I'm sure you use a variety of review activities in your elementary or middle school classroom - have you ever used Footloose activities? I've mentioned the activity in my blog posts before, but have never really explained it on this blog (I did on my old one, maybe 5(!) years ago), so unless you've used one of my Footloose activities in your classroom, you might not know how it works. It's an activity that is enjoyed by students of all ages, and can be used with just about any topic you're teaching. I use it mostly for math, because that's what I teach; but in the past, when I taught different grade levels, I used it as a review activity in other subject areas as well.

It's amazing how quiet and engaged students are when completing this activity. They are up and down, out of their seats, and you'd think they'd be very distracted...but no matter what the grade level (I've used it with 2nd, 4th, 5th, and 6th grades), students stay focused and work hard to complete the questions!

It's amazing how quiet and engaged students are when completing this activity. They are up and down, out of their seats, and you'd think they'd be very distracted...but no matter what the grade level (I've used it with 2nd, 4th, 5th, and 6th grades), students stay focused and work hard to complete the questions!

1. There are 30 cards, with a question on each card. Each card is numbered, from 1-30. I do laminate the cards so that they don't get ruined after one use:)

2. Students receive a Footloose grid (there's one on the desk in the picture).

3. Each student is given a card to start with, and the extras are placed around the room. I typically put them on the chalk/whiteboards ledges (cards are on the ledge in the picture).

4. Students find the answer to each question, writing their work on the grid or on separate paper. Then they record the answer to each question on the grid, in the box with the corresponding number.

5. When students finish with a card, they place it on the chalk ledge and get a new card.

6. This continues until students have answered all questions.

- Remind students to walk away from the whiteboard when they're working on a card - sometimes they like to hang out and do their work at the board, and that blocks other students from finding the cards they need.
- Remind students that they can only have ONE card at a time - some of them like to grab a couple so they don't have to get up for a new one as often, and then other students can't find the cards they need.
- Instead of using the ledges, sometimes I tape the cards all around the room, because when students are looking for the last couple of cards, they have trouble finding them. When they're posted in numerical order, it's easier to find them all.
- Play the song 'Footloose' during the activity!

- Footloose can be used as a math center - I've found it to be a
**great**center activity! - Sometimes I make Footloose a game/competition, and the students who finish first (with the most answers correct) are the winners.
- Many times I use the activity as a graded review before a test.
- Footloose can be a great partner activity, allowing students to discuss a bit and come to agreement on the answers.
- You can provide students with a copy of the answer key and allow them to self-check when they finish all the cards.

Have you played the math game, Krypto? It's a great activity for problem solving, reasoning, and practicing math skills (fractions!), and I think your students will love it!

Krypto is an activity I learned about at a conference where Dr. Lola May presented (in like 1993, I think!). I didn't realize until a long time afterwards that it was a commercial game that could be purchased :-) I believe it's also available as an app now.

I've used the game idea from time to time, following the rules as laid out in the book I got at the conferece. Krypto can be played with whole numbers or fractions (and with positive and negative integers as well, I'm sure!).

**Playing Krypto With Fractions**

The rules are simple (kind of like the "24" game):

1. Choose 5 common fractions, with denominators of halves, thirds, fourths, sixths, eighths, tenths or twelfths.

2. Students add, subtract, multiply, and/or divide the fractions to make the 5 fractions equal the target number of 1.

3. Students receive points for meeting the target number of 1. For example, if they reach the target of 1 using only 3 numbers, they get 300 pts; 4 numbers = 400 pts; if they use all 5 numbers, they get 1,000 pts. You can set up the point system any way you'd like. Krypto can be used as a team effort/team game or individual enrichment activity.

Krypto is an activity I learned about at a conference where Dr. Lola May presented (in like 1993, I think!). I didn't realize until a long time afterwards that it was a commercial game that could be purchased :-) I believe it's also available as an app now.

I've used the game idea from time to time, following the rules as laid out in the book I got at the conferece. Krypto can be played with whole numbers or fractions (and with positive and negative integers as well, I'm sure!).

The rules are simple (kind of like the "24" game):

1. Choose 5 common fractions, with denominators of halves, thirds, fourths, sixths, eighths, tenths or twelfths.

2. Students add, subtract, multiply, and/or divide the fractions to make the 5 fractions equal the target number of 1.

3. Students receive points for meeting the target number of 1. For example, if they reach the target of 1 using only 3 numbers, they get 300 pts; 4 numbers = 400 pts; if they use all 5 numbers, they get 1,000 pts. You can set up the point system any way you'd like. Krypto can be used as a team effort/team game or individual enrichment activity.

This math activity is a fantastic way to provide practice with all the fraction operations. It promotes problem solving and persistence.

**Example:**

When I use this activity, I put fraction cards on the board and leave them for as long as I need (and move them if they get in the way!)

One solution for this set of fractions in the picture could be

3/4 x 2/3 + 1/2 = 1

This solution uses only 3 fractions, so that would earn 300 points.

Another solutions is 2/3 + 2/6 = 1; but that's only 2 fractions. You might consider giving points for using just 2 fractions, until students get the hang of it.

Can you make the 5 fractions equal 1?

**Krypto With Whole Numbers**

If you'd like to try Krypto with whole numbers, the directions are basically the same - choose 5 numbers (from 1-20) and choose a target number (between 30 and 50). According to the book I received at the conference (yes, I still have it!) computers at Berkeley, CA showed that a 5-number solution can be found 86% of the time when the 5 numbers and the target number are chosen randomly.

Example: Choose 3, 4, 7, 12, 14

Target #: 42

Solution (using 4 numbers): (12 - 4) x 7 - 14 = 42

What other solutions can you find?

If you haven't used Krypto before, I hope you'll give it a try!

When I use this activity, I put fraction cards on the board and leave them for as long as I need (and move them if they get in the way!)

One solution for this set of fractions in the picture could be

3/4 x 2/3 + 1/2 = 1

This solution uses only 3 fractions, so that would earn 300 points.

Another solutions is 2/3 + 2/6 = 1; but that's only 2 fractions. You might consider giving points for using just 2 fractions, until students get the hang of it.

Can you make the 5 fractions equal 1?

If you'd like to try Krypto with whole numbers, the directions are basically the same - choose 5 numbers (from 1-20) and choose a target number (between 30 and 50). According to the book I received at the conference (yes, I still have it!) computers at Berkeley, CA showed that a 5-number solution can be found 86% of the time when the 5 numbers and the target number are chosen randomly.

Example: Choose 3, 4, 7, 12, 14

Target #: 42

Solution (using 4 numbers): (12 - 4) x 7 - 14 = 42

What other solutions can you find?

If you haven't used Krypto before, I hope you'll give it a try!

What's your favorite time of the school year? I'm guessing that it probably isn't testing time, nor the test prep weeks leading up to it! In spite of the fact that we never want to teach to the test or prepare students just for a test, the fact remains that students have to take the standardized tests, and we want them to do the best they can. So, how can we best use our test prep to help them?

**1) Spiral Review**

The most effective test prep method I've found is using spiral review throughout the year. The warm-ups I use review previous concepts, reinforce current concepts, and introduce new ones. This way, we are always solidifying concepts ("prepping for the test"), and as we get closer to test time, the warm-ups give us a chance to discuss concepts that might show up in the testing, but that we won't cover until after the testing occurs. Using these warm-ups may put me a little 'behind' in the curriculum on a daily basis, because they take time; but it helps solidify understanding and puts my students a little ahead with other concepts at the same time. I'm good with that:-)

The most effective test prep method I've found is using spiral review throughout the year. The warm-ups I use review previous concepts, reinforce current concepts, and introduce new ones. This way, we are always solidifying concepts ("prepping for the test"), and as we get closer to test time, the warm-ups give us a chance to discuss concepts that might show up in the testing, but that we won't cover until after the testing occurs. Using these warm-ups may put me a little 'behind' in the curriculum on a daily basis, because they take time; but it helps solidify understanding and puts my students a little ahead with other concepts at the same time. I'm good with that:-)

If you don't use spiral review, however, what are some ways to help students prep?

**2) Turn Review Into a Game**

Sometimes we've used a Jeopardy-type game, with the standard categories being the categories and the level of difficulty increasing with the number of points. We've also used a Deal or No Deal type game, where teams of students answer a question (I use task cards from our different units as the questions). If they get the answer correct, they get to choose a case, and the cases hold different point values.

These games can span several days with a mix of concepts, or can focus on different standards on different days.

Sometimes we've used a Jeopardy-type game, with the standard categories being the categories and the level of difficulty increasing with the number of points. We've also used a Deal or No Deal type game, where teams of students answer a question (I use task cards from our different units as the questions). If they get the answer correct, they get to choose a case, and the cases hold different point values.

These games can span several days with a mix of concepts, or can focus on different standards on different days.

Your test prep can include centers, to be implemented over the course of a week or two.

- I often use Footloose games as a center, using cards from the different units we've covered.

- One center can be a teacher-directed center that focuses on concepts you may not have gotten to in the curriculum yet. For me, that's often surface area and volume.
- I also use the computers as a center. This works especially well if you have a subscription like Study Island or something along those lines that offers practice based on the standards.

Try a structured review as part of your test prep. Display multiple choice questions for the whole group to solve and then select their answers. Together, analyze the answers and discuss why incorrect answers were chosen. Discuss how some answers could be eliminated.

I love to use mini-whiteboards for this type of review - students just seem to have more fun figuring out problems on their own personal whiteboards! I also like to have students discuss their answers/compare their work with a partner or two and try come to a consensus, before discussing as a whole group.

Test prep needs to include a discussion of, and practice of, test-taking strategies. Sometimes, it's not that students don't understand how to complete a math problem. Sometimes, they miss information in the problem or misunderstand what the question is asking. It's important to take some time to practice test-taking strategies. Of course, this is something to focus on throughout the year, but it doesn't hurt to have a refresher before test-taking begins. The strategies I focus on the most are:

- Read directions
- Underline
- Choose a strategy
- Read all answer choices
- Eliminate answers
- Check your work
- Use resources
- Take your time!!!

In closing, I think it's critical that we use some type of review throughout the year, to help students keep using what they've learned. This way they don't feel like they're cramming for the test as it gets close. However, if some of that cramming ends up being needed, we can review in a fun, relatively stress-free way.

Ladder Method

What's the most challenging math topic to teach/most difficult for your students to ‘get'?

This was my question in a recent Instagram survey. I got a variety of responses, but the one that came up most often was fractions – remembering the ‘rules;’ students finding common denominators when they were multiplying; students (older students) not being able to find a common denominator; and so on.

So, today, I’m going to share how to use the__ladder method__ to find the lowest (least) common denominator, and hopefully, if your students have struggled with this, it will help them (and you!). Before I explain how it works, I want to share that I've used the ladder method for several years, after **many** years of teaching GCF and LCM the ‘traditional’ way - the way I’d been taught! And during those years, I’d often get frustrated by the fact that students would miss the GCF because they missed factors, or they couldn’t find the LCD because the numbers got too big so they just multiplied the denominators…..or they listed out the multiples, but made a mistake in one list, and so they never found an LCM/LCD. I'm sure you know what I mean!

The ladder method took these issues away, and it also added something I didn’t initially expect – it appeared to improve number sense for many students who struggled with their multiplication facts or with the idea of finding factors and multiples. It helped them understand HOW numbers were related to each other by making the breakdown of the #s more visual (using prime factorization does this as well, but the ladder method provides a little more organization to the process, and I think that’s helpful).

This was my question in a recent Instagram survey. I got a variety of responses, but the one that came up most often was fractions – remembering the ‘rules;’ students finding common denominators when they were multiplying; students (older students) not being able to find a common denominator; and so on.

So, today, I’m going to share how to use the

The ladder method took these issues away, and it also added something I didn’t initially expect – it appeared to improve number sense for many students who struggled with their multiplication facts or with the idea of finding factors and multiples. It helped them understand HOW numbers were related to each other by making the breakdown of the #s more visual (using prime factorization does this as well, but the ladder method provides a little more organization to the process, and I think that’s helpful).

So, here’s how to find LCD with the ladder method.

Let’s use the problem 9/28 + 13/42

a)

c) Look at the quotients and determine whether they have a common factor. They can both be divided by 7, so add a 7 outside the ladder and divide again.

Check the new quotients for common factors. 2 and 3 have no common factors, so we’re finished with the ladder part.

**Step 3: Multiply Factors**

Now, to find the LCD (LCM), multiply all the numbers (factors) on the outside of the ladder (2 x 7 x 2 x 3 = 84). The numbers on the left

of the ladder are the factors that the denominators share. The numbers on the bottom are the factors they do not have in common. Multiplying all of them gives us the LCM.

Now, to find the LCD (LCM), multiply all the numbers (factors) on the outside of the ladder (2 x 7 x 2 x 3 = 84). The numbers on the left

of the ladder are the factors that the denominators share. The numbers on the bottom are the factors they do not have in common. Multiplying all of them gives us the LCM.

So now the common denominator is 84.

Finding equivalent fractions should be a similar process to what students already do - find what 9 and 13 were multiplied by to get 84. Once they go through the process several times, they may notice that the number the numerator needs to be multiplied by is always the factor at the bottom of the ladder, under the OPPOSITE denominator. So, in this case, 9 is multiplied by 3 and 13 is multiplied by 2, to get 27/84 + 26/84.

I hope this is helpful and I hope you get the chance to use it and see how your students respond!

I created a notes sheet (freebie) and math wheel in case you want to share either of them with your students.

If you have any questions, please let me know!

For a ‘live’ explanation, check out the video below!

For a ‘live’ explanation, check out the video below!

What other topics are challenging to teach/difficult for students to 'get'? I'd love to hear from you in the comments below!

Are you one of the lucky ones? You know, the ones who get to teach math AND language arts…or math AND language arts AND science? Or are you one of the poor, unfortunate souls who only gets to teach one subject area? :-)

I’ve had the opportunity to do both. As an elementary teacher for 12 years, I taught all subjects – math, LA (reading, grammar, spelling), science, social studies. When I moved to middle school, the subject load was reduced a bit. The first year, I taught science and LA (reading, grammar, spelling - which was 2 periods). The second year, our 6th grade went to teams of 2, and math was added to everyone’s subject load. I didn’t mind the addition of math, because I really like teaching math. BUT, planning for all those subjects made me feel like I was an elementary teacher again…..except the content was more difficult, the class periods were shorter, and the grading took longer. It was pretty overwhelming. Planning labs, literature circles, discovery math lessons…..it was a lot. This lasted for only a year, and then we went back to teams of 3 (most of us, anyway), and I went back to science and LA for 2 or 3 more years. Then the math teacher on our team retired, and I got to switch from science to math (plus LA). After several more years, our teams grew to 4 and then 5 teachers, and I was responsible for teaching just math.

I’ve had the opportunity to do both. As an elementary teacher for 12 years, I taught all subjects – math, LA (reading, grammar, spelling), science, social studies. When I moved to middle school, the subject load was reduced a bit. The first year, I taught science and LA (reading, grammar, spelling - which was 2 periods). The second year, our 6th grade went to teams of 2, and math was added to everyone’s subject load. I didn’t mind the addition of math, because I really like teaching math. BUT, planning for all those subjects made me feel like I was an elementary teacher again…..except the content was more difficult, the class periods were shorter, and the grading took longer. It was pretty overwhelming. Planning labs, literature circles, discovery math lessons…..it was a lot. This lasted for only a year, and then we went back to teams of 3 (most of us, anyway), and I went back to science and LA for 2 or 3 more years. Then the math teacher on our team retired, and I got to switch from science to math (plus LA). After several more years, our teams grew to 4 and then 5 teachers, and I was responsible for teaching just math.

I guess it depends on how you look at it. Is it more work? For sure! But I have to say that when I taught both math and science, I was better able to incorporate concepts from each subject into the other…it gave me a better understanding of what was being taught in the other subject. And at some times, I was able to plan for both subjects together. When topics overlap, the planning is a little easier. But even when they don’t, knowing what happened in one class helped me teach the other: when we solved equations in science, it reinforced our math learning. When we got to metric conversions in math, students remembered it from science (and I was able to say, "Remember when we did this in science class?")

Now, language arts didn’t tie in as well with math and science; (I loved when I taught LA and SS in elementary school – we read so much historical fiction!) However, adding writing components to math and science lessons and assignments did allow the opportunity to reinforce writing in the content areas.

I definitely liked teaching just math – being able to devote all my planning time to one subject allowed me to create more activities for that subject, dive deeper into my planning, and become more of an expert – my planning time no longer had to be split 3 or 4 ways. I was also better able to plan for differentiation when needed (math students weren't always grouped by ability, so I often had a wide range of needs in my classes).

However, I’m grateful that I did have to teach multiple subjects. When I was teaching equations, I knew they’d be seeing them in science, and I could talk about that. When we did metric conversions, I knew they had already done them in science, so I could reference that. When it came time for 9th period every day (when students could get started with homework), I could answer the students’ science and language arts questions, instead of sending them to the respective teacher, because I had that background.

I've got five planning/grading tips for you:

1) Analyze your content at the beginning of the year and identify topics that overlap. Create one lesson/unit plan that can be used for both - even if they occur at different times of the year.

2) If you are teaching language arts, identify books you can read in class that address concepts in another subject area. This could be tough for math and science, but think about biographies of mathematicians and scientists. Picture books can also be a great resource!

3) Find/create some assignments that can be used in more than one class at the same time and then grade them for both content areas.

4) Try to plan so that your tests and projects aren't on the same day, so you don't end up with an enormous amount of grading all at the same time!

5) Think about grading only part of an assignment, or have students self-correct - this can be very beneficial to students!

1) Use a section of your board to post a due dates for each class.

2) When making your seating charts - if you have homeroom students in your classes or students in more than one of your classes, keep their seats the same and seat the other students in the empty seats....creating the seating chart goes a little faster.

3) Set up crates or files that can hold materials by class. When I taught several subjects, I kept trays on my counters, labeled by subject for students to hand in and pick up assignments.

4) Use color coding to keep student work separated by class or course.

5) Color code your plan book - partly because it's a great visual and partly because it's fun:-)

Teaching multiple subjects can be challenging, but it definitely has its benefits! What is your favorite part?

Do your middle school math students struggle with problem solving? Do they get to the end of the word problem and then guess at the operation they need to choose (maybe not realizing that there are multiple operations)? You probably see this with some of your students, while other students do very well with problem solving. What methods have you found to help those who struggle? What methods can you use to help each student at his or her current level?

I’ve used many strategies over the years, to help students sort out how to make sense of word problems and how to approach them. These methods didn't have a specific name at the time (like close reading or talking to the text), but some would fit into these categories.

I’ve used many strategies over the years, to help students sort out how to make sense of word problems and how to approach them. These methods didn't have a specific name at the time (like close reading or talking to the text), but some would fit into these categories.

One of the methods I found to be most helpful for my students was having them write responses to specific prompts before they attempted to solve a word problem. The prompts are general and applicable to any problem:

We started using this framework many years ago, when writing in math/open-ended questions was new on the standardized test scene (new in my state any way:-). Every couple of days, we did sample problems that incorporated various strategies to solve problems – make a simpler problem, make a table, make an organized list, write an equation, etc. And as we practiced, the students became excellent at communicating what they understood about the information provided in the problem, as well as what they needed to figure out and**how** they did so.

For the “what I know…because” part, students identify the information from the problem that’s important for solving. We'd typically underline or highlight important information and cross out extra information. Instead of just highlighting/underlining, students also wrote the information, putting it into their own words as much as possible. Writing the information helps solidify it in their minds, and if they reword it or add detail to clarify the meaning, they understand it a bit better.

For "what I need to know," students highlight/underline what the question is asking and then wrote it in their own words.

For example, with a problem like this one:

*Steve runs every other day and trains with weights every 3rd day. If he does both on Monday, how many times will he do both on the same day during the next 2 weeks?*

- “What I know...because,” from the problem
- “What I know...because,” from background information and
- “What I need to know....,” or what the problem is asking

We started using this framework many years ago, when writing in math/open-ended questions was new on the standardized test scene (new in my state any way:-). Every couple of days, we did sample problems that incorporated various strategies to solve problems – make a simpler problem, make a table, make an organized list, write an equation, etc. And as we practiced, the students became excellent at communicating what they understood about the information provided in the problem, as well as what they needed to figure out and

For the “what I know…because” part, students identify the information from the problem that’s important for solving. We'd typically underline or highlight important information and cross out extra information. Instead of just highlighting/underlining, students also wrote the information, putting it into their own words as much as possible. Writing the information helps solidify it in their minds, and if they reword it or add detail to clarify the meaning, they understand it a bit better.

For "what I need to know," students highlight/underline what the question is asking and then wrote it in their own words.

For example, with a problem like this one:

Students might write:

**What I know:**

**What I need to know:**

*I need to figure out how many times will Steve run and use weights on the same day, during the next 14 days - I know that 2 weeks is the same as 14 days. *

After students completed these written parts, we’d discuss what they identified as what they knew and what they needed to know, before getting started with the solving. Then students would solve on their own and write a paragraph to explain exactly what they did to solve the problem.

**Solution Explanation Example:**

*To solve this problem, I decided to make a table to find how many days Steve will do both activities. Since I want to know how many times this happened in 2 weeks, I made the table 2 rows of 7, and I labeled the days of the week at the top of the table, starting with Monday. In the first square of the table, I wrote an R and a W, since Steve did both on Monday. Then I wrote an R in every other square, and I wrote a W in every 3rd square. When I was finished, I counted how many squares had both R and W in them. There were 3 days total (including the Monday he started), so the answer is: Steve will do both activities on the same day 3 different times in 2 weeks.*

Once students finished solving and writing their paragraphs, several of them would read their paragraphs to the class, giving students the opportunity to see if they could follow their peers' explanations, compare the explanations to their own to see how similar they were, and learn/consider a new method if a student had solved a different way.

While this process did take a while, it was SO worth it. It really helped students break down the problems, become more in tune with how they were solving, and resulted in less "random" use of operations/solving methods. It also greatly improved their math communication abilities.

These days, with shorter math classes:-(, and therefore less time to write, I’ve consolidated the "what I know" and "what I need to know" into ‘Find out,’ so it encompasses both the important info the question that needs to be answered. Where I used to have several students read their examples with the class, I now have students do a quick "pair-share" after the first stages, and then share a couple of the final explanations with the entire class. It still takes a good chunk of time, but I believe that time is made up with fewer struggles as we move through the year.

A few tips to help students as they read the problem:

*Runs every 2 days. I know this because every other day means the same things as every 2 days.**Weights every 3rd day - the problem states this information.**Runs and uses weights on Monday - the problem states that he does both activities on Monday.*

After students completed these written parts, we’d discuss what they identified as what they knew and what they needed to know, before getting started with the solving. Then students would solve on their own and write a paragraph to explain exactly what they did to solve the problem.

Once students finished solving and writing their paragraphs, several of them would read their paragraphs to the class, giving students the opportunity to see if they could follow their peers' explanations, compare the explanations to their own to see how similar they were, and learn/consider a new method if a student had solved a different way.

While this process did take a while, it was SO worth it. It really helped students break down the problems, become more in tune with how they were solving, and resulted in less "random" use of operations/solving methods. It also greatly improved their math communication abilities.

These days, with shorter math classes:-(, and therefore less time to write, I’ve consolidated the "what I know" and "what I need to know" into ‘Find out,’ so it encompasses both the important info the question that needs to be answered. Where I used to have several students read their examples with the class, I now have students do a quick "pair-share" after the first stages, and then share a couple of the final explanations with the entire class. It still takes a good chunk of time, but I believe that time is made up with fewer struggles as we move through the year.

A few tips to help students as they read the problem:

- Underline important information
- Cross out information that isn't needed
- Read carefully to find numbers written as words and write the # above the word
- Underline or highlight words that indicate operations and add the operation symbol nearby
- When writing, write the information with fewer words, so key info doesn’t get "lost"

Here's another example, in case you want to keep reading!

3 different trains

(change words into numbers – sub words with symbols – x instead of times)

Train 3 = 10 min longer than train 1 + train 2

This gives me the equation

I have to figure out the other 2 trains based on train 2 = 9.

If

9 + 18 + 37 = 64, which is the total number of minutes Manny spend on the trains.

Have you been here?

You’ve only got a week or so before the winter break begins….and schedule changes mean you’ll miss a couple classes during that time. You’ve finished the current topic, and there’s not enough time to fit in another unit. You know that*sometimes* kids have trouble staying on-task at this time of year, as they are looking forward to break!

But you don’t want to waste class time ....

So what do you work on? What are some fun, but academic things you can do during math class to help the students keep practicing and learning? I've got a few quick ideas for you:

You’ve only got a week or so before the winter break begins….and schedule changes mean you’ll miss a couple classes during that time. You’ve finished the current topic, and there’s not enough time to fit in another unit. You know that

But you don’t want to waste class time ....

So what do you work on? What are some fun, but academic things you can do during math class to help the students keep practicing and learning? I've got a few quick ideas for you:

1) Try this free winter word creation activity, which combines math and language arts. Students find other words within "Winter Holidays" and then find the value of each word, using the assigned letter values. Just click the image to download.

2) Logic puzzles are always fun - this one is a new winter-themed logic puzzle. Students need to figure out people's favorite winter activity and food/drink.

2) Logic puzzles are always fun - this one is a new winter-themed logic puzzle. Students need to figure out people's favorite winter activity and food/drink.

3) Find the price of all the items in the 12 Days of Christmas!

https://www.pnc.com/en/about-pnc/topics/pnc-christmas-price-index.html

4) Holiday or winter-themed color by numbers.

The CBN pictured here focuses on division, but I have several color by number activities in my store that have a holiday/winter/new year theme, some focusing on specific topics and some that are mixed review.

5) Footloose with mixed review. This one is intended for grades 4-6 and includes:

* problem solving

* two-digit multiplication

* decimal multiplication and division

* division with single and two-digit divisors

* addition and subtraction of large numbers and money

* one elapsed time question

* conversion of fraction to time question

* one comparing fractions question

Enjoy your holiday season!