Moore Math Messages
Elementary Math January 2026
Mathematicians: Seek First to Understand, Then to Be Understood
👩💻 Radia Perlman – Engineer
🔗 Listened to how computers needed to talk to each other
💡 Then designed systems that helped the internet work better
🚀 Katherine Johnson – Mathematician
📊 Studied numbers carefully and checked her work
💬 Then explained math that helped astronauts travel safely
✈️ The Wright Brothers – Inventors
🐦 Watched birds and studied how wings move
🛠️ Then shared their ideas to create the first airplane
🎨 Leonardo da Vinci – Inventor & Engineer
👀 Observed nature, people, and machines
📖 Then recorded his ideas through drawings and notes
The poster below is linkable and printable if you would like to use it for your classroom.
The Gus Method
Pose a question or set of questions to the class.
Ask students to work independently to answer the question(s).
Invite each student to label their answer(s) according to the GUS acronym: "G" if their answer was a guess, "U" if they are unsure of their answer, or "S" if they are sure enough to explain their answer.
Optionally, you may choose to extend this strategy by grouping students with differing GUS labels, or by inviting students to mingle with classmates. In either instance, ask students to clarify their processes or answers to support their peers' learning.
Updates
Math Tools and Graphic Organizers
In the fall we discussed a lot of features of My Ada that have been updated. One of my favorites are the Math Tools and Graphic Organizers.
If you expand your grade band, on the first page you will see virtual manipulatives. This allows us to show on the board what students are using at their desks. Even better - have students display their manipulative work on the board to teach their own ideas.
But wait... there's more! On page 2 of the Math Tools and Graphic Organizers are some valuable PDFs that you can use in your class. Please jump into both the K-5 list and 6-8 list. The 6-8 list has LOTS of stuff we use in K-5. Some of the options:
K-5
- Bar Models (addition and subtraction)
- Rulers
- Coordinate Places
- Decimal Grid
- Fractions Strips
- Grid Paper
- Hundred Charts
- Number Bond Mats
- Part-Part-Whole Mats
- Place Value Charts & Mats
6-8
- Additional types of grid paper
- 2-D Shapes
- 3-D Shapes
- Nets
- Base-Ten Blocks
- Additional Types of Coordinate Planes
- Fraction & Decimal Number Lines
- Integer Counters
- Numbers Lines (Open)
- Integer Number Lines
- Protractors (Great for teaching students and taking notes!)
- Stem-and-Leaf Plots
- Venn Diagrams
- Thermometers
Teaching with Tech
Devices... are they are cure or a curse? It's all about the way you use them. In the video below check out Jared Turley (Southgate, 6th grade) and how he uses tech to enhance learning in his classroom. His class has had some AMAZING gains this year!
Couch, Central Elementary
Couch, Central Elementary
Best Practices
- Students should be working on recommended (recommendations wall) skills first.
- Students should be getting a smart score of 80 on those two skills.
- After they finish 2 recommended skills, they should work on on-level skills.
- Please only assign 1 or 2 skills a week and unstar them when they are finished. (Kids should not see endless stars on their skills.)
- Students should be working 30 minutes in IXL
- Students should be updating their diagnostic once a week. (It helps if there is a set day for this so that you can check their progress easily.)
- Students can play games once they completed 30 minutes and 2 skills at a Smart Score of 80.
Example:
- Monday: Measurement Monday. ELA and Math Update Diagnostic (10 minutes each).
- Tuesday: ELA for 15 MInutes - At least one skill at 80.
- Wednesday: Math for 15 MInutes - At least one skill at 80.
- Thursday: ELA for 15 MInutes - At least one skill at 80.
- Friday: Math for 15 MInutes - At least one skill at 80.
If you have a science teacher using IXL as well, please plan accordingly.
Benchmarks: How to Use this Data
Use the item analysis to identify areas where students may need:
More practice or exposure through quick review questions
Targeted IXL lessons to reinforce skills
Problem-of-the-day discussions to talk through common misconceptions
Small group lessons for reteaching or enrichment
Remember, this benchmark is a tool for insight—not evaluation. It’s meant to help you see patterns, celebrate strengths, and identify where additional support might be needed. Every bit of this information helps us tailor instruction to student needs.
Please reach out if you’d like help interpreting the data, planning review activities, or identifying the best IXL skills to target next. I'm happy to help in whatever way I can.
Closing the Attendance Impact Gap Part 1: 5 Gap-Filling Strategies for Solving the Attendance Paradox
January 20 12:00 - 1:00 (Register to receive the recording)
Over the past several years, school districts have made significant progress in building strong attendance systems. Clear processes, tiered supports, data monitoring, and cross-functional teams are now in place in many districts, and leaders can rightly say they have a strategy. And yet, improvements in chronic absence have not kept pace with the effort invested.
This first edWebinar in the four-part Closing the Attendance Impact Gap series explores the attendance paradox facing K–12 systems today: while attendance structures and processes have improved, they often produce only modest gains because the students most in need of support are frequently not present for those systems to reach. When students are physically absent or emotionally disengaged, traditional interventions alone have limited impact.
Designed for district and school leaders, this session introduces five gap-filling strategies that complement existing attendance systems by addressing what is often missing—connection, belonging, and readiness to return, particularly during periods of absence. Attendees will examine how attendance challenges have evolved, why system strengthening alone can have plateaued results, and how districts are extending their reach to students who cannot consistently attend in person.
Sustaining Your Math Community Throughout the School Year
January 21 4:00 - 5:00 (register to receive a recording)
Want math success that lasts beyond back to school? Join us for this edWebinar where we’ll explore how to sustain a strong math community all school year long with effective instructional strategies that work alongside any curriculum.
Discover how to provide instant, actionable data to guide instruction, support differentiation, and strengthen students’ mathematical thinking from day one to day 180. Reagan Tunstall and Kristina Grant—educators, presenters, and curriculum designers from Tunstall’s Teaching—will share practical strategies from their professional development resources designed to build thriving math classrooms.
Attendees will learn how to:
- Incorporate the essential components of effective math instruction
- Nurture a classroom math culture that grows stronger throughout the year
- Streamline planning with ready-to-use teaching tools
- Use quick, targeted assessments to adjust instruction in real time with a free trial of ESGI
You’ll leave with free math resources, actionable strategies you can use immediately, and renewed confidence to sustain a strong math community all school year long. This edWebinar will be of interest to PreK-5 teachers, school leaders, district leaders, and education technology leaders.
Effective Math Instruction: What It Is and How to Do It
January 29 3:00 - 4:00 (Register to receive a recording)
In many classrooms, math instruction includes tactics and philosophies that are at odds with the research evidence on how children learn. With more than half of elementary and middle school students and nearly half of high school students not demonstrating proficiency in math, it’s clear that changes in how it is taught are needed to ensure all children develop the math skills needed to open doors to their future lives, including college enrollment and completion.
Join Amanda VanDerHeyden, Ph.D., for this edLeader Panel to deepen your understanding of what really works in math instruction. Dr. VanDerHeyden will share:
- An overview of the science of math instruction
- The effective ingredients of evidence-based math instruction
- What to look for in core math curricula and how to supplement your core to maximize learning gains
Tune in for this information-packed, fast-paced session that will help you make instructional shifts that increase students’ enjoyment of math and lead to better learning outcomes. This edLeader Panel will be of interest to K-12 teachers, school and district leaders, math curriculum and instruction leaders, and MTSS/RTI coordinators.
Building Student Math Success with Thoughtful Math Questions
February 4th 2:00 - 3:00 (Register to receive a recording)
In math, the process is as important as the answer—but often, students are hyper-focused on arriving at the right answer and are not encouraged to reflect on the process required to get there. How can we help our students to look at math more thoughtfully while also building their comfort and confidence?
Join Dr. Marian Small, acclaimed mathematics educator and author, as she explores how being more thoughtful and intentional about the questions we pose to students can go a long way to building student success. In this edWebinar, attendees will:
- Gain tips for creating a classroom environment that prioritizes process over answers
- Explore strategies to make math more meaningful to all students and encourage diverse viewpoints
- Learn how to reframe tasks to increase student comfort and confidence
- See ready-to-use examples of “thoughtful questions” across a number of mathematical domains and grade levels
- Examine strength-based questions that give students more say in showing what they know, as well as reveal how they think mathematically
Attendees will also receive sample Math Talk activities that they can use to build flexible thinking, invite students to share their strategies, and show how open questions can spark deeper math conversations. All educators with an interest in mathematics—especially K-8 classroom teachers, coaches, instructional leaders, and curriculum directors—are encouraged to attend this edWebinar.
Ready to Stretch Math Leadership Muscles?
Ready to take the next step in becoming a math leader? The Oklahoma Association of Math Leaders is hosting a book study starting in January on Math Leadership. I will be happy to pay for the book for you to join the study! Please let me know if you are interested, and I will get a book ordered for you. The book study will be virtual and have options of meeting dates.
I still have 2 books available! If you would like to join in, please let me know!
Session 1: January 13 @4:30
or
Session 1: January 22 @ 6:00
Session 2: February 10 @ 4:30
or
Session 2: February 19 @ 6:00
Session 3: March 10 @ 4:30
or
Session 3: March 26 @ 6:00
3rd - 6th Collaboration Meetings
For this quarter we will be meeting in grade level teams to discuss the OSTP - what to expect, how to prepare, best practices, etc. Bring all your great ideas and share with the whole group! Right now they are all being hosted at ASC. If you would be willing to host one of the meetings at your school, please let me know. We always love to meet in your classrooms!
- February 24th - 5th Science @ASC 2nd Floor Conference Room
- February 26th - 6th Math @ ASC 2nd Floor Conference Room
- March 3rd - 4th Math @ ASC Room 100
- March 5th - 5th Math @ ASC 2nd Floor Conference Room
- March 24th - 3rd Math @ ASC 2nd Floor Conference Room
SPED Collaboration
Key Conference at OU - March 7
Please join us at the University of Oklahoma on Saturday, March 7 from 8:30-1pm for the annual The KEY (Keep Educating Yourself) Conference! This event is Free and open to all PK-12 educators. Sessions are led by faculty and partners from the Jeannine Rainbolt College of Education, department of Instructional Leadership and Academic Curriculum and span practical strategies and big-picture issues. Topics include technology integration such as AI, writing across the curriculum, and the power of play, and many others. You will gain resources, deepen content knowledge and pedagogy, and share fresh ideas for stronger
classrooms.
Please register and share with colleagues!
Follow this link to the Survey:
Take the survey
Add Up Tiles
- The board
- 2 different colored chips (one for each player)
- Number Tiles
1. Cut up the number tiles. These are the sums.
2. Place number tiles face down in the stack.
3. Student 1 draws a tile and places chips on two addends to create this sum. ( For example: The tile is 17. The student would place a chip on 9 and 8 - or any other combination to create 17.)
4. Student 2 repeats.
5. Continue play until all tiles are used, or none more can be played.
Subtraction Tiles
Materials:
- The board
- 2 different colored chips (one for each player)
- Number Tiles
1. Cut up the number tiles. These are the differences.
2. Place number tiles face down in the stack.
3. Student 1 draws a tile and places chips on two numbers to create this difference. ( For example: The tile is 8. The student would place a chip on 9 and 1 - or any other combination to create a difference of 8.)
4. Student 2 repeats.
5. Continue play until all tiles are used, or none more can be played.
Times Tiles (2 - 9)
Materials:
- The board
- 2 different colored chips (one for each player)
- Number Tiles
1. Cut up the number tiles. These are the products.
2. Place number tiles face down in the stack.
3. Student 1 draws a tile and places chips on two factors to create this product. ( For example: The tile is 24. The student would place a chip on 4 and 6 - or any other combination to create a product of 24.)
4. Student 2 repeats.
5. Continue play until all tiles are used, or none more can be played.
Fifteen
Materials:
- Gameboard
- Crayons (or dry erase markers if the game board is in a plastic sleeve)
- Players take it in turns to color 2 or 3 hexagons that total 15.
- A player could color 2 hexagons, e.g. 7 and 8 or a player could color 3 hexagons, e.g. 4, 5 and 6.
- The last player who colors a combination of 2 or 3 numbers that total 15 is the winner.
- VARIATIONS – Choose a different total to aim for instead of 15, e.g. try 10, 12 or 17.
Thirteen
Materials:
- Gameboard
- Pencil
The object of this game is to be the first player to make a line of 3 numbers that add up to 13.
- Players take turns to throw a dice and write the number anywhere on the grid. Players have to try to make a line of 3 numbers that add up to 13.
- The line can be vertical, horizontal or diagonal and it can be made up of numbers written by each player.
- The winner is the first person who creates a line adding up to 13.
In this game (in the picture) the next player could win if they throw a 2 (and write it between the 5 and 6 – 5+2+6=13) 4 (and write it between the 4 and 5 – 4+4+5=13), 5 (and write it under the 3 and 5 – 3+5+5=13) 6 (and write it in the bottom right corner 6+2+5=13).
Dice Dash
Materials:
- 2 Dice
- Scoresheet
- 2 - 4 players
- Place the dice in the center.
- One player rolls both dice.
- Everyone multiplies the numbers and calls the product.
- The first correct answer keeps the dice and records one point.
- If the first answer is wrong, another player answers until the product is correct.
- Play to a target score or run several short rounds.
- Run 60-second rounds and total points at the end of each round. A simple score chart shows progress across sessions.
Variations: Adjust difficulty to fit skill level. Use standard 1–6 dice for early practice. Switch to 12-sided dice to reach all tables from 1 to 12. Another option is to keep 1–6 dice and roll twice for one factor, then choose a focus table for the other factor.
Taming the Data Monster Webinar
This is an on-demand webinar that you can watch at your convenience.
If you are struggling with data collection in your classroom, or just need a few pointers, this webinar can help.
Designed for Special Educators supporting students with all types of disabilities.
Preventing Challenging Behavior Webinar
This is an on-demand webinar that you can watch at your convenience.
- Ways to arrange the physical environment of the classroom to prevent challenging behaviors.
- Strategies for giving instructions that will lead to more compliance.
- Visual supports that can help you increase compliance and prevent challenging behaviors.
Back to Back
The object of the game is to guess the other player’s number before they guess yours. To play, two students come up to the board and stand back to back (hence the name). This allows for the students to write on the board, but blocks their view of the other person’s number.
The “Caller” states, “Numbers Up”. This signals the two students write a number of their choice on the board. I usually play with numbers 2-9 to keep kiddos from dwelling in the 0’s and 1’s easy train, but you can play with numbers as high or as low as needed for your group of kids.
The caller then states the sum (for younger students) or product (3rd-5th) of the two numbers. The students use their understanding of math facts to figure out what they other person’s number is when added or multiplied by their number. The first player to say the other person’s number wins the round. The “loser” gets to choose the next person to come to the board.
Comparing Numbers (1st - 6th)
Materials:
- Game Board
- Game piece for each player (up to 4)
- Number cards for each board
1. Cut up the number tiles. These are the sums.
2. Place number tiles face down in the stack.
3. Each player draws a number tile from the stack.
4. Students compare numbers.
5. The student with the largest number moves their game piece.
6. Repeat and shuffle cards to keep the game going until one player reaches the finish line.
- 1st grade tiles - compare 2-digit numbers (included in resource)
- 2nd grade tiles - compare 3-digit numbers (included in resource)
- 3rd grade tiles - compare 4-digit numbers (included in resource)
- 4th grade tiles - Compare decimals to hundredths (linked below)
- 5th grade tiles - compare decimals to thousandths. (included in resource)
- 6th grade tiles - Compare decimals to ten thousandths (linked below)
Guess My Number
This next game is very versatile and can be modified in so many ways! It can be played in kindergarten all the way through 5th grade classrooms. To play, you need a number chart and a dry erase marker. This game can be played whole group, in pairs or in small groups of 3-4.
To begin, one student chooses a number. The other players try to guess the number by asking a series of questions. The student crosses off numbers it can’t be and circles numbers it could. The person who guesses the right number, wins and gets to choose the next number.
The best part of this game is that it can be played with laminated personal hundreds charts in small groups.
For third grade, I encourage the use of question clues like “Is it a multiple of 5? Or greater than 70?” To introduce the game, I usually model crossing out numbers as students ask questions about the numbers and help link the clues to finding the right number.
For a kindergarten or first grade classroom, you may want to play with a number line with numbers 1-20. Then, students could ask if the number is bigger or smaller than numbers within that range. A 4th or 5th grade classroom can beef up the game with question clues like, “Is it divisible by 3?” or “Is it a multiple of 5?” The possibilities are endless! Time range to play can be from 5 minutes to 20 minutes and can be used as an inside recess game or a quick brain break before or after a lesson.
Source: laurancandler.com
High, Low
1. Create a table on the board. Write “too low” on one side and “too high” on the other side.
2. Choose a number (without telling anyone what it is) and write it on a piece of paper so you don’t forget!
3. Have students raise their hands to guess a number. If the number is lower than the number you wrote down, write it on the “too low” side. If it is too high, write it on the “too high” side.
4. Students continue guessing numbers until the target number is guessed.
Students will begin to realize that there is strategy involved. For example, if we know that 13 is too low, but 87 is too high, the target number has to be between 13 and 87. This is a great conversation to have. Discuss what a good guess would be. For example, if we know that 87 is too high, would 150 be a good guess?
As you play, you’ll be reinforcing concepts such as greater than, less than and number recognition.This game can be so easily differentiated for any age group! For younger students, you might choose a number between 1 and 100. For older students, you might choose a number between 1 and 10,000, or even a decimal number!
Source: Shelleygrayteaching.com
Last Number Standing
How to Play:
- Have students stand at their desks and write a two-digit (if doing tens and ones) or three-digit number (if doing ones, tens, and hundreds) on a sheet of paper. It works with larger numbers for older students as well.
- Start calling out different place value amounts one at a time. If a student has that amount in their number, they have to sit down. For example, you might say, “If you have a 2 in the tens place, sit down” or “If you have a 4 in the ones place, sit down” and so on. You may choose to call on students who sit down to share their number aloud.
- Keep calling out different place value amounts until only one student is left standing. Have them share their number with the entire class. That is the last number standing!
Source: Primarythemepark.com
Plus 1, MInus 1
How to play this Plus 1 Minus 1 math game
To play the game, remove all the kings, queens, jacks, and jokers from the deck. Shuffle the cards and lay the pile face down.
This game can be played by one or two kids.
Decide ahead of time whether you will be playing Plus 1 or Minus 1.
Each player takes turns flipping over the top card on the deck and quickly adding 1 to that number (for Plus 1) or subtracting 1 (for Minus 1). If they answer correctly, they can keep the card. Simple, right?
Counting On
- Deck of Cards (Remove Face Cards)
- Dice
- Shuffle and place the cards face down on the table. Player one flips over the top card and starts a discard pile.
- Next the first player will throw the dice. Their challenge is to start counting from the number shown on the card and count on the number of times shown on the dice.
- Take turns flipping over a card and counting.
- There is no winner or loser in this game. It’s just simply a turn-taking game.
Stack Up
Number Sense Math Talk
It can be helpful for your students to hear how their peers see numbers. They might discover a new strategy that works for them!
Choose a dot card and have students tell you how they were able to see the total number of dots. As you have your number sense math talk, you can document student responses on an anchor chart.
You might hear kids say:
- “I saw 4 and 2 more. I know 4 and 2 are 6.”
- “I counted them all.”
- “I saw 4 and counted on – 5, 6.”
- “It kind of looks like a messy 6 on a dice!”
- “I saw a 5 like on a dice, then just one more is 6!”
Making 10 Game
One of the number sense games my students love is Making 10. They start with a simple math ten frame. With a partner, they take turns rolling this a die that has a 1, 2, or 3 on it.
Students then add cubes to their shared ten frame to reflect the number they rolled. Then they state, “I have {the number of total objects }. I need { the total amount still needed } to make ten.” This is learning fun at its greatest and this is one of the math games they love to play over and over.
Composing Chains
Make paper chains with two different colors representing the two addends. Then create an equation and a number bond to display with the chain.
Valentine's Day, Here I Come!
This sweet book Valentine’s Day, Here I Come is a collection of short poems perfect for a pre-k through 1st grade classroom. As you read the poems aloud, choose a math activity or two that complements the poems in the book!
Poem: We Love s
Activity: Draw a collection of hearts on a piece of chart paper. Your students’ task? Tell you how many hearts they see! You can customize this activity by choosing a number of hearts that would be relevant to your students and by choosing an arrangement of hearts that is relevant to their skill set. For example, in a 1st grade classroom, you might draw 30 hearts in groups of 5. All of your students would have an entry point to the activity by counting by 1s to 30 but some students will be able to extend by noticing that you can count by 5s. Other students might find different ways to count the hearts!
Poem: My Lacy Heart
Activity: Provide each student with a heart cut-out. Ask them to fold the heart in half and talk about the word “symmetry”. Allow your students to cut a design into the heart much like you would cut a paper snowflake. As your students open up their heart they will be able to see their symmetrical design. As a bonus, allow the students to use markers and stickers to continue to decorate their heart but ask that they keep these designs symmetrical as well!
Poem: Happy *Sniffle* Valentine’s Day
Activity: In this silly poem about being allergic to roses on Valentine’s day you will see an illustration with roses of all colors for sale at the store. Provide your students each with 10 red and yellow disks to represent the red and yellow roses in the illustration. Ask your students to see how many different “bouquets” they can create with red and yellow roses. This is a partners of 10 activity! Your students can record the different bouquets as illustrations, number bonds, in a table or as equations. Notice which students work methodically as they find different combinations of 10, notice the different ways your students record their equations, and ask your students questions such as “Have you found all of the different bouquets that are possible? How do you know?”
Please Reach Out
My entire job is to help you in whatever capacity you need.
- Off on the pacing and need help getting back on track?
- Lesson just flopped and need some ideas?
- Have a small group of students still struggling and don't know how to help?
- Need help with the curriculum and how to use it?
- Had a terrible, horrible, no good, very bad day and just need to vent & talk?
These are just some of the ways I can help. Please reach out when you need some help, ideas, or just a shoulder to lean on.
Payton Jones, Kingsgate
Susan Colvin, Santa Fe
Kalyn Putt, Broadmoore
