Pick an Emotion - Boredom Doesn't Count

When I was in college I had to take Statistics (Psych major, Ed minor). The professor that taught the class had a reputation for scaring the bejeebies out of his students -  a reputation that turned out to be true. Not looking like you were actively trying to solve whatever problem he presented was an invitation to ridicule. Voicing that you didn't understand was worse. He used to go over problems on the board, saying things like, "Surely, you can see how simple this is, clearly even you can blah, blah, blah..." usually directed at a unlucky student who had dared to get confused.

Toward the end of the quarter, he revealed why he was so mean. Apparently, research shows that people learn better and retain information more when they are feeling an emotion - preferably a strong one. He choose fear. It must have worked because I remembered the lesson, but when I became a teacher I tried to inspire joy rather than fear in my students (though in my bad moments, I am sure I inspired the former).

So, given that research, I would imagine that happy teachers = happy students = better learning. But then that isn't exactly rocket science. Most of us know this intuitively. Just the same, there are plenty of studies and statistics to back it up. Here is just one of many.

Happy teaching!

Fun Comma Practice

Valentines Day Activities

Tears and Hope: A Reflection

I generally keep Minds in Bloom on topic, but I have also said that along with Critical Thinking and Creative Thinking, there should be a third "C" to this blog - Compassionate Thinking. With that in mind, I offer the following, written by my 16 year old son.

My Little Moment of Inspiration

I am a lucky person

I'm smart, not extremely bad looking, and what little mental problems I have are not the type that not everyone has when they're my age

I have a mother, father, and sister who all love me, even if my mother and father no longer love each other. I have friends to hang out with, to play video games with, to swap jokes with, or just talk awhile with. I don't have a girlfriend, but hey, I haven't really been trying for one until recently.

I have a good life, and a brighter future than a good majority of people.

But tonight, I cry

I cry not for myself, but for the world.
I cry for those that suffer, those that struggle.
 I cry for those who are hated, those who are lonely and unloved.
I cry for those who know true hunger, the subjects of terrible misfortune, and those who had misfortune thrust upon them.
 I cry for the dead and the dying, the unknown and the forgotten.
 I cry for those in pain, those in sorrow, and those with neither, and only a simple hollowness inside.
I cry for all the banished hopes and unfulfilled dreams.
And most of all, I cry for the victims.
The victims of love, of hate, of ignorance, of uncaring, of tragedy, of death, of society, of humankind itself.
I can never hope to understand what they have been through, I can never hope to know what it is like to be them. But still I cry for them, and I hope that everyone does at some point in their life. I am not a religious person, but I pray to any deity that is listening to help them, to save them.

And as for you, reading this, probably on some blog or internet board: don't condemn yourself. no matter who you are or where you're from, it's never too late to change. I'm not saying that you're wasting your life here on the internet; it's a good place, where everyday people can go and be whoever they want to be for a time; where they can relax for a while, be someone else if they want to. And if that's what you enjoy doing, if it satisfies you, then OK. Don't let others convince you that doing what you're doing is a "waste" of life or intelligence, if you are doing what you want to do, then that's your right and your privilege
But if you're like me, you know that you have a greater purpose. I want to enjoy my life, and sometimes I feel guilty about that; like I said, I am a lucky person. But I feel that if I have enjoyed my life, then that life has not been a wasted one. But I also feel that one should do more than just pray. A single action can change a life, and a single life can change the world. If you made a positive change in just one person's life, if your good deeds outweigh your bad ones, that too is not a wasted life. If you can achieve just one of your life's goals, that is not a wasted life.

And for those who feel they have wasted their life: today may be mediocre. Today may be depression or hate. But tomorrow can be different. And tomorrow you can be a better person. Tomorrow you can take the first steps towards achieving your goals. Tomorrow you can find something that you really and truly love to do. Tomorrow you can do something, anything, to make someone's life just a little bit better. It's up to you.

But for tonight, count your blessings, think of those who lack those blessings and pray for them. Tonight, think of who you are, and what you want. Tonight, think of what you could do for yourself, and what you could do for those around you, and those far away. Tonight, cry with me. And tomorrow, be who you want to be, and together, we just might change the world.

-David Babcock

Daily Brain Teaser #71

It cost $2.00 for adults to ride the bumper cars and $1.50 for children to ride. A group paid a total of  $8.00 to ride the bumper cars.

How many children and how many adults were in the group?

Children ______

8 Fun Dictionary Activities

Hopefully, you've got dictionaries, maybe even a class set. They are, of course, great for looking up words and you will use them to teach dictionary skills, but there are also other great things you can do with these rather large volumes of words. Here are just a few ideas;
  1. Send your students on a Dictionary Scavenger Hunt. You can make one up yourself, or get this one for free.

  2. Play Speed Word Search. Give each student or pair of students a dictionary. When you call out a word, student must find the word as quickly as possible. The first person to call out the correct page number wins the round. This would be a good one to do in teams -everyone has his or her own dictionary, but the winner wins a point for the whole team rather than individually.

  3. Play Mystery Word To play this game, give a series of clues. As students hear the clues, they look for the word in the dictionary until they have narrowed it down to just one. For Example: I begin with the fourth letter of the alphabet. My second letter is an "o." I am 3 syllables long. I come before "dog" in the dictionary. My last letter is "t."

  4. Play Dictionary Dig This game is similar to Mystery Word in that you give clues and the students look for a word. The difference is that the clues are broader and many words could be a correct answer. This one is fun because students enjoy finding more than one word to fit the clues and sharing their words with each other. Example: Find a word that begins with "s," is two syllables long, has double letters, and is an adjective. You can get a set of 30 Dictionary Dig Task Cards here. 

  5. Collect New Words Have each student keep a notebook of new words. This is a nice activity to do daily or a few times a week. It is also good for handwriting practice. Each day, each student finds a word in the dictionary that he does not know. She then writes the word, definition, and an original sentence using the word in her notebook. An illustration would also make a nice addition. Have students share their words with at least one other person. Frindle

  6. Make up New Words Ask each student make up a new word and definition. Have each student write his or her word and definition on a post it and put the post it in the appropriate place in the dictionary. Make a class list of the new words and their definitions. Challenge the class to use the words in everyday conversation. This of course, would go beautifully with the book Frindle by Andrew Clements.

  7. Estimate and Measure Have the students stack all of the dictionaries into
    one tall tower. Invite each student to estimate how tall the tower is. Record guesses on the board. Measure the tower and see whose answer was the closest. You could also do a similar activity by lining them up end to end across the classroom. 

  8. Line Them Up Like Dominoes Probably not the best use for your classroom dictionaries...but it would be fun! There is probably some clever way to make it into a physics lesson.

Get more great ideas for working with words at the link up party at Rockin' Teaching Materials!

Daily Brain Teaser #70

Lucy is six inches shorter than Peter.
Edmond is one inch taller than Lucy.
Susan is four inches taller than Peter.
Edmond is 53 inches tall.

How tall is each child?

Susan ______

Daily Brain Teaser #69

Tom had a lot of homework.
He spent 37 minutes doing math.
Then he worked on a book report for 42 minutes.
He felt hungry, so he got a snack, that took 12 minutes.
Then he spent 19 minutes finishing a science lab report.
Finally, he spent 28 minutes studying for a history test before going to bed.

Tom started doing his homework at 7:30.
At what time did he finish?
Picture from Hasslefree Clipart

Too Much Homework and Cognitive Load Theory

I am so happy to be hosting my first  guest post from the authors of Technology in Class. Technology in class offers a wealth of information, not just on technology, but also on teaching strategies and education issues. They have a knack for finding lots of useful and interesting links as well.

I student taught at a nationally recognized high school for academic excellence.  The students are motivated, organized and grade-driven.  Nothing wrong with that. 
However, as I got to know the students, I saw how much they were working and how little they were sleeping.  It was common for a student’s schedule to consist of a nap after school, homework, dinner, homework until 2:00 a.m., sleep, arise at 6:00 a.m., homework, breakfast, commute.  There is something wrong with that. 
With all of that work, how much learning is short term and how much of it is long term?  Were they developing higher order thinking skills or just getting better at busy work and test-taking?
Research in cognitive load theory tells us that whatever we are learning in the short term needs to be connected to the long term memory in order for the material to be stored.  When learning is all short term and the long term connection is not made, the learner will forget the material. 
Instructors need to lighten the load on students’ short term (a.k.a. “working”) memories.  Integrating multiple intelligences into a lesson is one way to give students’ working memories time to process and make the connection to long term memory.  Assigning less busy work and more long term projects is another way to facilitate long term memory storage. 
Busy work not only stifles creativity, but it also overloads working memory.  It makes learning less effective and efficient.  Instead of assigning busy work, why not assign long term projects and presentations where students construct knowledge?  In this way they can stop whenever their working memory is overloaded.  They can come back to their project when their minds are fresh.  They don’t get a chance to do that with busy work.  It’s due tomorrow, whether their working memory is overloaded or not—whether learning takes place or not.

Blog Carnivals!

The Carnival of Educators is up and running at I Want to Teach Forever
And The Carnival of Homeschooling is up at Corn and Oil.

Some terrific posts this week!

Daily Brain Teaser #68

Creativity Poll

Neatness vs. Creativity

Exactness and neatness in moderation is a virtue, but carried to extremes narrows the mind.
-Francois Fenelon

Have you ever seen one of those classrooms that is neat in the extreme? Creativity and extreme neatness rarely coexist. Here are some reasons why:
  • Ultra neat classrooms look bare. There isn't much in the room in terms of art and science supplies, or even school supplies above the basics. There might even be empty shelves. Extra stuff = more potential for mess. The easiest solution? Don't let that stuff into the classroom to begin with. Students cannot use what isn't there. Often art, science, and other messy subjects are minimized or skipped altogether.
  • In the ultra neat classroom, everything, and I mean EVERYTHING has a place and it is put back in its place as soon as it is done being used (if it is ever used at all). Books are alphabetized. Papers are always neatly stacked or filed. Coats and backpacks are always on hooks, never on the floor. Student may be so worried about accidentally ruining something or putting it back in the wrong place that they choose not to use them at all.
  • Student desks are not only perfectly aligned, but always to be kept perfectly neat, both inside and out. The floor is immaculate, no scraps, ever. Extreme neatness takes large amounts of time to maintain. Time that could be better spent actually learning something.
  • The walls are decorated with perfectly positioned store-bought posters. If there is student work, only the best examples are displayed. This is not at all inspiring for those kids who know that while they might have some great ideas, they have no hope of attaining the ultra-perfect expectation that is required to have their work displayed.
  • No one talks during work periods. The students are trained to work in silence. Group work is rare, as the noise level makes the teacher uncomfortable. Most work is done individually by students at their desks. The classroom may look orderly and well-controlled, but students are missing out on the chance to collaborate, learn to work with others, and improve their social skills.

  • Neat, grammatically correct papers get higher scores than creative ones, even if the assignment was in creative writing. When teachers value neatness over content, students start to as well. Writing suffers because "big" is easier to spell and write than "enormous." Neat can be boring.
Obviously, organization and neatness have their place. Most people have trouble working when everything is chaos - and I've seen those classrooms as well as ones similar to the one described above. However, like most things, neatness is best in moderation.

Daily Brain Teaser #67

50 children are standing in a line.
Every other child (child number 2, 4, 6, etc.) is wearing a hat.
Every third child (child number 3, 6, 9 etc.) is wearing mittens.
Every fourth child (child number 4, 8, 12 etc.) is wearing a scarf.

Which children (by number) are wearing all three - hat, mitten, and scarf?

Nix the Negativity

I don't usually get personal on this blog, but my story does have a point that relates to working with children, so I hope you will read it and get something useful from it as well.

So, as you may have gathered from my last post, I have been dealing with some personal challenges - nothing life threatening. Just the break up of a relationship. So, I thought that rather than grieve the loss in rainy Seattle while trying to continue with my normal work and life, I'd take a small break and go to a spa near Guadalajara in Mexico for a week (Rio Caliente, if you are interested, and it is wonderful!).

I asked someone close to me her opinion of my plan and she completely trashed the idea. She brought up all the negatives of logistics, caring for the kids, and especially money. Her attack was so strong that for 2 days, I ditched the idea. But in the end, with the encouragement of other friends, I decided to go.

It was such an amazingly great choice. I processed through a lot of the break up stuff while going on beautiful hikes, eating healthy foods, and getting massages and mudwraps. Sunshine was healing and there were plenty of wise and kind people to talk with. Came back feeling refreshed and ready for whatever comes next.

So, the point of this, the part that relates to kids is the huge impact that we as parents and educators have on those little people. How many stories have you heard about people that never sing because in third grade a teacher told them they can't? Or who are sure they can't write because of all the red marks littering their elementary papers. We have amazing power. We can crush ideas - crush spirits without even knowing what we are doing. And at the same time, we can also encourage. How many millions of ideas, discoveries, inventions, causes, adventures, and acts of kindness were inspired by a few words from a trusted teacher?

Just something to think about. Back tomorrow with a more "professional post" and a Daily Brain Teaser.

Daily Brain Teaser #66

Which word does not belong in each set?

  1. fork, plate, spoon, knife
  2. boot, sandal, sock, slipper
  3. carrot, cantaloupe, gumball, pea
  4. shark, paper, sting ray, pancake
  5. mug, suitcase, Easter basket, shoe
  6. cat, egg, turtle, peanut
  7. mosquitoe, kite, needle, bat
  8. sweater, belt, cell phone, vending machine
  9. tape, pencil, honey, gum
  10. TV, computer, map, lock                             


How to Talk so Kids will Listen...a Little Reminder

Today I am doing a short presentations about effective ways to communicate with kids, specifically when you want them to do something or want to correct a behavior. I took the strategies I will be covering from the well known book, How to Talk So Kids Will Listen & Listen So Kids Will Talk by Adele Faber and Elaine Mazlish.

The picture above  features some of the strategies that are likely to be more effective than nagging, blaming, threatening, lecturing and all those other things that we parents tend to do in the heat of the moment.

How to Talk So Kids Will Listen & Listen So Kids Will TalkLike me, you probably know these strategies, but forget to use them. So, here is a little reminder - in bright sunshiny yellow!

Daily Brain Teaser #65

There are 30 animals in the barnyard. The animals are all cows and geese. There are 86 legs in the barnyard. How many of each kind of animal is in the barnyard?


geese ______

Blokus 3D - A Chip off the Old Blok

Blokus 3D GameOne of our family holiday gifts this year was the Blokus 3D Game. In addition to the strategy element, one of the reasons I enjoy the original Blokus Classics Game so much is that the shapes of the pieces are so appealing.The same holds true for the 3D version. While the classic game pieces are pentominoes, Blokus 3D features the same shapes that can be found in a Soma Cube Puzzle.

Good things about this Game:
  • The game is easy to learn: Players simply place blocks within the chosen frame until all the blocks have been played. The winner is the person who has the most blocks showing from the top.
  • There are many strategies to try - block opponents, cover a lot of space, or play high. I am still not sure what is the best approach.
  • There are several different frames, which changes the game significantly.
  • Games go relatively quickly - about ten or fifteen minutes each.
  • Great for improving spatial skills.
  • It is one of those great games that is fun for both kids and adults.
About the only drawback to this game is that the tower can get a little wobbly and could be knocked over by accident. We did have to continually neaten up our towers. Although this is a bit of a pain, it doesn't take away from the fun.

Literature Bookmarks

Nonfiction Questions & Projects

Daily Brain Teaser #64

There are 27 dictionaries in Elliot's classroom. Each dictionary is 2 1/2 inches thick. Elliot has decided to put the dictionaries into 3 equal stacks. How tall is each stack?

Blog Carnivals

Don't forget to check out the Carnival of Educators at Notes from a Homeschooling Mom
And The Carnival of Homeschooling at Home School Dad.

Daily Brain Teaser #63

Use the clues to find these words that all contain the word "and"

1. In the desert ___ A N D

2. Marching ___ A N D

3. Treat ___ A N D ___

4. Bear ___ A N D ___

5. Place to grab ___ A N D ___ ___

6. Get bigger ___ ___ ___ A N D

7. For light ___ A N D ___ ___

8. Unpredictable ___ A N D ___ ___

9. Roam ___ A N D ___

10. Leave and not come back ___ ___ A N D ___ ___

11. Give an order ___ ___ ___ ___ A N D

12. Mother's mother ___ ___ A N D ___ ___

The Three Wrong Choices in Multiple Choice Tests

Teach Like Your Hair's on Fire: The Methods and Madness Inside Room 56So, I am reading Rafe Esquith's Teach Like Your Hair's on Fire: The Methods and Madness Inside Room 56 (well actually I'm listening to it on CD while I drive). I'll do a review on it when I'm done because I don't know how anyone can read this book and NOT react to it in some way, probably several ways. But that is for another post.

One of the strategies he uses that I like is his approach to multiple test questions. Instead of just teaching students to choose the correct answer, he teaches them to analyze all of the answers to see why the incorrect ones are wrong. In most cases, the wrong answers are what a child is likely to come up with if he makes a common mistake - for example adding instead of subtracting. When a child sees her answer as one of the choices, it increases her confidence that she got it correct, when of course, she did not.

Esquith says that his kids love to discover how the people who created the test try to trip up the test taker with wrong answers.  I can totally see that...how cool is it for a fifth grader to outsmart an adult? It puts a fun little twist into test taking. Of course, when there is a time constraint on a real test, analyzing each answer might not be the best strategy, but in many cases, it could be a great way for students to think more critically about the test itself as well as their own problem-solving process.

One way he teaches this is to write a math problem on the board with the letters, a,b,c, and d under it. After the students have solved the problem, he makes the correct answer one of the choices. Then the students suggest what could be used for the three wrong answers, with the reason why each would make a good wrong answer. Creating the questions themselves helps the students to understand how the test is designed on a deeper level than simply taking a test.


Daily Brain Teaser #62

Ryan is taking 6 subjects in school, Drama, English, History, Math, P.E., and Science. Use the clues to find out in what order he takes his classes

Ryan has P.E right before lunch.

He has English right after Drama

Math is not his first class.

He has Science just before Drama.

First ____________

Math Teachers at Play Blog Carnival

Some terrific posts this month on Math Teachers at Play at math hombre where they were kind enough to add a bonus link for Minds in Bloom.

I especially liked the challenge issued by Math Mama to Write a Kids Poem about Math. There are a couple fun ones in the comments. I wrote one a couple years ago in the form of a picture book, but as of yet, no takers.

Getting Your Child into the Gifted Program

Maybe your child is genius-level smart; 99 percentile. You don't need this post. Your kid will get into the program - gifted programs were made for your kid.

Maybe your child is a little above average. You don't need this post either. It doesn't matter what you do, your kid isn't going to get in to a public school gifted program. If you can affords a private school, you might be able to get him or her into a private gifted program -especially one that is new or struggling. They tend to lower the IQ bar and once your child is in, he or she can generally stay in for the duration without being retested.

But, if your child is quite a bit above average, but not a slam-dunk, this post might help. Your child just needs a few extra IQ points, maybe a small percentile gain. There are things you can do to help.

First, let me be very clear that I am not telling you to push learning on your kid, especially if we are talking about a kindergartner testing into a first grade program. Any prep you do should be fun and your child should want to participate- if your child resists, he or she is probably not developmentally ready. Let it go.

Here are some things you might want to consider:
  • Choose a preschool with lots of art, singing, story times, outside play, cooperative games, and imaginative play. Kids pick up so much just by doing these simple activities. They give children a foundation for the academics that come later. Pushing worksheet academics on a three year old is not developmentally appropriate.
  • Some gifted programs require children to be reading before first grade. This means you may need to teach your child to read. For most bright kids, this can happen pretty naturally just by reading out loud together. There are programs of course, and if you use one, just make sure it is fun. If your child resists or can't seem to get it, he or she is not developmentally ready to read. Wait a few months and try again. Meanwhile, keep reading out loud to your child.
  • Do lots of mental math, puzzles and other spatial activies, sequencing, ordering, classifying, and comapring. These can easily be incorporated into games or playtime. Line up toy cars from biggest to smallest, divide stuffed animals into groups using a specific criteria, list all the ways that an apple is the same or different than a tomato, make up a math story problem while you are waiting in line at McDonalds. Those skills show up on IQ tests. Again, do these things only as happily received by your child.
  • Make sure you jump through all the right hoops. Every district has their own set. Get your paperwork in on time. Always be very polite to everyone you talk with in the gifted department.
  • If there are several options for testing dates, choose the latest date possible. At this young age, your child is changing daily. A month, even a few weeks of extra time could make a difference. You want your child to be as old as possible when taking the test.
  • If you have the option of having your child tested privately, do it. Usually kids are tested for gifted programs in big groups, early in the morning. It is strange, it is stressful. If you can pay to have a psychologist test your child privately, he or she will work with just your child. You can choose someone who works well with kids. You can choose a time that makes sense for your child. The test itself may be different as well. It will likely involve one-on-one activities with the tester.
  • Be sure you child gets plenty of sleep the night before test day. Eat a healthy breakfast. Lay off sugar. You might want to skip dairy products as well. Aim for nondairy protein and healthy carbs.
I come at this post as both a teacher and a parent. In my teaching career, I taught in gifted programs. As a parent, I have a gifted child.

Funny thing about that. My other child, the one who is not even close to testing into a gifted program scored only a few points lower than my gifted child on the WASL (the truly dreadful standardized test given to school children in Washington State) and her grades are better. Giftedness is such an interesting concept. But that is for another post...

200 Question Cards for Kids
Single-Serving Cooking Projects in Pictures

Daily Brain Teaser #61

Jamie has 18 socks in a drawer.
6 socks are red
6 socks are yellow
And 6 socks are blue.

It is dark in Jamie's room. How many socks must Jamie pull out of his drawer to be sure he has a matched pair?


Send your Kids on a Multiplication Scavenger Hunt

Multiplication problems are hiding all around the classroom, just waiting to be discovered by your students. Next time your class is feeling restless and you just can't bear to make them do another set of math problems, give everyone a clipboard (or every pair, this would be a terrific activity to with a partner) and challenge them to find and solve as many multiplication problems as they can. The problems can be hard to find, so encourage your students to look carefully and use their imaginations.

Here are two examples:

There are 26 people in the classroom. Each person has 8 fingers (not including thumbs)
26 people x 8 fingers
26 x 8

Chair legs:
There are 32 chairs in the classroom. Each chair has 4 legs
32 chairs x 4 legs
32 x 4

Other ideas include
  • Clocks x numbers on each clock (if you have more than one)
  • Windows x window panes in each window
  • Bins x sides on each bin
  • Dice x dots on each die
  • Kleenex boxes x corners on each box
  • Blue triangle pattern blocks x sides on each triangle
  • Shirts x sleeves on each shirt
  • Doors x door knobs on each door (both sides)
  • Cabinets x shelves in each cabinet
  • Coat closets x hooks in each closet
  • Ceiling lights x Number of panals on each light cover
  • Crickets or other classroom pets x number of legs
  • Gold Stars x number of points on each star
  • Birthday cakes (on birthday poster) x number of candles on each cake
  • Dictionaries x number of letter "I"s on the front cover of each dictionary
  • Soccer balls x number of black hexegons on each ball
  • jumpropes x number of feet in each rope (will take measuring)
  • Rulers x number of inches on each ruler
  • Geoboards x pegs on each board
  • Shelves x books or bins on each shelf (if the are the same)
  • Recorders x finger holes in each recorder
  • Watercolor sets x number of colors in each set
  • Crayon boxes x number of crayons in each box
  • Calculators x buttons on each calculator
  • Milk cartons x ounces of milk in each carton
  • Desks x number of legs on each desk
  • children x various body parts and pieces of clothing
  • Social Studies Text Book x pages in text
  • Computer keyboards x keys on each board
Consider extending the activity by assigning children to find multiplication problems at home...with clothing, dishes, doors, and furniture, they should be able to find at least ten!

If you are looking for ready-to-use scavenger hunts, try this set of Printable Scavenger Hunts.

Daily Brain Teaser #60

Amber got a new book! It is 137 pages long. It takes Amber 3 minutes to read one page. She reads 9 pages each night. How many nights will it take Amber to finish her book?


Symbols vs. Reality

The Challenge: Do not read the words, instead say the color of each word. Fast.

Red Green Yellow Blue Purple Pink Brown Black Orange Yellow Blue Orange Gray Pink Purple Blue Yellow Green Pink Orange

If you are like most people, this was not an easy task. That is because our brains are trained to see things and then draw an instantanious conclusion.

But what is more real here, the written word for a color, which is really just a symbolic representation of the color, or the color itself? And yet, we automatically process the symbol, equating it with the real thing and do not even notice what is actually real.

For myself, I know that I often have an idea about a how a situation, person, or thing is. I wonder how often I see my own idea and completely miss what is actually there.

200 Interesting Questions to Ask Children

Fun Comma Practice

Daily Brain Teaser #59

Last year, Angie ate a hamburger for lunch six times each month.

Brad ate a hamburger for lunch two times each week.

How many more times did Brad eat a hamburger for lunch than Angie?

_______ times

Teaching Resources

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