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Comment: MATH to get all the freebies in this video.

Want a math routine that gets EVERY student thinking? 👏

Try Convince Me That.

Give students a statement or answer and ask them to convince you that it’s true—or prove that it’s not.

It sounds simple, but it gets students explaining their thinking, defending their reasoning, listening to different strategies, and actually talking about the math instead of just giving an answer.

And the best part? You can use it with almost ANY math concept you’re already teaching. 🙌

Save this one for those days when you need an easy routine that requires almost no prep but gets your students engaged and thinking.

👉 Comment MATH for more easy math routines that will engage your students this year!

your students are struggling with regrouping, try teaching it like this. 👇

One of the biggest mistakes we make is asking students to memorize the steps before they actually understand what’s happening.

When regrouping is taught as a procedure, students forget it.

When it’s taught with visual models, hands-on practice, and meaningful math conversations, the light bulbs start coming on.

Instead of asking, “What number goes here?” your students begin asking, “Why does this work?”

That’s when real understanding happens—and that’s when regrouping finally starts to stick.

Save this idea for your next math lesson, and if you’re looking for more classroom-tested strategies that actually build number sense…

👇 Comment “MATH” and we’ll send you our favorite free math resources that help move the needle in your classroom.

I stopped doing what everyone told me to do during math intervention… and my students started making real progress.

I used to believe the answer was giving struggling students more time, more practice, and more worksheets.

So that’s exactly what I did.

But week after week, I found myself wondering why they still weren’t building the confidence or understanding they needed.

Everything changed when I stopped focusing on getting through intervention lessons and started focusing on building number sense first.

The routines became more engaging.
The conversations became richer.
And my students finally started making connections instead of just guessing.

That one shift completely changed the way I teach math intervention.

If you’ve ever felt like you’re pouring everything into your intervention block and still not seeing the growth you hoped for, you’re not alone. Sometimes the biggest results come from changing the approach—not working harder.

👇 Comment “MATH” and we’ll send you our favorite free math resources that help move the needle in your classroom.

I finally changed how I taught my math interventions… and it changed everything.

For years, I thought struggling students just needed more practice.

So I gave them more worksheets.
More intervention groups.
More time.

But despite all the extra effort, too many of my students still weren’t making the progress I knew they could.

Then I made one simple shift.

Instead of giving them more of the same, I started using hands-on routines that helped them actually see the math, talk through their thinking, and build real number sense.

The difference was almost immediate.

Students who used to shut down started participating.
Kids who memorized answers started understanding why.
And intervention became something they actually looked forward to.

That shift changed not only my students’ growth—it changed the way I teach math forever.

If your interventions feel like you’re working harder than your students are learning, it might not be your students.

It might just be the system.

👇 Comment “MATH” and we’ll send you our favorite free math resources that actually work in real classrooms.

Comment: MATH for more easy math intervention routines that actually work!

Comment MATH for more free resources that move the needle. 👇

Teachers ask us all the time:

“How do I help students who struggle counting to higher numbers?”

Our answer usually surprises them because it’s so simple.

In fact, many teachers wonder if it could really make a difference.

Then they try it.

A few minutes a day. Consistent practice. No complicated prep.

And suddenly, students who once struggled are counting with more confidence and accuracy.

The best routines aren’t always the most complicated—they’re the ones students can use consistently.

Save this one to try with your class, and comment MATH to get more free math resources that actually move the needle.

Comment: MATH to get more easy and effective routines to try today.