Top Tweets for #MathMakesSense
I had the pleasure to work with teachers in Lumpkin County, GA on January 2nd, 2026. The focus of our sessions was teaching with the progressions in mind. This was a great way to kick off 2026.
https://t.co/BGqXAPy7Ah
#mathmakessense #iteachmath #elemmathchat



Making sense of math with my @JEFCOED Saturday Support teachers! #MathMakesSense #NonTradPathPeople @JessicaSilas17

Hubbub is a game played at the first Thanksgiving. I’ve adapted it to focus on combinations to 5, 10, and 20 - making it perfect for k-1. https://t.co/iZ8c4vSvHN #kindergarten #mathmakessense #iteachmath #mathgames https://t.co/vhR3gVXUFu

The GA-400 Toll Robbery took place in 1999 and changed the way I thought about teaching mathematics. Get the lesson and learn more about this amazing math story. https://t.co/UhmMhU1gei #problembasedlearning #Iteachmath #mathmakessense #elemmathchat #msmathchat

In a 2nd grade class today they are adding two digit numbers and the teacher handed out base 10 blocks for students to use if they need them. One student said “They’re a helpful tool.” Yes. Yes they are. @srebeducation @WVEducation #CRAmodel #MathMakesSense #elementarymath
Have fun learning about ratios with origami frogs. A new task for middle school students. Bonus: There's a sequel included as well!
#msmathchat #iteachmath #mathmakessense #mtbos
https://t.co/vw98eb5nza
What an unexpected surprise from some preservice teachers at KSU! It was an honor to facilitate this workshop. You all are some amazing mathematical thinkers ready to help your future students do the same! https://t.co/hCdp6pEnFU #mathmakessense #iteachmath #middlegradesmathchat
One of my favorite games for K-1 students practicing combinations to 5 and 10 (and easily adapted to 20). Check out Hubbub, a game played at the first Thanksgiving! https://t.co/iZ8c4vSvHN #Thanksgiving #mathmakessense #iteachmath #earlymath #numbersense #elemmathchat
#K1
We should never forget—Exploration Before Formalization! #OwnersofLearning #MathMakesSense @JEFCOED @Jefcoed6_12 @JessicaSilas17 @MathEdLeaders

I'm honored to be this week's featured creator on Sembl. If you teach math to K-6+ students, check this out. Thank you, James, for the shout out!
https://t.co/AA5UKSk68u
#elemmathchat #msmathchat #tasks #iteachmath #mathmakessense

Card House Build is a 3-Act Task designed to engage 4th-7th grade students in mathematical modeling and problem solving. Take a look and let me know what you think. https://t.co/bBOcRJZ9TV
#ProblemSolving #Iteachmath #mathmakessense

@JEFCOED secondary math coaches learning how to Do the Math! Can’t wait to use this powerful intervention piece #MarilynBurns #MathMakesSense @trodsmathtalk @jessicasilas17


"This was the first day of adding, and these first graders had already discovered the commutative property of addition."
Read more below and check out the comments! 👇
Thanks for sharing @sharemath!
#AmplifyLearnerVoice #MathMakesSense #LaunchExploreDiscuss @TheSocialCore
Years ago, I was teaching a group of first graders how to solve addition problems by taking jumps on number lines I had printed out and laminated for them. After a series of problems like 4 + 3 and 3 + 4, and 1 + 8 and 8 + 1, one of the kids said “Does that always happen?”
“Does what always happen?” I said.
“Do you always get to the same place when you switch the numbers?”
“Try it,” I said, and they did.
“It works for 7 + 3 and 3 + 7!” one said.
“It works for 2 + 4 and 4 + 2!” another chimed in.
“It works for 9 + 5 and 5 + 9!”
This was the first day of adding, and these first graders had already discovered the commutative property of addition.
But do we really need them to jump to this higher level concept so quickly?
Yes. Here's why:
Students need to see right away that math contains 𝘱𝘢𝘵𝘵𝘦𝘳𝘯𝘴, and that it's not just an assortment of disconnected facts to be learned. Pattern recognition is at the heart of mathematical learning, of course (or all learning for that matter), and discovering these particular patterns can be a big first step toward discovering that math is understandable.
Students also need to see that math contains 𝘴𝘩𝘰𝘳𝘵𝘤𝘶𝘵𝘴; if you know what 5 + 7 is, you know what 7 + 5 is too. There are 100 basic addition facts to learn - the commutative property “shortcut” for addition can cut that number almost in half. Student conclusion: “Maybe learning math will be easier than I thought!”
They also need to see that math involves 𝘥𝘪𝘴𝘤𝘰𝘷𝘦𝘳𝘪𝘦𝘴. We have to 𝘴𝘵𝘦𝘦𝘳 them toward these discoveries, of course (experiments must be specific and controlled to be useful), but that doesn’t make them any less real. Putting students in a position to discover something for themselves still results in them 𝘥𝘪𝘴𝘤𝘰𝘷𝘦𝘳𝘪𝘯𝘨 𝘵𝘩𝘦 𝘵𝘩𝘪𝘯𝘨 𝘧𝘰𝘳 𝘵𝘩𝘦𝘮𝘴𝘦𝘭𝘷𝘦𝘴 - and discovering the thing for themselves can make all the difference. 𝘌𝘱𝘪𝘴𝘰𝘥𝘪𝘤 𝘮𝘦𝘮𝘰𝘳𝘪𝘦𝘴 (memories of what we’ve experienced) can be far more powerful and longer-lasting than 𝘴𝘦𝘮𝘢𝘯𝘵𝘪𝘤 𝘮𝘦𝘮𝘰𝘳𝘪𝘦𝘴 (memories of facts). And students learn the facts with this strategy anyway! And the discoveries are fun!
Math is understandable, filled with shortcuts, and loaded with discoveries - pretty good takeaways for the first day of adding!
We are learning about measures of central tendency. We found the mean by “spreading” the data amongst the rest of the sets. @TDSBForestManor #mathmakessense
@BiloxiSchools Math Teachers loving solving @YohakuPuzzle during math training
🧩❤️
#MATHMAKESSENSE
#MTBOS

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