These Fluency Strategy pages are finally done and I’m obsessed with them 😍 Find @mixandmath over on the gram to get them for free! #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

So many students have such a narrow (or limited) understanding of fractions, and it's often because they've only been exposed to the same fraction models over and over again... And this limited view of fractions shows up in full force when we start asking students to perform operations with fractions 🤯 If we want students to truly understand fractions, we have to move beyond the "pizza model" of fractions 🍕 #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

Last summer, we talked a lot about the fact that students have to know how to *use* fluency strategies before they can learn how to *choose* strategies. The same goes for math manipulatives… I’m not saying that students shouldn’t ever learn how to choose their own manipulatives or any other representation. That’s actually the ultimate goal, right? We want students to have a toolbox of representations that they can draw from depending on what they need to make sense of a problem. BUT students don’t get to that point by us giving them unlimited options right from the start. We have to use our expertise as educators to choose the right representations for them initially. And when students know how to use those and know why to use them, then they can make strong choices (like using base ten blocks instead of fraction circles to explore place value 🙃). If you’re a 3rd, 4th, or 5th grade math teacher, follow @mixandmath to learn all about using math manipulatives in upper elementary! #mathmanipulatives #5thgrademath #4thgrademath #3rdgrademath #iteachmath

These Fluency Strategy pages are finally done and I’m obsessed with them 😍 Find @mixandmath over on the gram to get them for free! #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

So many students have such a narrow (or limited) understanding of fractions, and it's often because they've only been exposed to the same fraction models over and over again... And this limited view of fractions shows up in full force when we start asking students to perform operations with fractions 🤯 If we want students to truly understand fractions, we have to move beyond the "pizza model" of fractions 🍕 #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

Last summer, we talked a lot about the fact that students have to know how to *use* fluency strategies before they can learn how to *choose* strategies. The same goes for math manipulatives… I’m not saying that students shouldn’t ever learn how to choose their own manipulatives or any other representation. That’s actually the ultimate goal, right? We want students to have a toolbox of representations that they can draw from depending on what they need to make sense of a problem. BUT students don’t get to that point by us giving them unlimited options right from the start. We have to use our expertise as educators to choose the right representations for them initially. And when students know how to use those and know why to use them, then they can make strong choices (like using base ten blocks instead of fraction circles to explore place value 🙃). If you’re a 3rd, 4th, or 5th grade math teacher, follow @mixandmath to learn all about using math manipulatives in upper elementary! #mathmanipulatives #5thgrademath #4thgrademath #3rdgrademath #iteachmath

These Fluency Strategy pages are finally done and I’m obsessed with them 😍 Find @mixandmath over on the gram to get them for free! #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

So many students have such a narrow (or limited) understanding of fractions, and it's often because they've only been exposed to the same fraction models over and over again... And this limited view of fractions shows up in full force when we start asking students to perform operations with fractions 🤯 If we want students to truly understand fractions, we have to move beyond the "pizza model" of fractions 🍕 #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

Last summer, we talked a lot about the fact that students have to know how to *use* fluency strategies before they can learn how to *choose* strategies. The same goes for math manipulatives… I’m not saying that students shouldn’t ever learn how to choose their own manipulatives or any other representation. That’s actually the ultimate goal, right? We want students to have a toolbox of representations that they can draw from depending on what they need to make sense of a problem. BUT students don’t get to that point by us giving them unlimited options right from the start. We have to use our expertise as educators to choose the right representations for them initially. And when students know how to use those and know why to use them, then they can make strong choices (like using base ten blocks instead of fraction circles to explore place value 🙃). If you’re a 3rd, 4th, or 5th grade math teacher, follow @mixandmath to learn all about using math manipulatives in upper elementary! #mathmanipulatives #5thgrademath #4thgrademath #3rdgrademath #iteachmath

These Fluency Strategy pages are finally done and I’m obsessed with them 😍 Find @mixandmath over on the gram to get them for free! #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

So many students have such a narrow (or limited) understanding of fractions, and it's often because they've only been exposed to the same fraction models over and over again... And this limited view of fractions shows up in full force when we start asking students to perform operations with fractions 🤯 If we want students to truly understand fractions, we have to move beyond the "pizza model" of fractions 🍕 #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

Last summer, we talked a lot about the fact that students have to know how to *use* fluency strategies before they can learn how to *choose* strategies. The same goes for math manipulatives… I’m not saying that students shouldn’t ever learn how to choose their own manipulatives or any other representation. That’s actually the ultimate goal, right? We want students to have a toolbox of representations that they can draw from depending on what they need to make sense of a problem. BUT students don’t get to that point by us giving them unlimited options right from the start. We have to use our expertise as educators to choose the right representations for them initially. And when students know how to use those and know why to use them, then they can make strong choices (like using base ten blocks instead of fraction circles to explore place value 🙃). If you’re a 3rd, 4th, or 5th grade math teacher, follow @mixandmath to learn all about using math manipulatives in upper elementary! #mathmanipulatives #5thgrademath #4thgrademath #3rdgrademath #iteachmath

These Fluency Strategy pages are finally done and I’m obsessed with them 😍 Find @mixandmath over on the gram to get them for free! #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

So many students have such a narrow (or limited) understanding of fractions, and it's often because they've only been exposed to the same fraction models over and over again... And this limited view of fractions shows up in full force when we start asking students to perform operations with fractions 🤯 If we want students to truly understand fractions, we have to move beyond the "pizza model" of fractions 🍕 #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

Last summer, we talked a lot about the fact that students have to know how to *use* fluency strategies before they can learn how to *choose* strategies. The same goes for math manipulatives… I’m not saying that students shouldn’t ever learn how to choose their own manipulatives or any other representation. That’s actually the ultimate goal, right? We want students to have a toolbox of representations that they can draw from depending on what they need to make sense of a problem. BUT students don’t get to that point by us giving them unlimited options right from the start. We have to use our expertise as educators to choose the right representations for them initially. And when students know how to use those and know why to use them, then they can make strong choices (like using base ten blocks instead of fraction circles to explore place value 🙃). If you’re a 3rd, 4th, or 5th grade math teacher, follow @mixandmath to learn all about using math manipulatives in upper elementary! #mathmanipulatives #5thgrademath #4thgrademath #3rdgrademath #iteachmath

These Fluency Strategy pages are finally done and I’m obsessed with them 😍 Find @mixandmath over on the gram to get them for free! #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

So many students have such a narrow (or limited) understanding of fractions, and it's often because they've only been exposed to the same fraction models over and over again... And this limited view of fractions shows up in full force when we start asking students to perform operations with fractions 🤯 If we want students to truly understand fractions, we have to move beyond the "pizza model" of fractions 🍕 #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

Last summer, we talked a lot about the fact that students have to know how to *use* fluency strategies before they can learn how to *choose* strategies. The same goes for math manipulatives… I’m not saying that students shouldn’t ever learn how to choose their own manipulatives or any other representation. That’s actually the ultimate goal, right? We want students to have a toolbox of representations that they can draw from depending on what they need to make sense of a problem. BUT students don’t get to that point by us giving them unlimited options right from the start. We have to use our expertise as educators to choose the right representations for them initially. And when students know how to use those and know why to use them, then they can make strong choices (like using base ten blocks instead of fraction circles to explore place value 🙃). If you’re a 3rd, 4th, or 5th grade math teacher, follow @mixandmath to learn all about using math manipulatives in upper elementary! #mathmanipulatives #5thgrademath #4thgrademath #3rdgrademath #iteachmath

These Fluency Strategy pages are finally done and I’m obsessed with them 😍 Find @mixandmath over on the gram to get them for free! #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

So many students have such a narrow (or limited) understanding of fractions, and it's often because they've only been exposed to the same fraction models over and over again... And this limited view of fractions shows up in full force when we start asking students to perform operations with fractions 🤯 If we want students to truly understand fractions, we have to move beyond the "pizza model" of fractions 🍕 #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

Last summer, we talked a lot about the fact that students have to know how to *use* fluency strategies before they can learn how to *choose* strategies. The same goes for math manipulatives… I’m not saying that students shouldn’t ever learn how to choose their own manipulatives or any other representation. That’s actually the ultimate goal, right? We want students to have a toolbox of representations that they can draw from depending on what they need to make sense of a problem. BUT students don’t get to that point by us giving them unlimited options right from the start. We have to use our expertise as educators to choose the right representations for them initially. And when students know how to use those and know why to use them, then they can make strong choices (like using base ten blocks instead of fraction circles to explore place value 🙃). If you’re a 3rd, 4th, or 5th grade math teacher, follow @mixandmath to learn all about using math manipulatives in upper elementary! #mathmanipulatives #5thgrademath #4thgrademath #3rdgrademath #iteachmath

These Fluency Strategy pages are finally done and I’m obsessed with them 😍 Find @mixandmath over on the gram to get them for free! #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

So many students have such a narrow (or limited) understanding of fractions, and it's often because they've only been exposed to the same fraction models over and over again... And this limited view of fractions shows up in full force when we start asking students to perform operations with fractions 🤯 If we want students to truly understand fractions, we have to move beyond the "pizza model" of fractions 🍕 #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

Last summer, we talked a lot about the fact that students have to know how to *use* fluency strategies before they can learn how to *choose* strategies. The same goes for math manipulatives… I’m not saying that students shouldn’t ever learn how to choose their own manipulatives or any other representation. That’s actually the ultimate goal, right? We want students to have a toolbox of representations that they can draw from depending on what they need to make sense of a problem. BUT students don’t get to that point by us giving them unlimited options right from the start. We have to use our expertise as educators to choose the right representations for them initially. And when students know how to use those and know why to use them, then they can make strong choices (like using base ten blocks instead of fraction circles to explore place value 🙃). If you’re a 3rd, 4th, or 5th grade math teacher, follow @mixandmath to learn all about using math manipulatives in upper elementary! #mathmanipulatives #5thgrademath #4thgrademath #3rdgrademath #iteachmath

These Fluency Strategy pages are finally done and I’m obsessed with them 😍 Find @mixandmath over on the gram to get them for free! #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

So many students have such a narrow (or limited) understanding of fractions, and it's often because they've only been exposed to the same fraction models over and over again... And this limited view of fractions shows up in full force when we start asking students to perform operations with fractions 🤯 If we want students to truly understand fractions, we have to move beyond the "pizza model" of fractions 🍕 #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

Last summer, we talked a lot about the fact that students have to know how to *use* fluency strategies before they can learn how to *choose* strategies. The same goes for math manipulatives… I’m not saying that students shouldn’t ever learn how to choose their own manipulatives or any other representation. That’s actually the ultimate goal, right? We want students to have a toolbox of representations that they can draw from depending on what they need to make sense of a problem. BUT students don’t get to that point by us giving them unlimited options right from the start. We have to use our expertise as educators to choose the right representations for them initially. And when students know how to use those and know why to use them, then they can make strong choices (like using base ten blocks instead of fraction circles to explore place value 🙃). If you’re a 3rd, 4th, or 5th grade math teacher, follow @mixandmath to learn all about using math manipulatives in upper elementary! #mathmanipulatives #5thgrademath #4thgrademath #3rdgrademath #iteachmath

These Fluency Strategy pages are finally done and I’m obsessed with them 😍 Find @mixandmath over on the gram to get them for free! #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

So many students have such a narrow (or limited) understanding of fractions, and it's often because they've only been exposed to the same fraction models over and over again... And this limited view of fractions shows up in full force when we start asking students to perform operations with fractions 🤯 If we want students to truly understand fractions, we have to move beyond the "pizza model" of fractions 🍕 #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

Last summer, we talked a lot about the fact that students have to know how to *use* fluency strategies before they can learn how to *choose* strategies. The same goes for math manipulatives… I’m not saying that students shouldn’t ever learn how to choose their own manipulatives or any other representation. That’s actually the ultimate goal, right? We want students to have a toolbox of representations that they can draw from depending on what they need to make sense of a problem. BUT students don’t get to that point by us giving them unlimited options right from the start. We have to use our expertise as educators to choose the right representations for them initially. And when students know how to use those and know why to use them, then they can make strong choices (like using base ten blocks instead of fraction circles to explore place value 🙃). If you’re a 3rd, 4th, or 5th grade math teacher, follow @mixandmath to learn all about using math manipulatives in upper elementary! #mathmanipulatives #5thgrademath #4thgrademath #3rdgrademath #iteachmath

These Fluency Strategy pages are finally done and I’m obsessed with them 😍 Find @mixandmath over on the gram to get them for free! #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

So many students have such a narrow (or limited) understanding of fractions, and it's often because they've only been exposed to the same fraction models over and over again... And this limited view of fractions shows up in full force when we start asking students to perform operations with fractions 🤯 If we want students to truly understand fractions, we have to move beyond the "pizza model" of fractions 🍕 #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

Last summer, we talked a lot about the fact that students have to know how to *use* fluency strategies before they can learn how to *choose* strategies. The same goes for math manipulatives… I’m not saying that students shouldn’t ever learn how to choose their own manipulatives or any other representation. That’s actually the ultimate goal, right? We want students to have a toolbox of representations that they can draw from depending on what they need to make sense of a problem. BUT students don’t get to that point by us giving them unlimited options right from the start. We have to use our expertise as educators to choose the right representations for them initially. And when students know how to use those and know why to use them, then they can make strong choices (like using base ten blocks instead of fraction circles to explore place value 🙃). If you’re a 3rd, 4th, or 5th grade math teacher, follow @mixandmath to learn all about using math manipulatives in upper elementary! #mathmanipulatives #5thgrademath #4thgrademath #3rdgrademath #iteachmath

These Fluency Strategy pages are finally done and I’m obsessed with them 😍 Find @mixandmath over on the gram to get them for free! #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

So many students have such a narrow (or limited) understanding of fractions, and it's often because they've only been exposed to the same fraction models over and over again... And this limited view of fractions shows up in full force when we start asking students to perform operations with fractions 🤯 If we want students to truly understand fractions, we have to move beyond the "pizza model" of fractions 🍕 #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

Last summer, we talked a lot about the fact that students have to know how to *use* fluency strategies before they can learn how to *choose* strategies. The same goes for math manipulatives… I’m not saying that students shouldn’t ever learn how to choose their own manipulatives or any other representation. That’s actually the ultimate goal, right? We want students to have a toolbox of representations that they can draw from depending on what they need to make sense of a problem. BUT students don’t get to that point by us giving them unlimited options right from the start. We have to use our expertise as educators to choose the right representations for them initially. And when students know how to use those and know why to use them, then they can make strong choices (like using base ten blocks instead of fraction circles to explore place value 🙃). If you’re a 3rd, 4th, or 5th grade math teacher, follow @mixandmath to learn all about using math manipulatives in upper elementary! #mathmanipulatives #5thgrademath #4thgrademath #3rdgrademath #iteachmath

These Fluency Strategy pages are finally done and I’m obsessed with them 😍 Find @mixandmath over on the gram to get them for free! #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

So many students have such a narrow (or limited) understanding of fractions, and it's often because they've only been exposed to the same fraction models over and over again... And this limited view of fractions shows up in full force when we start asking students to perform operations with fractions 🤯 If we want students to truly understand fractions, we have to move beyond the "pizza model" of fractions 🍕 #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

Last summer, we talked a lot about the fact that students have to know how to *use* fluency strategies before they can learn how to *choose* strategies. The same goes for math manipulatives… I’m not saying that students shouldn’t ever learn how to choose their own manipulatives or any other representation. That’s actually the ultimate goal, right? We want students to have a toolbox of representations that they can draw from depending on what they need to make sense of a problem. BUT students don’t get to that point by us giving them unlimited options right from the start. We have to use our expertise as educators to choose the right representations for them initially. And when students know how to use those and know why to use them, then they can make strong choices (like using base ten blocks instead of fraction circles to explore place value 🙃). If you’re a 3rd, 4th, or 5th grade math teacher, follow @mixandmath to learn all about using math manipulatives in upper elementary! #mathmanipulatives #5thgrademath #4thgrademath #3rdgrademath #iteachmath

These Fluency Strategy pages are finally done and I’m obsessed with them 😍 Find @mixandmath over on the gram to get them for free! #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

So many students have such a narrow (or limited) understanding of fractions, and it's often because they've only been exposed to the same fraction models over and over again... And this limited view of fractions shows up in full force when we start asking students to perform operations with fractions 🤯 If we want students to truly understand fractions, we have to move beyond the "pizza model" of fractions 🍕 #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

Last summer, we talked a lot about the fact that students have to know how to *use* fluency strategies before they can learn how to *choose* strategies. The same goes for math manipulatives… I’m not saying that students shouldn’t ever learn how to choose their own manipulatives or any other representation. That’s actually the ultimate goal, right? We want students to have a toolbox of representations that they can draw from depending on what they need to make sense of a problem. BUT students don’t get to that point by us giving them unlimited options right from the start. We have to use our expertise as educators to choose the right representations for them initially. And when students know how to use those and know why to use them, then they can make strong choices (like using base ten blocks instead of fraction circles to explore place value 🙃). If you’re a 3rd, 4th, or 5th grade math teacher, follow @mixandmath to learn all about using math manipulatives in upper elementary! #mathmanipulatives #5thgrademath #4thgrademath #3rdgrademath #iteachmath

These Fluency Strategy pages are finally done and I’m obsessed with them 😍 Find @mixandmath over on the gram to get them for free! #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

So many students have such a narrow (or limited) understanding of fractions, and it's often because they've only been exposed to the same fraction models over and over again... And this limited view of fractions shows up in full force when we start asking students to perform operations with fractions 🤯 If we want students to truly understand fractions, we have to move beyond the "pizza model" of fractions 🍕 #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

Last summer, we talked a lot about the fact that students have to know how to *use* fluency strategies before they can learn how to *choose* strategies. The same goes for math manipulatives… I’m not saying that students shouldn’t ever learn how to choose their own manipulatives or any other representation. That’s actually the ultimate goal, right? We want students to have a toolbox of representations that they can draw from depending on what they need to make sense of a problem. BUT students don’t get to that point by us giving them unlimited options right from the start. We have to use our expertise as educators to choose the right representations for them initially. And when students know how to use those and know why to use them, then they can make strong choices (like using base ten blocks instead of fraction circles to explore place value 🙃). If you’re a 3rd, 4th, or 5th grade math teacher, follow @mixandmath to learn all about using math manipulatives in upper elementary! #mathmanipulatives #5thgrademath #4thgrademath #3rdgrademath #iteachmath

These Fluency Strategy pages are finally done and I’m obsessed with them 😍 Find @mixandmath over on the gram to get them for free! #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

So many students have such a narrow (or limited) understanding of fractions, and it's often because they've only been exposed to the same fraction models over and over again... And this limited view of fractions shows up in full force when we start asking students to perform operations with fractions 🤯 If we want students to truly understand fractions, we have to move beyond the "pizza model" of fractions 🍕 #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

Last summer, we talked a lot about the fact that students have to know how to *use* fluency strategies before they can learn how to *choose* strategies. The same goes for math manipulatives… I’m not saying that students shouldn’t ever learn how to choose their own manipulatives or any other representation. That’s actually the ultimate goal, right? We want students to have a toolbox of representations that they can draw from depending on what they need to make sense of a problem. BUT students don’t get to that point by us giving them unlimited options right from the start. We have to use our expertise as educators to choose the right representations for them initially. And when students know how to use those and know why to use them, then they can make strong choices (like using base ten blocks instead of fraction circles to explore place value 🙃). If you’re a 3rd, 4th, or 5th grade math teacher, follow @mixandmath to learn all about using math manipulatives in upper elementary! #mathmanipulatives #5thgrademath #4thgrademath #3rdgrademath #iteachmath

These Fluency Strategy pages are finally done and I’m obsessed with them 😍 Find @mixandmath over on the gram to get them for free! #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

So many students have such a narrow (or limited) understanding of fractions, and it's often because they've only been exposed to the same fraction models over and over again... And this limited view of fractions shows up in full force when we start asking students to perform operations with fractions 🤯 If we want students to truly understand fractions, we have to move beyond the "pizza model" of fractions 🍕 #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

Last summer, we talked a lot about the fact that students have to know how to *use* fluency strategies before they can learn how to *choose* strategies. The same goes for math manipulatives… I’m not saying that students shouldn’t ever learn how to choose their own manipulatives or any other representation. That’s actually the ultimate goal, right? We want students to have a toolbox of representations that they can draw from depending on what they need to make sense of a problem. BUT students don’t get to that point by us giving them unlimited options right from the start. We have to use our expertise as educators to choose the right representations for them initially. And when students know how to use those and know why to use them, then they can make strong choices (like using base ten blocks instead of fraction circles to explore place value 🙃). If you’re a 3rd, 4th, or 5th grade math teacher, follow @mixandmath to learn all about using math manipulatives in upper elementary! #mathmanipulatives #5thgrademath #4thgrademath #3rdgrademath #iteachmath

These Fluency Strategy pages are finally done and I’m obsessed with them 😍 Find @mixandmath over on the gram to get them for free! #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

So many students have such a narrow (or limited) understanding of fractions, and it's often because they've only been exposed to the same fraction models over and over again... And this limited view of fractions shows up in full force when we start asking students to perform operations with fractions 🤯 If we want students to truly understand fractions, we have to move beyond the "pizza model" of fractions 🍕 #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

Last summer, we talked a lot about the fact that students have to know how to *use* fluency strategies before they can learn how to *choose* strategies. The same goes for math manipulatives… I’m not saying that students shouldn’t ever learn how to choose their own manipulatives or any other representation. That’s actually the ultimate goal, right? We want students to have a toolbox of representations that they can draw from depending on what they need to make sense of a problem. BUT students don’t get to that point by us giving them unlimited options right from the start. We have to use our expertise as educators to choose the right representations for them initially. And when students know how to use those and know why to use them, then they can make strong choices (like using base ten blocks instead of fraction circles to explore place value 🙃). If you’re a 3rd, 4th, or 5th grade math teacher, follow @mixandmath to learn all about using math manipulatives in upper elementary! #mathmanipulatives #5thgrademath #4thgrademath #3rdgrademath #iteachmath

These Fluency Strategy pages are finally done and I’m obsessed with them 😍 Find @mixandmath over on the gram to get them for free! #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

So many students have such a narrow (or limited) understanding of fractions, and it's often because they've only been exposed to the same fraction models over and over again... And this limited view of fractions shows up in full force when we start asking students to perform operations with fractions 🤯 If we want students to truly understand fractions, we have to move beyond the "pizza model" of fractions 🍕 #teachersoftiktok #mathteachersoftiktok #mathteacher #teachertok #math

Last summer, we talked a lot about the fact that students have to know how to *use* fluency strategies before they can learn how to *choose* strategies. The same goes for math manipulatives… I’m not saying that students shouldn’t ever learn how to choose their own manipulatives or any other representation. That’s actually the ultimate goal, right? We want students to have a toolbox of representations that they can draw from depending on what they need to make sense of a problem. BUT students don’t get to that point by us giving them unlimited options right from the start. We have to use our expertise as educators to choose the right representations for them initially. And when students know how to use those and know why to use them, then they can make strong choices (like using base ten blocks instead of fraction circles to explore place value 🙃). If you’re a 3rd, 4th, or 5th grade math teacher, follow @mixandmath to learn all about using math manipulatives in upper elementary! #mathmanipulatives #5thgrademath #4thgrademath #3rdgrademath #iteachmath