July 12, 2025 • 34 mins
TD Flenaugh and Lauren Moseley discuss strategies for making math enjoyable and ensuring children are on track for success. They emphasize the importance of fostering a positive math mindset, suggesting various activities like counting collections and using real-life examples to teach math concepts. They highlight the shift from rote learning to understanding math processes and the role of parents in supporting their children's math education. They also discuss the significance of real-world applications, such as understanding percentages and fractions, to enhance children's math skills.
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
TD Flenaugh (00:03):
Where my mathematicians at? This episode,
we're going to talk about how tohave fun with the math, and you
don't want to miss it, thosetips and strategies to make sure
your kids are on track for math.
Hi. Thank you so much forjoining the Falling for Learning
Podcast. We have this podcast tohelp parents and caregivers with
(00:24):
having the resources, strategiesand tools needed to make sure
that their children are on trackfor earning and to stay on track
for success.
Okay, so I want to say thatyesterday was my last day of
work, and I'm feeling tired alittle bit, you know? I really
(00:50):
want to jump up and get allthese things done, and I'm
lagging a little bit, but it'sfine.
Lauren Moseley (00:57):
Yeah, you know what? You're tired is a whole
different level of tired. Sothat's why we have the whole
summer off. We need it torecover and rest, yes, for three
weeks now. So that's, you know,
TD Flenaugh (01:13):
way to rub it in, way to rub it in, whatever. No,
yeah, it's great to have our ourtime
Lauren Moseley (01:22):
here. Yeah, you get some some sleep. Girl, sleep
in you were up early, superearly this morning. I would not
have been up at six, anything.
TD Flenaugh (01:30):
No, I was up at six, but then I went back to
sleep. So I had my first nap ofthe day. You know,
Lauren Moseley (01:41):
your mid morning nap?
TD Flenaugh (01:43):
Yep. So then I got up around seven and lazed in the
bed for a little bit. Anyway, Idefinitely got to be about my I
got to get back on my exercisegame. Do you know I was doing so
good, I had gone 100 somethingdays, but then my back went out,
and then I just really couldn'tsustain so I really want to get
(02:04):
back on that, because it was allabout getting myself exercising
every day, even with work,because I feel like I'm one of
those worker bees where I'mlike, I need to do I need to
wake up At Five and work on thislesson plan, or grade these
papers or do these things, orplan for this project, and
(02:30):
working out doesn't fit intothat. You know, by the time I
lift my head up from that screenor from that book or whatever
I'm doing, it's time to get intothe shower, get ready for work
after work, a lot of times I'mtired. It's like, I'll go later,
and then I never go. So I was ona roll of several days, you
(02:52):
know, either walking, running,you know, even when I started
work and they had, I had wasvery early hours, seven to 330 I
was on really early hours. Iwould still get up, but I need
to get back to that, becauseI'm, you know, I go to physical
therapy and stuff, and hopefullyI don't have any more
debilitating back, you know, myback going out so that that
(03:16):
really sidelined me. So whathave you been doing? Yeah, so
what have you been doing to takecare of yourself?
Lauren Moseley (03:24):
Well, I get out every day because I have dogs,
and they all require a nice,long walk. So I just came back
from my morning walk. It's verythat's why I'm glistening a
little bit. Yeah, so I'mdefinitely getting, getting lots
of dog walking time. We'resleeping in, though we're not
(03:46):
getting up at the crack, but youcan't sleep in too much because
it's so hot you have to get outor miss that opportunity,
because after after 10 isbrutal. And I've been
decluttering. I have been goingthrough every closet, every
drawer, and just saying, Do I doI need this? And if I don't, it
(04:09):
is going in the trash. So we'vebeen doing a lot of
decluttering. And look, I haveto show you this in my
decluttering, I found my I wasgoing to read this to my first
graders, but there's somepictures of him with those
yellow pants with the cheeksout, so I felt that this
probably wasn't schoolappropriate, iconic little
(04:31):
alphabet journey through hislife. So I'm finding all kind of
cool things as I declutter,things that I forgot, that I
had, that I needed and loved,but all the other stuff is went
out on the curb, and within anhour it was all gone. So thank
you to the neighbors and friendswho just came by and picked up
random, boxed up junk. Weappreciate it. One man's trash
(04:55):
is another man's treasure.
TD Flenaugh (04:57):
All right, I'm glad you made the choice and. Not to
show your first graders, thePrince cheeks, cheeks, nice.
Lauren Moseley (05:09):
It's really a, it's really an A through Z book
for me, it's for me. You know,it's always good to practice
those primary skills. You know,alphabetizing is so important,
TD Flenaugh (05:23):
yes, and in addition to alphabetizing being
really good is also numbers andnumber, numberizing? No just
Today, we're going to talk aboutnumbers, math, math skills,
playing.
right? So I have not taught mathin a very long time, but I am a
(05:49):
math person. I really am. Wantto say that. I don't want to say
I'm not a Math. I just don'tteach, I don't specialize in
teaching math, but I'm a mathgirl, like I took calculus and I
took, you know, pre algebra andall that, and middle school,
algebra in middle school. So I'ma math person. I just don't
(06:10):
teach math, which, there's a lotof math people that don't teach
math so
Lauren Moseley (06:16):
well, I would even, I would even say that if
you're a person, you're a mathperson, because math is
everywhere.
TD Flenaugh (06:25):
I like that. That's a good idea, right? There's just
something about math. And we'vetalked, I've talked about this
before, where people willreadily say, I'm not a math
person. I don't do math, I can'tI don't get math or whatever.
And it's so acceptable to say.
And my husband was pointing out,like, people don't like, I'm not
a reading person. I don't read.
(06:46):
I don't really know how to read.
I'm not good at reading. Like,it's like, you're not gonna hear
it. But math, a lot of peoplefeel comfortable saying that.
And yeah, I it's, it's sadbecause they it's like, I've
accepted it. Not good at it.
Nothing else to say about that.
Lauren Moseley (07:05):
I don't a math brain. Yes, I've heard that.
Yeah, so and I think even youknow my I grew up with a
mathematician. My mom is sheworked for McGraw Hill. She's
worked for lots of publishing.
She's written math textbooks.
(07:25):
She's chaired, you know, thecamp conference. So she is
definitely growing up in ourhousehold. She was the math
person. She could do math with apen.
TD Flenaugh (07:35):
Wow, wow. So your mom did like math textbooks and
all that kind of stuff. What aresome of her math textbooks?
That's amazing?
Lauren Moseley (07:44):
Um, she has some books. Let's see math, math in
my world,
TD Flenaugh (07:48):
math and my or in my world, in my
Lauren Moseley (07:51):
world, yes, yes.
She chaired the Texas State mathstandards. So she's got of books
about PD for how to meet, meetthe standards. And she's a She's
like the the math guru in ourfamily. She's just always been
very math minded. Um, lovesmath. She's the person who would
(08:16):
say, I'm not a reading person.
TD Flenaugh (08:20):
She Well, she's not gonna say she doesn't know how
to read. It's not
Lauren Moseley (08:23):
gonna say she doesn't know how to read. There
are people
TD Flenaugh (08:27):
I'm, yeah, I'm specifically talking about
people who are like, I don'tknow how to do math. I'm not a
math right? You're not gonnahear I don't know how to read,
even if they don't know how toread. It's just not something
that you open share, right?
Lauren Moseley (08:44):
But even, yeah, but my mom, she's, she's, it
was, it was always veryinteresting to see how she
could. She's got a very good wayto visualize numbers, and she
can do math in her head. She'svery, you know, I always looked
at her and and thought, Man, Iam not as good as my mom in
math. I didn't get that gene. Itwas always a little bit more
(09:08):
work for me. But I think as Istarted to understand, and this
is as an adult reflecting, Istarted to understand my
education journey, I realizedthat a belief system is really
maybe one of the most importantfactors in how you view yourself
(09:31):
in terms of a learner. You know,whether it's language arts or
science or anything, it's right,the book that you come into the
space with about who you are asa learner, which makes really
all the difference. So, yeah,
TD Flenaugh (09:45):
good point, good point. So yeah, as as we're
listening parents and educators,like, let's really think about,
you know, how we are sharingthat belief with our kids. What
are we saying to our kids? Tohelp them see themselves as math
people. And even you, if youwere saying, you know, and I've
(10:08):
even heard it like, just belike, so generalized, like, in
my family, we aren't good atmath, you know, like, so as a
kid, if I'm hearing that, it'slike, oh, well, I'm not good at
math. My mom's not good at it.
My auntie, you know, it's like,we're not good at math here,
like we don't do that. And ofcourse, that obviously goes into
how much you're trying, right?
(10:28):
Like, I'm not going to reallyput effort in this. I'm not good
at it. So why put effort in thisthing that I'm not good at? And
so we really have to think interms of that with our kids. And
let's talk about somestrategies, like, what are some
things that you know, that youdo with your students or with
(10:50):
yourself, for for math, to helpkids love math, be involved with
it.
Lauren Moseley (10:55):
Yeah, I think a couple of things. I think I you
know, knowing that we have kidsthat come in to, you know,
school thinking, I'm not a mathperson, yeah, you know, do a
little survey the beginning ofthe year. And you know, you have
kids who are the math kids andkids who are the language arts
kids. So knowing that I havelots of different types of
(11:16):
learners, I always want to thinkabout my classroom culture, and
how do I, how do I create anenvironment where the kids who
may not feel as confident inmath? How can I create a culture
for them where they can besuccessful? And sometimes it
(11:38):
just starts with, you know,giving a little bit more pause
time. You know, sometimes we, wehave these kids who are super
quick, and they know theirhands, right? You know, one kid
is, you know, barely got, youknow, the number line drawn on
their share. So definitelypausing and creating different
(12:02):
ways where kids can respond,where it's not always the
fastest kid, it's not always thekid that got the answer first. I
like to create ways wherethere's multiple ways to show
your work, yeah, and giving kidsan opportunity to, you know,
show it in a way that makessense to them. Maybe they're
(12:25):
going to draw a picture, whereassomeone else is going to
organize their theirmanipulatives on a tin frame,
you know, using different typesof tools. Maybe a kid is going
to verbally talk about it andshare with a partner. So just
giving kids lots of differentways that they can be
successful, and not alwaysrewarding quickness, because a
(12:49):
source of a lot of anxiety forkids. You know,
TD Flenaugh (12:52):
that's a good point. I mean, I was one of the
students when I was in highschool, for example, like I
would ask the most questions inmy math class, and like, our
teacher would basically presentthe lesson, then it's like,
okay, well, you your homework,your assignment is you need to
do this amount. Now if you haveany questions you want to ask,
(13:13):
like you could work, or youcould ask questions, and I would
just be there asking questionsbecause I needed that time to
process and to think through it.
The same thing with the test.
For a math test, for sure, Iwould often be the last person
or one of the last people tofinish my math test, but I would
(13:34):
still often get the highestgrade on the test. So I learned
not to feel anxious about it orworried about it, like, Oh, Kim
is already done. John's done.
I'm the only one done. Like,that's fine, as long as I could
have I figured it out. So I feellike math for me, for whatever
reason, and I know not everyonefeels this way, but helping our
(13:59):
kids to think through this andfeel comfortable with asking
questions, feel comfortable withtaking their time, because, you
know, I already had that in me.
I mean, I am a super nerd, asI've shared before, but I gave
myself the grace to do the testand take time to do the test and
(14:19):
not worry that other people werefaster at the test, but, like, I
found out later, often like, Oh,I got a C, I got a D. You know,
those kids who were doneearlier, and I would have, like,
I said, it would often happenwhere I'd have one of the
highest grades, sometimes thehighest grade on the test. And
(14:40):
so that's something else we needto, like, think about with our
kids. Yes, we want them to be,like, automatic with facts and
stuff like that. But whenthey're working out, like,
longer problems and higher levelmath, you they may need just
time to process double checktheir work, whatever it is.
Yeah.
Lauren Moseley (15:00):
Yeah, yeah,
TD Flenaugh (15:05):
the rewrite method and the rewrite method workbook
are your go to resource forhelping kids to learn to fall in
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(15:30):
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Lauren Moseley (15:46):
yeah, and I, I often think, you know, kids who
have the most anxiety aroundaround math, or, you know,
they're the most in need of thatkind of support. You know,
sometimes just giving them anopportunity to talk about the
process is very important. Youknow, sometimes we're people are
(16:09):
looking for an answer. I hearparents all the time saying, you
know, Oh, I saw their work andthey didn't get the answer
right. Like, yeah, they didn'tget the answer right. They may
have made a calculation error,but look at the process. Look at
look at the understanding. Theyobviously understood the process
because they're showing theirwork, and I teach first grade,
(16:30):
so we often have a lot ofopportunities to draw what it is
that we're experiencing. Soyeah, at the end, they
miscounted. So there's an error,but the process shows that they
were actually on track. And wewant to celebrate those things.
So those kids need to feelsuccessful. Because math, you
(16:52):
know, sometimes I think theconcreteness of math be, you
know, we're trying to reach afinal answer. Can sometimes be
rewarded more than the processof, how did you get there? So
we'd like to have lots ofconversations around, you know,
explaining your answer. Can you?
Can you explain to anotherstudent how you came up with
(17:15):
that answer, and even looking atwhen answers are different, you
know, how did, how did, how didthis person get this wrong
answer? What? What mistakes didthey make? And being able to
say, hey, that's, that's common.
That's a mistake that even adultwould have made. You know, my
kids love it when I say, I'vemade that mistake before. I've
(17:35):
done that before. I've, youknow, miscounted My, my, my
cubes, but because I, you know,didn't line them up in proper
order, I just kind of put myfinger on each one and counted.
I miscounted. That's a mistakethat you can make. So talking
about the process, talkingabout, you know, how they
arrived in the answer and andeven even looking at the
(17:59):
misconceptions,
TD Flenaugh (18:01):
so many good tips that you shared with us for
helping kids. What are somethings that parents say to you
that you feel like you need toaddress when it comes to math
instruction and like how they'rehelping their kids at home?
Lauren Moseley (18:19):
So I think parents probably are not
familiar with the new mathcurriculum. There's lots of
different ways that we'reapproaching math now that I
didn't learn math this way. Wereally focused when I was when I
was young, we focused a lot onalgorithms and learning to
(18:44):
memorize steps. And there wasn'ta lot of understanding about why
that, why those steps were theway they were, like long
division. You just remembered alittle poem. You remembered, you
know, the steps, and that's whatyou did.
TD Flenaugh (19:01):
So that's what so that's what you mean when you're
talking about algorithms, right,right? You're talking about the
steps. Just, this is the firststep. This is the second step,
bring it down, carry it. Youknow, I don't remember what that
is now, because I just do it,but that is what most of us
learned when we were kids. Andso, how is it different? Now?
(19:24):
How is that different? Like, howare you going to teach math now?
Lauren Moseley (19:29):
Yeah, so we're looking at more. And, you know,
I don't expect parents to beteachers. This is a profession
where hopefully we haveeducators that have had
development, you know,professional development, and
they've, they've gone to schoolto learn how to teach. So we're
not asking parents to becometeachers. But I do think there's
(19:52):
some, some mind shifts thatparents can have that, you know,
Math is everywhere, and we, wewould. Do well to think about
the things that kids alreadycome to school with, like the
knowledge that they can justautomatically come to class
with. I tell parents, you know,what do you have in your house
(20:15):
that your kids can just count,and if you could make it fun,
kids could spend quite a bit oftime just counting and grouping
things. And again, I teach, Iteach the littles, the little
ones, the little first graders.
So you know, if I got out acontainer of dice, I will have
kids who will be like, Oh, Ijust want to organize them and
(20:37):
count them. I want to organizethem by color and count them and
tell you how many red dye wehave and how many white ones and
how many green ones like that'sjust something they enjoy doing.
And I had a student from UCLAthat was training the teachers
in cognitive guided instruction,which started out with this idea
(20:59):
of counting collections. Sheliterally came in with a big bin
of plastic baggies with all kindof cool stuff to count, things
that kids love, things thatglittered, things that sparkled,
little gems, stickers, anythingyou can think of. And basically,
for, you know, 20 minutes beforemath instruction, you know, the
(21:23):
instructional part, the kidswould take out back, it would
just count, and they would groupthe things, and, you know,
groups of 10. And sometimes theywould organize it by color or
organize it by shape. And itreally helped them build a
strong number sense, and ithelped them to find numbers
enjoyable. It was something thatwas high interest for them, even
(21:47):
the third graders. I mean, Iwould imagine even up to, I
didn't teach fourth and fifth,but I know the third graders
were even into it, like, getthem some Pokemon cards and let
them sort them and count themand say, Hey, here's a stack of
cards. I need to know how manycards are in here. Yeah, cool.
We got it so, you know, parentscould find anything in their
(22:07):
home to just give their kids anopportunity to sort and count. I
used to do it with pennies. Mydad had a big, a big piggy bank
that was shaped like a bull, andyou'd have to shake it to get
the pennies out. And I would,you know, shake out his pennies
and count them and see how muchmoney was in there, and put them
back. Put it back in. That wasreally fun for me. So I think
(22:29):
that's one easy way. I thinkanother thing parents could do,
because I know it's still a partof, a part of the, you know, a
standard that's tested is tohelp kids identify coins, and
that's not something we do veryoften, because a lot of parents
are, you know, they're swiping.
TD Flenaugh (22:52):
Yes, a lot of swiping. I don't have cash.
Lauren Moseley (22:57):
And you know, kids are not as familiar with
coins and dollars and thingslike that. They're just not
there. They don't always knowthe name of it. They don't
always know what it's worth.
They've seen it, but they're notalways super familiar. Um,
growing up for you know, ourgeneration that's money was, we
knew what a dime, a quarter, anickel. I can't think of a time
(23:19):
when I didn't know what a nickelwas. Like, you know, we always
had change. We always had Yeah,something, you know, in the
cushions or in the ashtray. Yes,always Yeah. Kids are, aren't
familiar with with money. Sothat is such a
TD Flenaugh (23:38):
Yeah, that's so important to bring up. Like, I
don't think we think about itthat much and like, as we're
checking in with our kids thissummer, you might realize, Oh,
Johnny doesn't know this. Keishadoesn't know like, so make sure
you take that time, because whenour worlds shift, then the
natural things that we're like,okay, everyone knows that, or
(23:58):
they should know that they don'tknow because we don't use it,
you know, right along with,like, the analog clock, like,
how many kids don't know how totell time? Because we don't have
those in our homes anymore. So,
Lauren Moseley (24:12):
yeah, I have a kid. I started, I wanted to take
down my digital clock, because Iwould use estimates. I would
say, okay, you know, it would be1027 and I might say, Okay, boys
and girls, it's 1030 so we needto start cleaning up. And I
would have a kid go, it's not1030 it's 1027 so I had to start
(24:36):
thinking about, you know, inmath, we use a lot of estimates.
We use a lot of B you know, itdoesn't always have to be exact.
And that led to greatconversations about the clock
and about, you know, yeah, I cansay it's 1030 even though see
this big hand, see how close itis to the six. So you can still
(24:57):
call that 1030 because it's anestimate. And we had great
conversations. And so now, whenI say, Okay, it's 1027 I you
know, Javier won't go, Oh no,it's not we. Still we. It's not
1030 yet we don't go to lunchuntil 1030 and building in those
conversations about, well, weneed, we need about three
minutes to line up and get oursnacks. And, you know. So I
(25:21):
think parents can also haveintentional conversations about
time and about how long thingsactual actually take. Like, how
long does it take you to tieyour shoes, you know? How long
can you hold your breath? Canyou hold your breath for hours?
You hold your breath forminutes, you hold your breath
for seconds. Like, those arethings that you can build into
(25:43):
just a normal day, a normalconversation. You don't have to
buy anything that give kids alittle give kids that that edge
and that understanding, thatMath is everywhere. And these
are kind of things that aregoing to show up in the
classroom. There will be wordproblems about these things, and
if they've already had a reallife experience where they can
talk about it and think aboutit, I think that's always that's
(26:07):
always helpful,
TD Flenaugh (26:09):
yeah, for sure. And even when we think about just
having patience, right? If Iknow, if it's five minutes, you
know, I'm like, Okay, I coulddeal with five minutes. Or I
could do with an hour, I couldcount it down. But, yeah, when
you're younger, time is like, goso slow. You're like, an hour,
(26:29):
two hours, you know, you know.
And then sometimes we have to dosomething, and it's like, well,
actually, it only takes fiveminutes if you do this, and
you're like, Okay, you know,it's not as bad, you know, also
giving you that perspective,yeah, in terms of time and
numbers, yes, like that,
Lauren Moseley (26:49):
yes, absolutely.
TD Flenaugh (26:53):
Yeah, yeah. So another thing I thought that was
really fun dealing with math is,like, geometry and shapes. So I
so that I just, I don't knowwhat it was about the shapes and
the calculations, but I justreally liked, I really liked
that type of math. Yeah, thenyou know the practical,
(27:15):
practical application, right?
Like, if you're going to puttile on a floor, or if you're
going to put carpet, or you'regoing to put those little tiles
of grass when you're landscapinglike those are things that we
could talk to kids about.
Transfer that information. We'rejust going to put a fence up,
right? We're not going to puteverything all over the lawn.
(27:39):
We're just doing that outside ofthe line, right? And there's
lots of ways we could, you know,like, How many books do we need
to put around our little fortthat we've made in the living
room, to have a little, youknow, fun things and obviously,
more concrete, like real lifeexamples of like, making a
(28:02):
fence, making a putting a stringaround something, you know,
belt, like, how, how long doesyour belt have to be as you're
getting older, or whatever?
Yeah, yeah.
Lauren Moseley (28:15):
I remember I understood percentages. I had to
be second third grade because mymom loved to shop, and I knew
that 50% was a greater deal than15% even though those two words
sound very similar, she wouldget really excited if it was 50%
(28:37):
I knew that that was, that was alot, that was a lot of you know
she was gonna, she was going tobe paying a lot less when it was
50% off versus 15% I know Iunderstood fractions, because
when we would drive on thefreeway and it said, No, the
exit to my grandmother's houseis Reed road, and it would say,
(28:59):
you know, You're getting therein three fourths of a mile, it
would take a it would be longerthan if we were getting there
when it said 1/4 of a mile,right? So like those little
things I just paid attention to,and my mom would say, oh, you
know, we're three fourths of amile. I don't know what three
fourths is, but I know that'slonger than when it's a fourth
(29:19):
of a mile or half of a mile. Hadno idea what those numbers
meant, but when it was time toactually learn fractions, I had
a context. I had some placewhere I would go, Oh, that's
what those things mean, and itwould just make more sense
because I'd had a real lifeexperience, yeah,
TD Flenaugh (29:38):
and that's another thing we could do is to help
kids, like even makingsandwiches. We could say half of
a sandwich, or 50% of thesandwich, or cut it in quarters
or fourths. Like helping kidsknow quarters and fourths are
the same thing, and helptransfer that knowledge to like,
okay, four quarters is a. Dollarfor quarters of a sandwich as a
(30:02):
whole. Like those are thingsalso that we could help prepare
kids. So then, when we're inschool saying, okay, a fourth
and a quarter and four diff, youknow, divided by four and all of
that, that it has some meaningfor them, right? And also, I, of
course, I know how to dopercentages and stuff. But when
I was 16, I was working in likea clothing store, and then I
(30:25):
learned how to do it mentally,right? Because, you know, like
you said a quarter off, I mean,25% off, and then I, you know,
transferred that to quarter, andI'm like, Oh, just divide it by
four, and that's the amount offof the price, you know, or half
off. And one of my co workerswas helping me to, like, do the
mental math. But I didn't reallyknow how to do the mental math
(30:48):
of it until my coworker wasteaching me that. And so I, you
know, those are, you know, goingback to shopping, or, like, you
only have $50 to spend on this.
So 25% off. Do you have enough?
Like helping kids to thinkthrough that something that they
want, right? They may bewaiting, okay, as soon as it
(31:09):
goes on sale for Christmas orwhatever it is, you know,
there's always sales, MemorialDay Sale, whatever the sale is
like, if it goes on sale, youcan get it because get it, it
needs to be 20% or if you'resaving up money, you could eat
an off. Also talk about thoseincrements. I have a quarter of
the money saved for my newskirt, or whatever it is that
(31:33):
they want my new game. I havehalf the money saved. Have three
quarters of it saved, whatever.
So helping them talk aboutnumbers in different ways with
different representations willalso help transfer that
knowledge to when they get intoa classroom and all of that. So
just helping,
Lauren Moseley (31:55):
yeah, Math is everywhere. It's everywhere. And
I was thinking about, I don'tknow if you've ever heard of
kids hub. It's a it's one ofthose guided drawing YouTube
channels. The guy, he takes thekids step by step, shows you how
to draw. You know, I don't knowanything. They could be a
(32:18):
rainbow, a Pokemon, but he talksa lot about shapes. He's, you
know, he says, Draw a trianglehere, draw a rectangle here,
draw a square here. And he's,and he's guiding them through
this process of, you know, youknow, even spatially, like, put
it on the top of your paper, puton the bottom your paper. So
(32:38):
although those things is art,but it's math. And I think
about, you know, how easy thatwould be even to let your child,
you know, go to YouTube and, youknow, go to, we can probably put
that in the show notes. Yes, goto this website and have kids
learn how to draw their favoritecharacter using shapes. And
he's, and he's indirectlyteaching them, you know,
(33:00):
geometry. So there's so manythings that kids can can do over
the summer that kind of givethem a little, you know, boost.
So when they go in theclassroom, you know, they have a
they have some type ofexperience that helps them.
Yeah.
TD Flenaugh (33:22):
Well, we hope that you do something today that
gives your child the competitiveadvantage. We appreciate you
watching us. Have a great week.
Lauren Moseley (33:32):
Yeah, and get some rest.
TD Flenaugh (33:35):
Rest. Thanks again for supporting the falling for
learning. Podcast. New Episodesgo live every Saturday at 5pm
you can watch us on youtube.com,at falling for learning, or
listen on all major podcastplatforms such as Apple, Google,
(33:57):
Audible, Spotify and much morefor more resources, visit,
falling in love withlearning.com we really
appreciate you. Have a wonderfulweek.
Lauren Moseley (34:12):
Yay. You.
Where my mathematicians at? This episode,
we're going to talk about how tohave fun with the math, and you
don't want to miss it, thosetips and strategies to make sure
your kids are on track for math.
Hi. Thank you so much forjoining the Falling for Learning
Podcast. We have this podcast tohelp parents and caregivers with
(00:24):
having the resources, strategiesand tools needed to make sure
that their children are on trackfor earning and to stay on track
for success.
Okay, so I want to say thatyesterday was my last day of
work, and I'm feeling tired alittle bit, you know? I really
(00:50):
want to jump up and get allthese things done, and I'm
lagging a little bit, but it'sfine.
Lauren Moseley (00:57):
Yeah, you know what? You're tired is a whole
different level of tired. Sothat's why we have the whole
summer off. We need it torecover and rest, yes, for three
weeks now. So that's, you know,
TD Flenaugh (01:13):
way to rub it in, way to rub it in, whatever. No,
yeah, it's great to have our ourtime
Lauren Moseley (01:22):
here. Yeah, you get some some sleep. Girl, sleep
in you were up early, superearly this morning. I would not
have been up at six, anything.
TD Flenaugh (01:30):
No, I was up at six, but then I went back to
sleep. So I had my first nap ofthe day. You know,
Lauren Moseley (01:41):
your mid morning nap?
TD Flenaugh (01:43):
Yep. So then I got up around seven and lazed in the
bed for a little bit. Anyway, Idefinitely got to be about my I
got to get back on my exercisegame. Do you know I was doing so
good, I had gone 100 somethingdays, but then my back went out,
and then I just really couldn'tsustain so I really want to get
(02:04):
back on that, because it was allabout getting myself exercising
every day, even with work,because I feel like I'm one of
those worker bees where I'mlike, I need to do I need to
wake up At Five and work on thislesson plan, or grade these
papers or do these things, orplan for this project, and
(02:30):
working out doesn't fit intothat. You know, by the time I
lift my head up from that screenor from that book or whatever
I'm doing, it's time to get intothe shower, get ready for work
after work, a lot of times I'mtired. It's like, I'll go later,
and then I never go. So I was ona roll of several days, you
(02:52):
know, either walking, running,you know, even when I started
work and they had, I had wasvery early hours, seven to 330 I
was on really early hours. Iwould still get up, but I need
to get back to that, becauseI'm, you know, I go to physical
therapy and stuff, and hopefullyI don't have any more
debilitating back, you know, myback going out so that that
(03:16):
really sidelined me. So whathave you been doing? Yeah, so
what have you been doing to takecare of yourself?
Lauren Moseley (03:24):
Well, I get out every day because I have dogs,
and they all require a nice,long walk. So I just came back
from my morning walk. It's verythat's why I'm glistening a
little bit. Yeah, so I'mdefinitely getting, getting lots
of dog walking time. We'resleeping in, though we're not
(03:46):
getting up at the crack, but youcan't sleep in too much because
it's so hot you have to get outor miss that opportunity,
because after after 10 isbrutal. And I've been
decluttering. I have been goingthrough every closet, every
drawer, and just saying, Do I doI need this? And if I don't, it
(04:09):
is going in the trash. So we'vebeen doing a lot of
decluttering. And look, I haveto show you this in my
decluttering, I found my I wasgoing to read this to my first
graders, but there's somepictures of him with those
yellow pants with the cheeksout, so I felt that this
probably wasn't schoolappropriate, iconic little
(04:31):
alphabet journey through hislife. So I'm finding all kind of
cool things as I declutter,things that I forgot, that I
had, that I needed and loved,but all the other stuff is went
out on the curb, and within anhour it was all gone. So thank
you to the neighbors and friendswho just came by and picked up
random, boxed up junk. Weappreciate it. One man's trash
(04:55):
is another man's treasure.
TD Flenaugh (04:57):
All right, I'm glad you made the choice and. Not to
show your first graders, thePrince cheeks, cheeks, nice.
Lauren Moseley (05:09):
It's really a, it's really an A through Z book
for me, it's for me. You know,it's always good to practice
those primary skills. You know,alphabetizing is so important,
TD Flenaugh (05:23):
yes, and in addition to alphabetizing being
really good is also numbers andnumber, numberizing? No just
Today, we're going to talk aboutnumbers, math, math skills,
playing.
right? So I have not taught mathin a very long time, but I am a
(05:49):
math person. I really am. Wantto say that. I don't want to say
I'm not a Math. I just don'tteach, I don't specialize in
teaching math, but I'm a mathgirl, like I took calculus and I
took, you know, pre algebra andall that, and middle school,
algebra in middle school. So I'ma math person. I just don't
(06:10):
teach math, which, there's a lotof math people that don't teach
math so
Lauren Moseley (06:16):
well, I would even, I would even say that if
you're a person, you're a mathperson, because math is
everywhere.
TD Flenaugh (06:25):
I like that. That's a good idea, right? There's just
something about math. And we'vetalked, I've talked about this
before, where people willreadily say, I'm not a math
person. I don't do math, I can'tI don't get math or whatever.
And it's so acceptable to say.
And my husband was pointing out,like, people don't like, I'm not
a reading person. I don't read.
(06:46):
I don't really know how to read.
I'm not good at reading. Like,it's like, you're not gonna hear
it. But math, a lot of peoplefeel comfortable saying that.
And yeah, I it's, it's sadbecause they it's like, I've
accepted it. Not good at it.
Nothing else to say about that.
Lauren Moseley (07:05):
I don't a math brain. Yes, I've heard that.
Yeah, so and I think even youknow my I grew up with a
mathematician. My mom is sheworked for McGraw Hill. She's
worked for lots of publishing.
She's written math textbooks.
(07:25):
She's chaired, you know, thecamp conference. So she is
definitely growing up in ourhousehold. She was the math
person. She could do math with apen.
TD Flenaugh (07:35):
Wow, wow. So your mom did like math textbooks and
all that kind of stuff. What aresome of her math textbooks?
That's amazing?
Lauren Moseley (07:44):
Um, she has some books. Let's see math, math in
my world,
TD Flenaugh (07:48):
math and my or in my world, in my
Lauren Moseley (07:51):
world, yes, yes.
She chaired the Texas State mathstandards. So she's got of books
about PD for how to meet, meetthe standards. And she's a She's
like the the math guru in ourfamily. She's just always been
very math minded. Um, lovesmath. She's the person who would
(08:16):
say, I'm not a reading person.
TD Flenaugh (08:20):
She Well, she's not gonna say she doesn't know how
to read. It's not
Lauren Moseley (08:23):
gonna say she doesn't know how to read. There
are people
TD Flenaugh (08:27):
I'm, yeah, I'm specifically talking about
people who are like, I don'tknow how to do math. I'm not a
math right? You're not gonnahear I don't know how to read,
even if they don't know how toread. It's just not something
that you open share, right?
Lauren Moseley (08:44):
But even, yeah, but my mom, she's, she's, it
was, it was always veryinteresting to see how she
could. She's got a very good wayto visualize numbers, and she
can do math in her head. She'svery, you know, I always looked
at her and and thought, Man, Iam not as good as my mom in
math. I didn't get that gene. Itwas always a little bit more
(09:08):
work for me. But I think as Istarted to understand, and this
is as an adult reflecting, Istarted to understand my
education journey, I realizedthat a belief system is really
maybe one of the most importantfactors in how you view yourself
(09:31):
in terms of a learner. You know,whether it's language arts or
science or anything, it's right,the book that you come into the
space with about who you are asa learner, which makes really
all the difference. So, yeah,
TD Flenaugh (09:45):
good point, good point. So yeah, as as we're
listening parents and educators,like, let's really think about,
you know, how we are sharingthat belief with our kids. What
are we saying to our kids? Tohelp them see themselves as math
people. And even you, if youwere saying, you know, and I've
(10:08):
even heard it like, just belike, so generalized, like, in
my family, we aren't good atmath, you know, like, so as a
kid, if I'm hearing that, it'slike, oh, well, I'm not good at
math. My mom's not good at it.
My auntie, you know, it's like,we're not good at math here,
like we don't do that. And ofcourse, that obviously goes into
how much you're trying, right?
(10:28):
Like, I'm not going to reallyput effort in this. I'm not good
at it. So why put effort in thisthing that I'm not good at? And
so we really have to think interms of that with our kids. And
let's talk about somestrategies, like, what are some
things that you know, that youdo with your students or with
(10:50):
yourself, for for math, to helpkids love math, be involved with
it.
Lauren Moseley (10:55):
Yeah, I think a couple of things. I think I you
know, knowing that we have kidsthat come in to, you know,
school thinking, I'm not a mathperson, yeah, you know, do a
little survey the beginning ofthe year. And you know, you have
kids who are the math kids andkids who are the language arts
kids. So knowing that I havelots of different types of
(11:16):
learners, I always want to thinkabout my classroom culture, and
how do I, how do I create anenvironment where the kids who
may not feel as confident inmath? How can I create a culture
for them where they can besuccessful? And sometimes it
(11:38):
just starts with, you know,giving a little bit more pause
time. You know, sometimes we, wehave these kids who are super
quick, and they know theirhands, right? You know, one kid
is, you know, barely got, youknow, the number line drawn on
their share. So definitelypausing and creating different
(12:02):
ways where kids can respond,where it's not always the
fastest kid, it's not always thekid that got the answer first. I
like to create ways wherethere's multiple ways to show
your work, yeah, and giving kidsan opportunity to, you know,
show it in a way that makessense to them. Maybe they're
(12:25):
going to draw a picture, whereassomeone else is going to
organize their theirmanipulatives on a tin frame,
you know, using different typesof tools. Maybe a kid is going
to verbally talk about it andshare with a partner. So just
giving kids lots of differentways that they can be
successful, and not alwaysrewarding quickness, because a
(12:49):
source of a lot of anxiety forkids. You know,
TD Flenaugh (12:52):
that's a good point. I mean, I was one of the
students when I was in highschool, for example, like I
would ask the most questions inmy math class, and like, our
teacher would basically presentthe lesson, then it's like,
okay, well, you your homework,your assignment is you need to
do this amount. Now if you haveany questions you want to ask,
(13:13):
like you could work, or youcould ask questions, and I would
just be there asking questionsbecause I needed that time to
process and to think through it.
The same thing with the test.
For a math test, for sure, Iwould often be the last person
or one of the last people tofinish my math test, but I would
(13:34):
still often get the highestgrade on the test. So I learned
not to feel anxious about it orworried about it, like, Oh, Kim
is already done. John's done.
I'm the only one done. Like,that's fine, as long as I could
have I figured it out. So I feellike math for me, for whatever
reason, and I know not everyonefeels this way, but helping our
(13:59):
kids to think through this andfeel comfortable with asking
questions, feel comfortable withtaking their time, because, you
know, I already had that in me.
I mean, I am a super nerd, asI've shared before, but I gave
myself the grace to do the testand take time to do the test and
(14:19):
not worry that other people werefaster at the test, but, like, I
found out later, often like, Oh,I got a C, I got a D. You know,
those kids who were doneearlier, and I would have, like,
I said, it would often happenwhere I'd have one of the
highest grades, sometimes thehighest grade on the test. And
(14:40):
so that's something else we needto, like, think about with our
kids. Yes, we want them to be,like, automatic with facts and
stuff like that. But whenthey're working out, like,
longer problems and higher levelmath, you they may need just
time to process double checktheir work, whatever it is.
Yeah.
Lauren Moseley (15:00):
Yeah, yeah,
TD Flenaugh (15:05):
the rewrite method and the rewrite method workbook
are your go to resource forhelping kids to learn to fall in
love with writing. It has thetips, tools, resources,
strategies and skill buildingactivities to help kids fall out
(15:30):
of writing heat and into lovingto write. Get your book set
today. You it,
Lauren Moseley (15:46):
yeah, and I, I often think, you know, kids who
have the most anxiety aroundaround math, or, you know,
they're the most in need of thatkind of support. You know,
sometimes just giving them anopportunity to talk about the
process is very important. Youknow, sometimes we're people are
(16:09):
looking for an answer. I hearparents all the time saying, you
know, Oh, I saw their work andthey didn't get the answer
right. Like, yeah, they didn'tget the answer right. They may
have made a calculation error,but look at the process. Look at
look at the understanding. Theyobviously understood the process
because they're showing theirwork, and I teach first grade,
(16:30):
so we often have a lot ofopportunities to draw what it is
that we're experiencing. Soyeah, at the end, they
miscounted. So there's an error,but the process shows that they
were actually on track. And wewant to celebrate those things.
So those kids need to feelsuccessful. Because math, you
(16:52):
know, sometimes I think theconcreteness of math be, you
know, we're trying to reach afinal answer. Can sometimes be
rewarded more than the processof, how did you get there? So
we'd like to have lots ofconversations around, you know,
explaining your answer. Can you?
Can you explain to anotherstudent how you came up with
(17:15):
that answer, and even looking atwhen answers are different, you
know, how did, how did, how didthis person get this wrong
answer? What? What mistakes didthey make? And being able to
say, hey, that's, that's common.
That's a mistake that even adultwould have made. You know, my
kids love it when I say, I'vemade that mistake before. I've
(17:35):
done that before. I've, youknow, miscounted My, my, my
cubes, but because I, you know,didn't line them up in proper
order, I just kind of put myfinger on each one and counted.
I miscounted. That's a mistakethat you can make. So talking
about the process, talkingabout, you know, how they
arrived in the answer and andeven even looking at the
(17:59):
misconceptions,
TD Flenaugh (18:01):
so many good tips that you shared with us for
helping kids. What are somethings that parents say to you
that you feel like you need toaddress when it comes to math
instruction and like how they'rehelping their kids at home?
Lauren Moseley (18:19):
So I think parents probably are not
familiar with the new mathcurriculum. There's lots of
different ways that we'reapproaching math now that I
didn't learn math this way. Wereally focused when I was when I
was young, we focused a lot onalgorithms and learning to
(18:44):
memorize steps. And there wasn'ta lot of understanding about why
that, why those steps were theway they were, like long
division. You just remembered alittle poem. You remembered, you
know, the steps, and that's whatyou did.
TD Flenaugh (19:01):
So that's what so that's what you mean when you're
talking about algorithms, right,right? You're talking about the
steps. Just, this is the firststep. This is the second step,
bring it down, carry it. Youknow, I don't remember what that
is now, because I just do it,but that is what most of us
learned when we were kids. Andso, how is it different? Now?
(19:24):
How is that different? Like, howare you going to teach math now?
Lauren Moseley (19:29):
Yeah, so we're looking at more. And, you know,
I don't expect parents to beteachers. This is a profession
where hopefully we haveeducators that have had
development, you know,professional development, and
they've, they've gone to schoolto learn how to teach. So we're
not asking parents to becometeachers. But I do think there's
(19:52):
some, some mind shifts thatparents can have that, you know,
Math is everywhere, and we, wewould. Do well to think about
the things that kids alreadycome to school with, like the
knowledge that they can justautomatically come to class
with. I tell parents, you know,what do you have in your house
(20:15):
that your kids can just count,and if you could make it fun,
kids could spend quite a bit oftime just counting and grouping
things. And again, I teach, Iteach the littles, the little
ones, the little first graders.
So you know, if I got out acontainer of dice, I will have
kids who will be like, Oh, Ijust want to organize them and
(20:37):
count them. I want to organizethem by color and count them and
tell you how many red dye wehave and how many white ones and
how many green ones like that'sjust something they enjoy doing.
And I had a student from UCLAthat was training the teachers
in cognitive guided instruction,which started out with this idea
(20:59):
of counting collections. Sheliterally came in with a big bin
of plastic baggies with all kindof cool stuff to count, things
that kids love, things thatglittered, things that sparkled,
little gems, stickers, anythingyou can think of. And basically,
for, you know, 20 minutes beforemath instruction, you know, the
(21:23):
instructional part, the kidswould take out back, it would
just count, and they would groupthe things, and, you know,
groups of 10. And sometimes theywould organize it by color or
organize it by shape. And itreally helped them build a
strong number sense, and ithelped them to find numbers
enjoyable. It was something thatwas high interest for them, even
(21:47):
the third graders. I mean, Iwould imagine even up to, I
didn't teach fourth and fifth,but I know the third graders
were even into it, like, getthem some Pokemon cards and let
them sort them and count themand say, Hey, here's a stack of
cards. I need to know how manycards are in here. Yeah, cool.
We got it so, you know, parentscould find anything in their
(22:07):
home to just give their kids anopportunity to sort and count. I
used to do it with pennies. Mydad had a big, a big piggy bank
that was shaped like a bull, andyou'd have to shake it to get
the pennies out. And I would,you know, shake out his pennies
and count them and see how muchmoney was in there, and put them
back. Put it back in. That wasreally fun for me. So I think
(22:29):
that's one easy way. I thinkanother thing parents could do,
because I know it's still a partof, a part of the, you know, a
standard that's tested is tohelp kids identify coins, and
that's not something we do veryoften, because a lot of parents
are, you know, they're swiping.
TD Flenaugh (22:52):
Yes, a lot of swiping. I don't have cash.
Lauren Moseley (22:57):
And you know, kids are not as familiar with
coins and dollars and thingslike that. They're just not
there. They don't always knowthe name of it. They don't
always know what it's worth.
They've seen it, but they're notalways super familiar. Um,
growing up for you know, ourgeneration that's money was, we
knew what a dime, a quarter, anickel. I can't think of a time
(23:19):
when I didn't know what a nickelwas. Like, you know, we always
had change. We always had Yeah,something, you know, in the
cushions or in the ashtray. Yes,always Yeah. Kids are, aren't
familiar with with money. Sothat is such a
TD Flenaugh (23:38):
Yeah, that's so important to bring up. Like, I
don't think we think about itthat much and like, as we're
checking in with our kids thissummer, you might realize, Oh,
Johnny doesn't know this. Keishadoesn't know like, so make sure
you take that time, because whenour worlds shift, then the
natural things that we're like,okay, everyone knows that, or
(23:58):
they should know that they don'tknow because we don't use it,
you know, right along with,like, the analog clock, like,
how many kids don't know how totell time? Because we don't have
those in our homes anymore. So,
Lauren Moseley (24:12):
yeah, I have a kid. I started, I wanted to take
down my digital clock, because Iwould use estimates. I would
say, okay, you know, it would be1027 and I might say, Okay, boys
and girls, it's 1030 so we needto start cleaning up. And I
would have a kid go, it's not1030 it's 1027 so I had to start
(24:36):
thinking about, you know, inmath, we use a lot of estimates.
We use a lot of B you know, itdoesn't always have to be exact.
And that led to greatconversations about the clock
and about, you know, yeah, I cansay it's 1030 even though see
this big hand, see how close itis to the six. So you can still
(24:57):
call that 1030 because it's anestimate. And we had great
conversations. And so now, whenI say, Okay, it's 1027 I you
know, Javier won't go, Oh no,it's not we. Still we. It's not
1030 yet we don't go to lunchuntil 1030 and building in those
conversations about, well, weneed, we need about three
minutes to line up and get oursnacks. And, you know. So I
(25:21):
think parents can also haveintentional conversations about
time and about how long thingsactual actually take. Like, how
long does it take you to tieyour shoes, you know? How long
can you hold your breath? Canyou hold your breath for hours?
You hold your breath forminutes, you hold your breath
for seconds. Like, those arethings that you can build into
(25:43):
just a normal day, a normalconversation. You don't have to
buy anything that give kids alittle give kids that that edge
and that understanding, thatMath is everywhere. And these
are kind of things that aregoing to show up in the
classroom. There will be wordproblems about these things, and
if they've already had a reallife experience where they can
talk about it and think aboutit, I think that's always that's
(26:07):
always helpful,
TD Flenaugh (26:09):
yeah, for sure. And even when we think about just
having patience, right? If Iknow, if it's five minutes, you
know, I'm like, Okay, I coulddeal with five minutes. Or I
could do with an hour, I couldcount it down. But, yeah, when
you're younger, time is like, goso slow. You're like, an hour,
(26:29):
two hours, you know, you know.
And then sometimes we have to dosomething, and it's like, well,
actually, it only takes fiveminutes if you do this, and
you're like, Okay, you know,it's not as bad, you know, also
giving you that perspective,yeah, in terms of time and
numbers, yes, like that,
Lauren Moseley (26:49):
yes, absolutely.
TD Flenaugh (26:53):
Yeah, yeah. So another thing I thought that was
really fun dealing with math is,like, geometry and shapes. So I
so that I just, I don't knowwhat it was about the shapes and
the calculations, but I justreally liked, I really liked
that type of math. Yeah, thenyou know the practical,
(27:15):
practical application, right?
Like, if you're going to puttile on a floor, or if you're
going to put carpet, or you'regoing to put those little tiles
of grass when you're landscapinglike those are things that we
could talk to kids about.
Transfer that information. We'rejust going to put a fence up,
right? We're not going to puteverything all over the lawn.
(27:39):
We're just doing that outside ofthe line, right? And there's
lots of ways we could, you know,like, How many books do we need
to put around our little fortthat we've made in the living
room, to have a little, youknow, fun things and obviously,
more concrete, like real lifeexamples of like, making a
(28:02):
fence, making a putting a stringaround something, you know,
belt, like, how, how long doesyour belt have to be as you're
getting older, or whatever?
Yeah, yeah.
Lauren Moseley (28:15):
I remember I understood percentages. I had to
be second third grade because mymom loved to shop, and I knew
that 50% was a greater deal than15% even though those two words
sound very similar, she wouldget really excited if it was 50%
(28:37):
I knew that that was, that was alot, that was a lot of you know
she was gonna, she was going tobe paying a lot less when it was
50% off versus 15% I know Iunderstood fractions, because
when we would drive on thefreeway and it said, No, the
exit to my grandmother's houseis Reed road, and it would say,
(28:59):
you know, You're getting therein three fourths of a mile, it
would take a it would be longerthan if we were getting there
when it said 1/4 of a mile,right? So like those little
things I just paid attention to,and my mom would say, oh, you
know, we're three fourths of amile. I don't know what three
fourths is, but I know that'slonger than when it's a fourth
(29:19):
of a mile or half of a mile. Hadno idea what those numbers
meant, but when it was time toactually learn fractions, I had
a context. I had some placewhere I would go, Oh, that's
what those things mean, and itwould just make more sense
because I'd had a real lifeexperience, yeah,
TD Flenaugh (29:38):
and that's another thing we could do is to help
kids, like even makingsandwiches. We could say half of
a sandwich, or 50% of thesandwich, or cut it in quarters
or fourths. Like helping kidsknow quarters and fourths are
the same thing, and helptransfer that knowledge to like,
okay, four quarters is a. Dollarfor quarters of a sandwich as a
(30:02):
whole. Like those are thingsalso that we could help prepare
kids. So then, when we're inschool saying, okay, a fourth
and a quarter and four diff, youknow, divided by four and all of
that, that it has some meaningfor them, right? And also, I, of
course, I know how to dopercentages and stuff. But when
I was 16, I was working in likea clothing store, and then I
(30:25):
learned how to do it mentally,right? Because, you know, like
you said a quarter off, I mean,25% off, and then I, you know,
transferred that to quarter, andI'm like, Oh, just divide it by
four, and that's the amount offof the price, you know, or half
off. And one of my co workerswas helping me to, like, do the
mental math. But I didn't reallyknow how to do the mental math
(30:48):
of it until my coworker wasteaching me that. And so I, you
know, those are, you know, goingback to shopping, or, like, you
only have $50 to spend on this.
So 25% off. Do you have enough?
Like helping kids to thinkthrough that something that they
want, right? They may bewaiting, okay, as soon as it
(31:09):
goes on sale for Christmas orwhatever it is, you know,
there's always sales, MemorialDay Sale, whatever the sale is
like, if it goes on sale, youcan get it because get it, it
needs to be 20% or if you'resaving up money, you could eat
an off. Also talk about thoseincrements. I have a quarter of
the money saved for my newskirt, or whatever it is that
(31:33):
they want my new game. I havehalf the money saved. Have three
quarters of it saved, whatever.
So helping them talk aboutnumbers in different ways with
different representations willalso help transfer that
knowledge to when they get intoa classroom and all of that. So
just helping,
Lauren Moseley (31:55):
yeah, Math is everywhere. It's everywhere. And
I was thinking about, I don'tknow if you've ever heard of
kids hub. It's a it's one ofthose guided drawing YouTube
channels. The guy, he takes thekids step by step, shows you how
to draw. You know, I don't knowanything. They could be a
(32:18):
rainbow, a Pokemon, but he talksa lot about shapes. He's, you
know, he says, Draw a trianglehere, draw a rectangle here,
draw a square here. And he's,and he's guiding them through
this process of, you know, youknow, even spatially, like, put
it on the top of your paper, puton the bottom your paper. So
(32:38):
although those things is art,but it's math. And I think
about, you know, how easy thatwould be even to let your child,
you know, go to YouTube and, youknow, go to, we can probably put
that in the show notes. Yes, goto this website and have kids
learn how to draw their favoritecharacter using shapes. And
he's, and he's indirectlyteaching them, you know,
(33:00):
geometry. So there's so manythings that kids can can do over
the summer that kind of givethem a little, you know, boost.
So when they go in theclassroom, you know, they have a
they have some type ofexperience that helps them.
Yeah.
TD Flenaugh (33:22):
Well, we hope that you do something today that
gives your child the competitiveadvantage. We appreciate you
watching us. Have a great week.
Lauren Moseley (33:32):
Yeah, and get some rest.
TD Flenaugh (33:35):
Rest. Thanks again for supporting the falling for
learning. Podcast. New Episodesgo live every Saturday at 5pm
you can watch us on youtube.com,at falling for learning, or
listen on all major podcastplatforms such as Apple, Google,
(33:57):
Audible, Spotify and much morefor more resources, visit,
falling in love withlearning.com we really
appreciate you. Have a wonderfulweek.
Lauren Moseley (34:12):
Yay. You.
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