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Experiencing MathReps Success at Cipriani Elementary

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A few weeks ago, I had the absolute pleasure of visiting Cipriani Elementary School in Belmont, California, and let me tell you—it was a fantastic day that filled my heart.

Throughout the day, I was met with warm smiles, welcoming teachers, and the most amazing group of students. I had the opportunity to visit several classrooms ranging from TK through fifth grade, and in each room, I was able to demonstrate MathReps and watch in amazement as students flourished in their math knowledge.

What stood out most to me during these classroom visits was the level of engagement and understanding the students displayed. They were respectful, kind, curious, and so eager to learn. It’s one thing to talk about the power of MathReps—but it’s another thing entirely to see it in action in so many classes.

The Cipriani staff was incredible. Not only were they open and receptive, but they also shared their own tips and tricks for how they modify and adapt MathReps to meet the needs of their students. I was genuinely inspired by the way they’ve made the framework their own. I came to share—but I left having learned so much from them too. That kind of collaborative energy is what makes this work so meaningful.

One of my favorite moments from the day happened in a third-grade classroom. As I was working with the students, one of them looked up at me, wheels turning in their head, and said, “Wait… your name is on the bottom of our MathReps!” The class instantly lit up with excitement. Then they asked, “Did you also make Math Dash Chats?” When I said yes, the energy doubled. That little moment of connection—of realizing that the person who created something they use every day was standing right there with them—was truly special. It reminded me that kids are paying attention, even when we don’t think they are.

Later that afternoon, I led a Math 360 professional development session with the entire staff. Thanks to our friends at Wipebook, we had large Wipebook flip charts to work with, and it made the experience even more interactive and fun. The discussions were rich and reflective, and once again, the Cipriani teachers brought their full selves to the table—asking great questions, sharing insights, and showing a genuine passion for improving math instruction.

Overall, it was such a rewarding, joy-filled day. I left Cipriani Elementary feeling deeply grateful—and even more motivated to continue visiting classrooms across the country to share the love, importance, and power of MathReps.

I am thankful to everyone at Cipriani Elementary for making me feel so welcome.

Clothesline Math: Engaging Students with Interactive Learning

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For those unfamiliar with clothesline math, think of it as an interactive number line. Chris Shore is an outspoken champion of this hands-on teaching tool that helps students better understand Number Sense. This tool goes beyond placing numbers on a number line. It can be incorporated into most math concepts.

Earlier this year, I introduced a group of 3rd-grade teachers to this concept. We started with a relatively simple concept to acclimate the students to the task. I copied Kristen Acosta’s 2nd Base 10 activity. In it, students were given a card and were tasked with understanding the number being represented. The example below (Kristen Acosta) shows different ways the numbers were represented. The students were then placed in groups of 3-4 and ordered their numbers. Then, each group went to the large number line (literal clothesline stretched from one end of the room to the other) and placed their numbers on the class number line. The slip of paper was folded so that the number ‘hung’ on the number line. You can also use clothes pins to secure the numbers in place. This led to many rich discussions on placement and spacing.

Create Your Own

This was a huge hit with the students and teachers. This led to teachers asking for others. We found a multiplication activity (Kristen Acosta). Then teachers wanted division, area and perimeter. Try as I might, I couldn’t find anything online that was already created. This, then, led to me creating them. This became a labor of love.

Like other math resources I create, I looked at the standard and the framework when I created these. The division clothesline has various representations of division: standard form, number line, and images. In each the missing number could have been the quotient, dividend, or divisor. The missing number (n) is the number that is placed on the number line.

It took me a bit to decide how to approach the area/perimeter. Ultimately, I decided that students should find either the area or the perimeter. I made sure that the students were exposed to a variety of images and challenges in order to find each. Some had a missing side, others only gave two side measurements to find the area or perimeter of a rectangle.

Notes From Grown-Ups Update

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Back in 2019, I was blown away by the incredible energy and enthusiasm that filled the air during Back to School Night! The atmosphere was simply electric as students eagerly walked around their new room. Their grown-ups also had a job to do: write messages to the students. The results were fantastic and I couldn’t help but be captivated by the sheer brilliance and boundless positivity that jumped off the poster. These messages were like shimmering gems, glistening with love and inspiration, ready to guide and uplift the students throughout their entire journey. It was an absolute adrenaline rush of joy and motivation, leaving everyone buzzing with excitement for the amazing year ahead! If you want to relive that thrilling and heartwarming moment, head over to this link to read more about it!

What began as a humble idea in my classroom, born from a fleeting moment of inspiration in 2019, has blossomed into something truly remarkable. The joy that this concept brings has now spread far beyond the walls of my own classroom, reaching other classes, schools, districts, and even states. The impact of this simple idea has been truly astounding.

Allow me to share with you one particularly heartwarming story that exemplifies the reach and power of this concept. Martha Klein Conway, a dedicated educator and member of the EduProtocols Community Facebook Group, decided to implement this activity for the parents of her 5th-grade students. Recognizing the profound impact it could have on fostering a sense of connection and engagement, she eagerly created a space to share messages. The response from both parents and students was overwhelmingly positive, and it served as a testament to the transformative power of this idea.

Message board from parents

Inspirational Quotes

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I have the honor to go into a 3rd-grade classroom in my district. Each time I am in there, the teacher has an inspirational quote posted. This isn’t your everyday quote. No, this teacher organically connects these quotes to social-emotional learning (SEL).

As you can see, the teacher is helping the students to have a healthy mindset about previously made choices. Not only does the teacher write these words, but demonstrates them to the students daily. The students are also reminded that mistakes are okay but in an authentic voice. It’s one thing to tell students, but it’s another thing to experience the compassion and encouragement to be gentle with oneself.

I have learned so much from this teacher. And hopefully, you learned a thing or two as well.

Size Matters

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Yesterday, Friday, I had 5 students absent. When everyone is present, we have 26 students in our class. They are an awesome group of kiddos. I’m really enjoying them, but when I had 21 yesterday in class, it was so nice!

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Let me explain. First of all, it had nothing to do with which students were absent. It had everything to do with the number of students physically present. I know 26 isn’t a bad number to have (last year I had 31 – THAT was too many). However, 21 students made it so much easier to squash undesired behaviors before the student had a chance to fully commit to the behavior. It allowed me to target individual needs more effectively. Don’t get me wrong, we had some name calling and general playing around but it was easier to manage.

So when school officials, politicians, or policymakers say that handling 31 is the same as handling 21, they clearly have either never been in the classroom (as a teacher) or have been out of it for far too long. There is a difference. I felt so much more productive and impactful than I have in a long time. I felt as if I really was making a difference and reaching all students.

If you are in a position to make a difference in your community, I urge you to do so. Go to school board meetings or talk to teachers. Because in the end, size really does matter!

And yes, I will be happy to see all 26 of them Monday morning!

Math Video Practice

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I hate monotony. I hate doing boring work. I hate workbooks. However, sometimes the simple fact is that kids need to do some of that boring work to get the process down. We have been working on multiplying decimals for a week now. They are getting it, but need more practice. If I suggested doing more work from their math books, I might have had a mutiny on my hands.  So I tricked them!

I made copies of some of their math book pages. They were given partners and one problem to solve. In the end, they were to record their process. This was a great exercise for everyone. A few groups used physical manipulatives to show their thoughts while others chose to use the algorithm. I think my favorite was this group who tried to subtract before multiplying. During their group work, I was able to sit with them and help guide them after listening to their reasoning

Class Culture

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Last year I failed, miserably, at creating a positive class culture. I could go into all the ‘reasons’ why I failed, but in all honesty, they just sound like excuses when I say them out loud. I mean, this is how bad it got: at the end of the school year I ask students to list positive qualities about their classmates. This led to the majority of my class saying, “she gives good burns,” about one girl. And they meant it in an honoring way. They looked up to her because she could cut others down. Yeah, I don’t want THAT again!

So as a part of my reflection, I asked myself, “How can I do better this year?” I decided that ‘Motivation Monday’ might be in order. I’m sure I read or saw this somewhere. The idea is that each Monday (or Tuesday when we have Monday’s off) I will show a short inspirational video to the class; some ‘feel good’ video. I have begun curating a collection of these videos on YouTube. I will continue to add to them as the year progresses. There are so many wonderfully inspiring people, and in some cases animals, out there. I would much rather my students value the uplifting actions and words of others than the cutting ‘burns’ one spews upon others.

 

Pinterest Classroom

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It’s summer and I”m doing what most teachers do; reflecting, researching, and preparing for the upcoming school year. Yeah, I know it’s still June, it’s what I do. Recently, I joined a teacher Facebook group. It’s great. Teachers are asking questions, looking for ideas, gathering resources, and the like. Then there was a run on teachers asking about classroom themes and names. This got me thinking.

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You see, I don’t ‘pimp out’ my room with a theme or a cutesy name. I never have. I’d like to say that it’s because of some philosophical reason but sadly, it boils down to sheer laziness. I mean, that’s a lot of extra work. I”m am definitely NOT the type of person who is all on board with creating more work for myself. And so seeing all these teachers being enthusiastic about themes and names (i.e. Ms. N’s RockStars) had me reevaluating my thoughts on the subject.

I came to the conclusion that I’m STILL not going to do that. Why? a lot of the same reasons: I don’t create extra work for myself. But looking at it deeper, why would I want to? Personally, I like to focus my creativity on lessons. I rarely do the same lesson twice. I don’t reinvent the wheel each year, I tweak or change up lessons based on latest research, tools, and needs of my students.

I’m not creating a ‘Pinterest Classroom’; it doesn’t help my students. It might make me feel good to have a cutesy room and others might look at it and think it’s cute too, but that’s not my job. My goal is to help my students learn and succeed. That’s not to say that I don’t try to create an organized classroom; I do. I try to create a safe, calming, relaxing, and a caring classroom. So if your looking for a cute ‘Pinterest’ classroom with a fun name; my classroom isn’t for you. If you’re looking for innovative lessons with successes and failures; look no further.

Countdown

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pexels-photo-280264.jpegThe end of the school year is upon us. Today someone pointed out that we only have four more weeks of school. That’s not a lot of time. I know many teachers, and students, are in full ‘countdown mode’. Meaning, they are counting down the days until summer. I can’t fault them. The idea of a long vacation sounds wonderful. Time to do all the things that I’ve been putting off: steam cleaning the carpets, revamping lessons, relaxing, training ‘bat dog’ (aka Goldilocks, the 4-month-old puppy). Except, I don’t countdown. I used to, but I don’t anymore.

A few years ago I read a post (I can’t remember who wrote it) that changed my viewpoint. Basically, counting down sends the wrong message to the kids: learning isn’t that important. Learning is exciting and we should want it to continue. I am paraphrasing, but that was the message. I originally agreed, but have since changed my thoughts slightly.

While counting down and sending the message, “I can’t wait to get out of here” is what got me to change my thinking it’s not how I think now. For me, this time of year is bittersweet. I know what makes my kids tick. I know what will set them off. I know what to look for in others. I KNOW my kids. We are a family. We operate like a well-oiled machine. And now, I have to say good-bye. I don’t want to. I want to continue learning and growing with them.

Today I had a student upset about a personal problem. The student confided in another student. It warmed my heart to see the other student being compassionate and a good friend. We are a family and our family will be splitting up in a month.

It took us a long time to get to this point: us being a family. This is why I don’t do countdowns. I want to give it my all until the last day. I want to keep our family moving forward.

And next year I will start fresh. I will cultivate a new family. I will reflect on my new family in one year. I will be sad that we will soon go in different directions, but I will also marvel at their growth.

How Was Your Break?

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pexels-photo-551590.jpegThis is one question I try not to ask. This and “Did you have a good break?” When dealing with many students from differing backgrounds, it’s easy to forget that not everyone has a ‘good break’. It’s a natural question for many of us to ask. We come back not really ready to be back. I mean, we all love to sleep in and get things done around the house or hang with family/friends or go on trips. But for many students coming back to school is a welcome break from their home lives.  And for that reason, I no longer ask students these questions.

I write this because I was reminded over my break that not all our students have ideal home lives. Some are dealing with the threat of a parent being deported or being evicted from their homes. Others are visiting a parent in jail over the holidays. Some don’t have money for presents. And yet others have had to deal with trauma and situations we can’t imagine. For these students, school IS their safe place; school is a welcome break from their everyday lives.

So what do I do? What do I say to my students when they come back? I’ve found that questions and statements such as: “I’m so happy to see you,” or “Are you glad to be back?” work well. “Are you glad to be back?” allows students to tell me about their trips to Mexico, all the toys they received, or the family they spent time with.  While allowing those in less than ideal situations to feel safe to say, “Yes, I’m happy to be back.” Many times they follow that statement with, “It was so boring.” Knowing their lives, I know this isn’t really the case, but rather they are happy to feel safe for 7 hours out of their day.

And it’s not just our students who don’t always have ‘good breaks’. Some of our colleagues have had to deal with situations that were less than an ideal Holiday. Remember: “Be kind, for everyone you meet is fighting a hard battle,” – Ian Maclaren.