show more confidence and fluency when tackling related problems?

• Who’s ready to move on, and who needs continued support?

Celebrate growth—no matter how small—and keep refining your focus as new needs emerge.

Final Thoughts

Math intervention doesn’t have to be overwhelming. You don’t need to reteach your entire curriculum—you just need to focus your energy on the essential standards that truly move the needle for your students.

When you take the time to identify those key skills, plan short, targeted lessons, and use ready-to-go tools like my Math Packs, you’ll see meaningful progress—without sacrificing your sanity.  Here are the first four packs–with more to come!

Standard, Expanded, and Written Form Place Value to 1,000

Standard, Expanded, and Written Form Place Value to 1,000,000

Addition with Regrouping to 1,000

Subtraction with Regrouping to 1,o00

Remember: teaching smarter isn’t about doing more; it’s about doing what matters most.

The post Identifying Essential Standards to Guide Math Interventions appeared first on The Teacher Studio.

We know that in elementary classrooms, students write in many ways and many forms. Through process writing—planning, drafting, revising, and publishing—they work across genres like narrative, opinion, informative/explanatory, descriptive pieces, and even poetry.

They also write to learn across subjects, explaining math thinking, recording science observations, and responding to reading and social studies with journals, quick writes, and constructed responses. This blend of process pieces and content responses builds flexible, confident writers who can communicate clearly in any context. Today I want to talk about quick writes to a prompt–many people call it “demand writing”.  Let’s get started!

What is “demand” (on-demand) writing—really?

In my classroom, demand writing has always been a short, purposeful writing task that students complete independently in response to a specific prompt. What I have done differently than many others is that I want students to see the target while they write—so I put the rubric right on the prompt (printable page or digital slide).

In other words, there is no scavenger hunt for expectations. No mystery about how their work will be evaluated. It’s not a timer-driven drill and it’s not a replacement for process writing (process writing is HUGELY important), it’s simply a clean snapshot I can act on. I always say–students can hit targets if they can SEE them, and you can’t put them closer to their eyes than right on top of the page!  (of course, you DO need to go through them, explicitly teach them, talk about them, etc.)

Why demand writing matters

1) Actionable data for instruction

On-demand tasks give “apples-to-apples” samples I can read quickly.  When all students write on the same topic, and I’m looking for the same elements, it helps me stay super focused. It becomes obvious if my next mini-lesson should be on leads, transitions, adding evidence, or some critical conventions work. I don’t need a complicated system—just consistent criteria and a routine.

Let’s be honest — we do so much coaching during process writing (at least I do!), and students are peer-revising and helping each other all the time.  If we really want to know where students are–we need a snapshot of what all our students can do completely independently.

2) Rubric-on-the-prompt = clearer writing + faster grading

When the rubric is printed directly on the prompt, students know exactly what counts. They can self-check as they draft, and YOU can score quickly and consistently without juggling extra papers. Win-win.  I just love this!  Students can hit targets that they see and, over time, they internalize these expectations. I don’t even always score all the elements.  Sometimes I just use a highlighter and mark 2-3 categories to focus on which makes assessing focused and fast.

3) Intervention, reteaching, enrichment—decisions get easier

Even if I don’t want to do a full round of grading, a single pass through a class set lets me sort samples into reteach / ready / extend. Earlier I wrote that sometimes I just highlight a few key components.  Sometimes it’s even more broad.  I just want to get a “feel” for how the class is doing as a whole. It’s amazing how quickly the patterns emerge when expectations are consistent.

Like I said, I don’t always assess for a ton of standards.  Sometimes I might ONLY be looking for transitions and organization.  At other times, I may have a more conventions focus.  If it’s closer to report card time, I may want more data.

4) Conferences and report cards get simpler

Need more evidence?  How about making report cards and parent-teacher conferences easier? Concrete, independent work samples make clear, specific, growth/goal-based conversations easier. I can show student growth, clearly spell out goals in plain “family friendly” language, and write report card comments based on REAL evidence—not a vague sense of how students are doing.  In fact, being able to pull writing samples out with scores in different areas showing progress (or a flatline, sadly) is so valuable to have.

5) Gentle test-readiness (without turning writing into a grind)

With demand writing, students regularly practice responding to a given topic with clear organization and supporting details. That type of writing aligns with many brief standardized test constructed response tasks—without turning our classroom into test prep central. I even like to alternate using printed writing prompts and computer prompts to give them experience with both.

If you have followed me over time, you know I am not a huge fan of hours and hours of test prep.  Good solid instruction leads to good performance on tests.  That being said, students DO need exposure on how to respond to different types of questions.  It’s only fair to let them practice the type of work they will be asked to do. Demand writing practice is one way to help with that.

A simple routine that works

Here’s the flow I have used most often–but feel free to modify as you see fit:

1. Preview the writing targets. I display or hand out the prompt and quickly talk through the rubric on the prompt. If there are focus standards, we showcase those. You may even consider projecting them on the board to make sure students remember the goals.

2. Plan and write independently. Students sketch a tiny plan (bullets, quick organizer, or mentally) and write.  At times, we do a “turn and talk” because many students benefit from using their oral language to get those writing juices flowing. The goal here is to avoid the sitting and staring at the blank white paper.  We want students to learn strategies to get “unstuck”.  Jotting down ideas, or even having an imaginary conversation in their mind is one way to do this.

If they practice a quick “turn and talk” with a partner, you can then gradually move to something like this:“Before you write today, I want you to sit and imagine you are talking with your neighbor about this prompt.  What might you write about?  How will you start? You can’t actually talk with them today, but do some thinking as if you could.”  This can help slow them down and get some words into their mind before they begin the writing process.

3. Self-check and polish. I ask for one “fix-up” pass using the rubric language (clarify the main idea, add a reason, check the ending, etc.). If you do wish to give a set amount to time to write, please allow some time for students to revisit and improve their work.

4. Sort and plan. I skim the stack and sort papers into reteach / ready / extend. Those piles drive my next mini-lesson and small-group plans.

What to look for when you read

I keep my “assessing lens” tight and focused so I don’t drown in feedback.  I decide what one or two areas I want to really be looking for and keep my eyes on the prize.  For example, I might consider looking at:

• Focus/claim or central idea (Are they staying on topic?  Do their details match the prompt?  Are their ideas clear?)

• Organization/sequence (Is there a logical beginning → middle → end? Do they write in a logical order using transition words and phrases?)

• Evidence/details & clarity (Are specific and logical reasons and examples present? Do they use  vivid and powerful details?)

• Conventions that impact readability (This varies depending on what you are teaching.  If you are focused on punctuation work, you may focus on that.  If you are focused on spelling, you may focus there.  Perhaps you are ALWAYS looking for conventions so you want to consistently score all areas of this.  Do what makes sense!)

If possible, I like to give one quick glow and one grow right on the page/slide. It keeps feedback doable and visible.

Turning results into next steps

• Whole-class needs → mini-lessons. If many students struggle with transitions, that’s tomorrow’s focus. This might require me to do some revisiting of my unit or weekly plans.  That beign said–sometimes it is SO important to slow down and reteach when we notice something like this!  If we keep moving forward without fixing things, it’s a recipe for disaster.

• Small-group reteach. I pull 3–5 students who show the same need (e.g., writing a stronger ending).  Sometimes it’s just a focus group that needs help.  Maybe you do this while students are working on other writing projects. I actually found independent reading time to be a GREAT time to pull small groups–both for reading and writing reteaching!

• Enrichment. Writers who are ready get a “stretch”. If you notice a student or small group of students who are really handling grade-level expectations easily, what a great chance to pull them aside and show them some upper level strategies.

Differentiation without diluting the rigor

• Light scaffolds: Try graphic organizers, word banks, or sentence starters (especially helpful for English language learners or those struggling with expressive language and more sophisticated vocabulary).

• Access options: oral rehearsal or a quick sketch before writing. Earlier we discussed partner sharing and brainstorming.  Getting the ideas “out” before writing is so important for so many students.

• “Stretch moves”: Sometimes students write for a few minutes and think they are finished.  Having some strategies to help them keep going is so valuable.  Asking them to add a second piece of evidence, to craft a stronger conclusion, or to upgrade verbs and nouns for precision are all great ways to keep them writing.

Try-it-this-week plan (not sure how to get started?)

1. Choose one prompt that matches your current unit (opinion, narrative, or descriptive).

2. Preview the rubric printed on the prompt; model what each of those targets would look like.  Consider looking at a completed piece of writing–even if you have to write a few samples yourself at a few different levels.  (Sometimes it’s fun to trade papers with other teachers–no names or identifying features of course!)

3. Have students write independently and self-check using the rubric language.

4. Sort into reteach / ready / extend and plan one mini-lesson plus one small group.

5. Save one sample per student to bring to your next parent-teacher conference or reference for report card comments.  Having your first sample is a great baseline so you can look back later and see how much growth has happened!

Want ready-to-use versions?

If you like this approach but don’t want to build everything from scratch, I put together on-demand writing prompts in three genres—each available as printable pages and digital slides, with the rubric printed right on every prompt:

Opinion Demand Prompts

Narrative Demand Prompts

Descriptive Demand Prompts

Or grab the Bundle to keep the same routine across all three genres!

They’re simple to give, quick to score, and designed to help you make smart decisions about intervention, reteaching, and enrichment—and to give you clear samples for conferences and report cards.

Not quite sure?  Try one for free!  Just click the image below to try a free prompt to see what you think!

The post Demand Writing in Elementary School: Why On-Demand Prompts Build Stronger Writers appeared first on The Teacher Studio.

Engaging Fall Activities For Everyone!

Not every school celebrates Halloween, so I like to make sure I always have plenty of fall activities that can be used no matter what your district policies are. Pumpkins, leaves, and even friendly monsters are all perfect for keeping students engaged while staying school-appropriate.

Every year I would have students bring in fall leaves and we would do leaf rubbings.  I was always SHOCKED at how few had ever done this!  We would read books about why leaves change color and would write paragraphs with topic sentences and transition words and hang those all up with our leaf rubbings.  It looked gorgeous!

(Sorry the image is blurry–I had to screenshot a video I took!)

Fall Word Problems and Estimation Jar

When I say differentiated—I mean it! These fall word problems are designed for grades 3–5 and come in a variety of formats so you can pick what works best for your students. I love using them in math journals, small groups, or even as “problem of the day” warm-ups. The seasonal contexts (like apples, leaves, and pumpkins) make the math feel relevant without being holiday-specific.

I love having these ready–because even if I don’t put them in my plans, you KNOW you will have fast finishers who need a little something!  You can print them for their math notebooks or send them digitally.

Piggyback your problem solving with a fall-themed estimation jar!  If you haven’t used estimation jars before, you are missing a GREAT opportunity for math thinking, math talk, and a little bit of fun!  Fill your jar with something “fall-ish” and let the fun begin.  If you want it all done for you, check my “Estimation Station” resource. Once you try, you’ll see how this fall activity can be used in different ways all year long!

Monster Math Problem Solving (Algebraic Reasoning)

Now this one is a blast! These monster-themed problem-solving task cards use silly monsters to hook students—but the math thinking is the real star here. From multi-step word problems to balancing equations, kids get practice with algebraic reasoning in a way that feels like a game.

I love setting these up as math stations or using them for partner challenges. And since the monsters are fun but not “Halloween-ish,” they work perfectly all fall long. My students ADORED these, and when they finished, they wanted me to make more! Again, you can print them to use as task cards or send them digitally.

Seasonal Readalouds – Stellaluna

Stellaluna is a PERFECT book to use at this time of year because there is SO much you can do with it.  (I have an entire blog post about it right here!). If you’re weaving in some fall read-aloud magic, you’ll definitely want to check it out.

I’ve designed a helpful guide if you want a no-prep Stellaluna resource that guides students through comparing and contrasting fiction and nonfiction, deepening comprehension, and using graphic organizers to respond thoughtfully to the story—without any extra planning on your part. It’s a perfect fall activity for when you want something engaging, flexible, and meaningful but meets your content needs as well.

For Those Who Do Celebrate Halloween

If your school does recognize Halloween, it can be fun to add in just a little bit of spooky fun. The key is keeping the activities meaningful while still tapping into the excitement your students are already feeling.

Halloween Math and Writing (Low-Prep, Print + Digital)

This Halloween resource has been a favorite of mine for years. It’s packed with math and writing activities that are festive without being overwhelming. Students can plan a Halloween party on a budget, try out themed word problems, and even do some creative writing with Halloween-inspired prompts.

The best part? It’s truly low prep, which is a lifesaver during such a busy time of year.

Wrapping It Up

Fall is such a perfect season to make learning come alive in the classroom. Whether you’re leaning into pumpkins and leaves, inviting some silly monsters in, or going all-in on Halloween, there are so many ways to bring joy and rigor together.

Remember—seasonal fall activities don’t have to mean fluff. With the right resources, you can sneak in real academic meaningful work while having some fun along the way. Let me get you started with this fun pumpkin math problem!

Click the picture or the text below.

Grab this pumpkin problem freebie now!

The post Engaging Fall Activities: From Falling Leaves to Halloween appeared first on The Teacher Studio.

Add in the frustration of trying to keep on a pacing schedule, balance behaviors, deal with meetings…I get it.

In fact, when I surveyed my followers, two major topics surfaced.

1.  “I need help with behaviors–both encouraging positive behaviors and managing negative ones!”
2.  “What do I do with my fast finishers?”

I spent a ton of time thinking about how to help.  The two topics seem vastly different, but the more I thought about it, the more I realize how closely related they are.  That’s where Math Moves That Matter was born—a way to make those “invisible” math behaviors visible, fun, and worth celebrating. When students are engaged, negative behaviors decrease.  Let me explain more.

Why Math Behaviors Deserve the Spotlight

Think about it: what does it really mean to be a mathematician? Do we spend enough time talking about the math practices with students?  It isn’t just about racing through problems (shocking!) or filling in blanks. It’s about showing perseverance when things get tough. It’s about explaining math thinking and building on the ideas of others. Finally, it’s about staying organized so your strategies are clear—not just to you, but to anyone reading your work.

These are the skills that help students grow as problem solvers. And if you’ve read Peter Liljedahl’s Building Thinking Classrooms, you know how important it is to make the process visible. Students need to see what “good math behaviors” look like and then be recognized when they show them. I needed to find a way to help teachers make this more tangible–and fun for students too.

The Power of Recognition: Introducing Math Moves That Matter

Unfortunately, my idea seems complicated at first–at least tricky for me to explain. I’m going to give it a try! My “project”, Math Moves That Matter, combines three big components:

• Trading cards that highlight eight positive math behaviors (Students LOVE trading cards!)

• Bulletin board and display materials to build a class “number bank” (more on this later)

• Fast finisher activities that use the numbers from the cards (again…you told me this was needed!)

Here’s the gist of it. Students earn trading cards when they demonstrate behaviors like accountable talk, growth mindset, neat and organized work, trying hard, or sharing ideas. Each card has a number (a point value), and those numbers can be added to a class number bank to track progress toward a goal—or used in the enrichment activities that I’ll explain in a bit.

The best part? Kids love collecting them. It turns those small moments—like trying again after a mistake—into something visible and worth celebrating.

“But I don’t like token rewards!”

Ok…I hear you.  I’m the same.  But this is a little different.  It’s not a piece of candy or a sticker.  It’s a representation of a POSITIVE skill a student demonstrated. Plus, if you don’t embrace the idea of INDIVIDUAL rewards, you could use it for partnerships or even just as a class.  The goal is to make these super desirable math behaviors visible and recognized.  Do it your way!

How It Works in the Classroom

So how does this look in real life?

Model and post the behaviors. Use the included posters or create anchor charts with your students. Talk about what each behavior looks and sounds like. I even made a “grow with you” anchor chart where, as  you teach the behaviors, you can add them to your growing chart. I love focusing on one or two behaviors at a time to keep it simple and focused.

Watch for the behaviors in action. When you see a student persisting through a challenge or using math talk with a partner, hand them a trading card. You can award them individually, as a class, or even let students nominate each other. It’s like “real time” acknowledgement of what you are teaching.

Use the numbers. Each card has a number value. Add it to your class “number bank” on a bulletin board, have students record it on their goal sheets, or use it for enrichment math activities. If you want to pass out trading cards for kids to keep, then just hang up the matching number on the board or write it down on your whiteboard.

You can record the numbers however you want!  Set goals for the class and use those points for MORE MATH!  Keep a running total, consider using them as motivation.  Maybe 100 points earns a math game day.  Outdoor math class?  Bringing stuffed animals in as math coaches?  Get creative!

Why This Supports a Thinking Classroom

This system ties directly into the work many teachers are doing to build richer math communities. In a Thinking Classroom, the focus is on reasoning, collaboration, and risk-taking. By recognizing math behaviors, you’re reinforcing exactly those habits.  Knowing the developmental level of elementary students, you are also making it tangible.

Instead of rushing through, students learn that slowing down, talking it out, or trying a new approach are all part of what it means to be a mathematician.  I truly think that sometimes we forget how much time and repetition it takes for younger learners to internalize some of the things we take for granted.  Not only that, but we are pounding in the fractions and word problems and math facts–and sometimes forget how focusing on the math behaviors can really pay off long term.

Solving the Fast Finisher Struggle

OK, so let’s talk about the OTHER elephant in the room. You have 25 (or more!) students who are probably at 5 different skill levels. Fast finishers can be tough. You don’t want to hand them busywork, but you also need them engaged while you help students who need more time. It seems like it’s always a struggle.  In fact, MANY of the resources I have created over time have been created for my own students because of this!

That’s why when teachers repeatedly reached out to me about it, I knew I needed to try to help. In addition to helping with the math behaviors we know need to be taught, this resource includes low-prep fast finisher pages that use the numbers your class has earned.  This sounds more complicated than it really is–trust me!

If you want to use the trading card system for more, you can use the fast finisher sheets I created that work with ANY numbers to get students doing additional practice and math thinking! It literally takes no prep and can be done by students alone, with a partner, or even at a math center.

It’s purposeful. It’s connected to what they’ve earned. And it saves you from scrambling when a student says, “I’m done. Now what?”

Final Thoughts

At the end of the day, our job isn’t just to teach students how to solve problems—it’s to help them become problem solvers. By noticing and celebrating math behaviors, you can build a classroom culture where perseverance, organization, and math talk are valued just as much as the right answer.

If you’re ready to make math behaviors visible—and give your fast finishers something meaningful to do—check out Math Moves and see what you think!  If teachers find it valuable, I plan to start adding more “expansion” packs to the starter set with different designs, different numbers, and so on.

Click to learn more about MATH MOVES (or the image below).  I’d love to hear your success stories!

The post Building Math Behaviors and Engaged Thinkers: Math Moves That Matter appeared first on The Teacher Studio.

But that’s only part of the equation. To truly foster growth and independence, students need more than time—they need support in choosing the right books and opportunities to reflect on who they are as readers. 

That’s where intentional teaching comes in. I thought I’d share some thoughts about what I’ve noticed and learned in my billion years of teaching.  I’ll show you the Science of Reading connection as well so don’t worry. Let’s roll!

The Power of Choice + Guidance = “Just Right” Books

Students don’t magically know how to pick books that are a good match. Left on their own, they might choose books that are too easy, too hard, or just not a good fit for their interests or reading habits. And while it’s perfectly fine (and even encouraged!) to read “relaxed reads” or try a challenging text from time to time, the bulk of their reading should be spent in “just right” books—books that stretch their thinking without overwhelming them.  

This is truly such a life skill–being able to be reflective and self-assessing is something they will use for the rest of their lives.  

That’s why I created my Getting Ready for Reading resource—to help teachers explicitly teach students how to choose just-right books, reflect on their own reading behaviors, and develop habits that support strong, independent reading all year long. If you’re looking for guidance, check it out.

What Does the Science of Reading Tell Us About Independent Reading?

The Science of Reading isn’t just about phonics and decoding (misconception alert!). While foundational skills are essential—especially in the early years—there’s much more to reading than sounding out words.

For students in grades 2–5, language comprehension, vocabulary development, fluency, and background knowledge become increasingly important. And one of the best ways to grow these skills is simple: let students read books that are the right fit and that they want to read.

It’s really that important?

When students spend time reading “just right” books—texts that are neither too easy nor too frustrating—they’re more likely to:

• Engage deeply with the text
• Apply comprehension strategies that have been taught and explicitly modeled
• Build stamina and focus (which benefits far more than just reading!)
• Strengthen fluency through practice in authentic, connected text
• Expand their vocabulary and background knowledge naturally
• Transfer skills learned in whole-group instruction into independent practice

And just as important—students start to see themselves as real readers. Motivated. Curious. Capable.

The Science of Reading also highlights how skilled readers self-monitor, set goals, and reflect on what they read. That’s why it’s so critical to help students learn how to choose books that are a good fit, recognize when they’re stuck, and think about their own reading behaviors. When we teach those habits early and revisit them often, we empower students to take ownership of their reading journey.

In other words? Giving students time to read isn’t “extra.” It’s essential. And giving them the tools to do it well—that’s powerful teaching.

Teaching Students to Be Reflective Readers

One of my favorite parts of the Getting Ready for Reading “toolkit” is how it encourages students to think about themselves as readers. Through surveys, goal setting, reflection forms, and prompts like “What is a good reader?”, students begin to understand that reading is more than just sounding fluent. It’s about engagement, stamina, strategy, and joy.

I truly worry that sometimes students think reading and math are just “getting the right answer” and filling in the blank.  As teachers, we really need to help students understand the “why” we teach certain skills and topics. Having great discussions and charting student ideas is a great way to get these ideas out in the open.  Revisit them OFTEN!

What lessons do I do?

We have the BEST discussions, and they really help contribute to that reading “culture” I want to develop. Check these out!

• How to preview a book before committing
• Is it ok to “abandon” a book?  When?
• Reflect on whether a book is too easy, too hard, or just right
• Identify what makes reading enjoyable
• How do we develop reading stamina?
• What are genres? What are the different types of texts we can read?

By giving students these tools and language early in the year, you’re building a classroom where reading is personal, purposeful, and powerful. Talk about great messages to send to students, right? Let’s help them understand that reading is for THEM, not us!  Reading isn’t a school task–it’s a life skill.

Final Thoughts

It’s easy to think of independent reading time as a break from teaching. Actually, it’s a prime opportunity TO teach and confer with students. With the right guidance and the right tools, that time becomes an extension of your instruction, a chance for students to put their learning into action.

Launching your reading block isn’t just about choosing the right curriculum—it’s about helping students fall in love with reading. We need to take the time to get to know our students as readers, model our own reading lives, and teach them how to find books they connect with. This builds a foundation that lasts all year. Engaged readers read more. And students who read more… grow more. If we want to nurture confident, capable readers, it starts by making reading meaningful—and making space for it every single day.

Want more help with your independent reading time?

Interested in learning more about how to get your year of MATH started? Check out my math minicourses here!

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The post Why “Just Right” Books Are Key – And Why Independent Reading Matters appeared first on The Teacher Studio.

The first week of school is packed with emotions—for students and teachers. There’s excitement, nervous energy, fresh notebooks, and sharpened pencils… but also a mountain of expectations and routines to set. It’s tempting to dive straight into the curriculum, especially with pressure to stay “on pace,” but I want to encourage you to pause and ask:

What if the best way to teach more math… is to teach less in the first week?

Hear me out.

After 30+ years in the classroom, one of the most important things I’ve learned is this: the first week of math sets the tone for the rest of the year. If we take the time to build solid routines, model expectations, and create a classroom where math feels safe and purposeful, everything that comes after flows more smoothly.

Will you worry about getting behind?  Probably.  Will other teachers be complaining all year about how their students don’t work together well or attend to lessons? Most likely.

I promise you–invest time in the first weeks for massive payoff.  I’ve done it.  It works.

What Should That First Week of Math Look Like?

The truth? It’s not about jumping into Chapter 1.

The beginning of the school year should be about setting the stage for a year of learning, talking about math, making mistakes, and GROWING.  Here’s what I’m talking about.

Establishing classroom norms and expectations

The first few days of school are when students learn how your classroom works—and math time is no exception. Take time to clearly model and practice the expectations you want to see during your math block. How should students transition to math? What does “being prepared” look like? What are your expectations for noise level, participation, or working with partners?  How will YOU be helping and coaching?  Students need to feel that trust factor right away.

Instead of jumping into instruction right away, let students see and practice these expectations in action. Use short, accessible math activities, create anchor charts, and use positive reinforcement to make them stick. When students know what to expect, they feel more confident—and that confidence leads to more productive learning down the road.

Getting students comfortable with materials and tools

It’s easy to assume students know how to use the math tools we provide—but that’s not always the case. Spend time in that first week introducing your classroom materials: math manipulatives, whiteboards, number lines, journals, or technology tools you’ll be using throughout the year.

Give students time to explore and experiment with them in a low-pressure way. You might even create a “math tool scavenger hunt” or mini-stations to rotate through. As you go, be explicit about how to store, access, and care for materials. A few minutes of modeling now can save hours of chaos later! I actually believe that the number one reason many teachers don’t want to use manipulatives or games is that they are worried about the management of them.  This is “fixable”!

Beginning to build a culture of math thinking and discourse

The first week is also your chance to shape how students see math—and how they see themselves as math thinkers. If we want students to be risk-takers and problem-solvers, we have to start laying that groundwork immediately.

Talk about what it means to have a “math mindset.” Read a math-themed picture book. Ask students to reflect on what makes math feel exciting or scary. Use open-ended prompts like, “What do you notice?” or “What do you wonder?” to get them talking—and then actively model and celebrate different kinds of thinking.

By creating space for discussion and collaboration early on, you’re telling students: This is a place where your thinking matters.

Practicing routines they’ll need all year long

Math block routines shouldn’t be saved for later—they should be front and center from day one. Whether you plan to use centers, small groups, math journals, or independent practice, now is the time to introduce those structures slowly and intentionally.

Start small. Model what a math rotation looks like. Practice moving between activities. Set expectations for getting help or turning in work. Use simple, low-stakes tasks so students can focus on learning the structure rather than the content.

These first few days aren’t about testing how much math your students know—they’re about preparing them to thrive in your math classroom all year long.

Try these first week of math ideas!

Math Warm-Ups: Start every day with a short, low-stakes math prompt to get students thinking. These can be open-ended, discussion-based, or visual. The goal is to build confidence and curiosity—not get “right” answers. I have a post about how I use math warm ups, if you are interested.

Materials Exploration: Give students time to explore and get comfortable with math manipulatives, journals, and tools. Set expectations for how to use and store them—this prevents so many issues down the road!

Talk About What It Means to Be a Math Thinker: Start building that growth mindset early. Use anchor charts, class discussions, or math-themed read-alouds to help students see themselves as capable and creative problem-solvers.

Teach Your Math Block Structure: If you use rotations, small groups, or whole-class instruction, don’t wait—model it from the beginning. Practicing transitions and routines early helps everything run smoother later.

Want Your First Week’s Plans Done for You?

If you’re nodding along and thinking, “Yes! But how do I pull all that together in time?”—I get it. That’s exactly why I created my new mini course, Launching a Week of Math. Having been a classroom teacher in the trenches–I know how CRAZY stressful the beginning of the school year is, and I thought about what I could do to help out my fellow teachers–and after tons of work, this is what I built!

This short, low-cost, on-demand minicourse is packed with the exact lessons, routines, and materials I used in my own classroom to start the year with confidence. It includes:

✅ Video guidance and real examples (it’s like PD on demand–but in short, meaningful bits)
✅ A full week of flexible, printable plans
✅ Downloadable tools and templates  (like everything you need–from games to printables and more!)
✅ Routines you’ll use all year long

I designed it to be practical, realistic, and classroom-tested—something you can implement right away without stress. So if you want your first week of math literally DONE FOR YOU, check it out!

You can learn more about this “launching your year” minicourse and see if it might help you out.  Feel free to share with other teacher friends who might enjoy the stress relief too!

Final Thoughts

Starting your math year with intention doesn’t have to mean doing more—it just means doing the right things at the right time. By slowing down in those first few days, you’ll save yourself so much time and stress in the weeks to come.

Whether you build your own plan or want to borrow mine, I hope this reminds you that your math block deserves a strong start. And so do YOU!

Want to get even more ready for back to school?  This blog post is all about growth mindset ideas for back-to-school.  Or you can check out my Growth Mindset Toolkit for easy-to-use activities. This post is full of other great BTS ideas to inspire you!

The post Your First Week of Math Unpacked appeared first on The Teacher Studio.

Why a Back-to-School Math Task Might Matter More Than You Think

Instead of focusing solely on review, the first week of math instruction can set the tone for the entire year. It’s the perfect time to introduce the kind of thinking, collaboration, and perseverance you’ll expect from your students moving forward. That’s why I believe in starting the year with meaningful, fun math activities that go beyond rote computation.

Let me explain more about why your first math task should be more than just review—and how one powerful resource has helped ME launch math instruction with intention and engagement. By the way–if you aren’t ready to start thinking about back to school yet, just pin one of the images to revisit later!

Start Strong with Rich Math Tasks

A well-designed math task does more than practice skills. It encourages students to think critically, explore different strategies, and communicate their thinking clearly. Starting the year with a low-floor, high-ceiling challenge invites all students in—no matter their confidence level—and helps you observe how they reason, organize their work, and collaborate with peers.

And when those tasks are built around real-world problem solving? Even better. When that “real world” task is something that is meaningful to them?  Golden.  (No more “Johnny bought 24 watermelons…” problems because–no, indeed, Johnny did NOT!)

A Fun Back-to-School Math Task to Get Students Thinking

One of my favorite ways to kick off the math year is with the Open-Ended Teamwork Challenge: Back-to-School Shopping. This fun math project asks students to help “Mila” (named after a former student, I must admit!) shop for school clothes on a budget—choosing from different stores, weighing deals, and stretching her money as far as it will go.

Why do I love this math task so much? Because it…

• Combines addition, subtraction, and multi-step thinking in an authentic, MEANINGFUL context

• Encourages creativity, decision-making, and accountable math talk

• Is fully differentiated with multiple levels of challenge

• Allows for collaboration OR independent work (whole class, small group, partners, centers, you name it!)

• Includes extension tasks and discussion prompts that deepen thinking and takes all the prep concerns away for you

• Has a digital option, making it easy to assign to different groups

Students aren’t just solving math problems—they’re thinking like mathematicians. They analyze, justify, reflect, and adjust. This is the kind of math classroom culture I want to build from day one.  In fact, by starting the year with tasks that are differentiated, it helps build the culture for that as well!

More Than Math: Setting the Stage for a Growth Mindset

This activity also gives students permission to try, to revise, and to persist—without fear of making mistakes. That’s what makes it such a powerful tool for introducing growth mindset in math.

Some students will overspend. Others will forget an item. Some will go back and find better deals. And that’s exactly the kind of productive struggle we want to normalize. These aren’t just math lessons—they’re mindset lessons.  Is there a single right answer?  NO.  Is there more than one way to solve it?  YES!  What better way to start the year than to help students learn this!

Bring Math to Life Through Accountable Talk

If you’ve ever struggled to get students talking meaningfully about math, this is a great way to practice accountable math talk from the first days of school.  This isn’t something that should be a “unit” or minilesson.  It needs to become a way of “being” in your classroom. To help, this math task includes guiding prompts to encourage math discourse:

• How did you decide what to buy and where?

• What was tricky about this task?

• Was your solution the only possible one?

• What would you change next time?

These conversations not only build math understanding—they build classroom community.

Let’s Stop “Saving the Good Stuff”

Sometimes teachers wait to introduce rich problem-solving tasks until students have “learned the basics.” But here’s the thing: solving problems is how students learn the basics. It’s how they build number sense, logic, and confidence.

So this year, why not start with something meaningful?  To be honest, it may feel uncomfortable.  You may worry that you don’t know enough about your students as mathematicians yet.  I challenge you to think in a different way.  What could you LEARN about your students while doing a task like this?

Try It Yourself!

If you’re looking for a flexible, engaging, and standards-aligned math activity to launch your year, I highly recommend the Open-Ended Teamwork Challenge: Back-to-School Shopping. It’s more than just a math activity—it’s a way to build habits of mind that will serve your students all year long. Having a task like this is project based learning–especially when you get into the extension options I’ve included.

Let’s give our students a strong start—not just in content, but in mindset, collaboration, and a love for problem solving.  Don’t worry–there is PLENTY of time to work on the “basics”.  I promise.

Want to read more about growth mindset at the beginning of the year?

How about this post about some great back-to-school reading lessons?

Want Your First Week of Math Plans Done for You?

If you’re getting ready for back to school and want to make some changes in your math teaching but think, “Yes! But how do I pull all that together in time?”—I get it. That’s exactly why I created my new mini course, Launching a Week of Math. Having been a classroom teacher in the trenches–I know how CRAZY stressful the beginning of the school year is, and I thought about what I could do to help out my fellow teachers–and after tons of work, this is what I built!

This short, low-cost, on-demand minicourse is packed with the exact lessons, routines, and materials I used in my own classroom to start the year with confidence. It includes:

✅ Video guidance and real examples (it’s like PD on demand–but in short, meaningful bits)
✅ A full week of flexible, printable plans
✅ Downloadable tools and templates  (like everything you need–from games to printables and more!)
✅ Routines you’ll use all year long

I designed it to be practical, realistic, and classroom-tested—something you can implement right away without stress. So if you want your first week of math literally DONE FOR YOU, check it out!

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