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# grade 2 Archives - MARILYN BURNS MATH

Have you ever used Silent Math with your students? During this instructional routine, no one talks, not even the teacher. Read more to learn about how Silent Math works and why it’s a staple of my instruction.
February 7, 2024
Rebecca solved 7 – 3 by adding, demonstrating the important numerical reasoning strategy of applying the inverse relationship between addition and subtraction. Read about what happened when I used the video clip of Rebecca in a class lesson.
April 10, 2022
I love incorporating children’s books into math lessons. Since most of my teaching focuses on math, it’s a treat for me to read a book aloud to a class. After the students have a chance to enjoy the story and respond to the illustrations, then I use the book as a springboard for a math lesson.
August 31, 2021
Good Questions for Math Teaching is a Math Solutions book that has long been one of my favorites. It’s a resource that I dip into when I feel the need for something fresh. And it speaks directly to our current shelter-in-place coronavirus crisis as many of us look for ways to mathematically engage students online, children at home, or both. Here are samples to get you started. I’ll continue to post more ideas on Twitter (@mburnsmath).
March 17, 2020
I’ve taught students in grade 2 through middle school how to solve KenKen puzzles. If you’ve never solved KenKen puzzles yourself, or haven't engaged your students with them, read about how I’ve introduced them in the classroom. But be warned: KenKen puzzles can be addictive.
October 1, 2015
A word problem on a third-grade standardized math test didn’t call for a numerical answer, but instead asked students to decide if the problem should be solved by adding, subtracting, multiplying, or dividing. One third grader complained to his teacher, frustrated because he thought there was more than one correct possibility.
March 19, 2015
This post is about subtraction, which is typically difficult for students to learn and for teachers to teach. Think about 503 – 398, for example. To estimate the answer, I can change the problem to 500 – 400 (rounding 503 to 500 and 398 to 400). That gives me an estimate of 100, which I know is close. But how can I know if the actual answer to 503 – 398 is greater or less than 100? I raised this question with third graders.
February 25, 2015
Reading may seem like an odd subject for my math blog, but here I describe how my love of reading and math connected (and my confusion as an emerging reader about hearing voices). This post was included in Open a World of Possible, an anthology from more than 100 contributors that you can access as a free e-book.
January 22, 2015