Introducing Moving With Math ENGAGE

Nothing lights up a student’s face like telling them it is time to play a game. Teachers are always looking for games to reinforce conceptual knowledge, practice skills and make math fun!

This fall, we are introducing a monthly classroom resource, Moving with Math® ENGAGE, that will provide hands-on games and activities designed to build skills, confidence and engage students in their learning! These games or activities will be for elementary and middle school students and will feature a different manipulative each month.

Games are flexible and there are tips for how to modify the difficulty of the game based on the individual students’ knowledge.These games are one of the most beloved features of our programs and are a huge hit with teachers and students. We hope that these resources will help your teachers engage their students even more in their learning and make math fun!

Enter to win an Online Teacher E-guide.

Every month we will send out an email with a new game. If you send us a picture of your students playing the game and tell us what you liked about it, you will be entered in our monthly drawing to win a one-year license to an online teacher e-guide for the grade and program of your choosing.

Just send a picture that doesn’t show any of the students’ faces, only hands playing the game.

Tell us what your students enjoyed the most or learned from the game. Like…
“We started out playing Hammer to 50, but they soon were ready to move it to 100.”
“My students really helped each other as they were playing, but enjoyed being the winner!”

Just email your entry photos and information by the end of the month to info@movingwithmath.com.
We will announce the winner when we send out the next month’s Moving with Math® ENGAGE email.


Just click the link to the game card which has all the instructions and materials needed and print it out.

Hammer to 100

This game uses base ten blocks and reinforces the idea that place value is based on groups of 10. Place value is one of the most fundamental concepts embedded in elementary school mathematics curriculum. It provides the foundation for regrouping, multiple-digit multiplication, and decimal concepts.
Click here to print

What’s My Secret?

This game uses fraction strips and helps students recognize and generate simple equivalent fractions. They also learn to compare fractions with the same numerator or denominator by reasoning about their size, or two fractions with different numerators and denominators by comparing to a benchmark fraction. Click here to print

How to get started with Math Talks

There has been much written about the value of math talks in the classroom as a tool to engage students and strengthen understanding. Math talks or math discussions is a technique that also helps students see themselves, and their classmates, as valued mathematical thinkers. Research suggests that when students talk more about their math thinking, they are more motivated to learn, and they learn more! It also provides teachers with a valuable form of assessment, giving them insight into what students have mastered and where they still need assistance. Here are a few ideas to try in your classroom to promote more math conversations.

Promote Questioning Throughout the Lesson

The Moving with Math lessons with the Concrete – Representational – Abstract (CRA) instructional model incorporate math discourse into the classroom every day. Manipulatives are used to introduce all math concepts and allow students with varying learning styles to explore, discover and communicate their understanding. Lessons are designed to help foster more student conversation and less teacher talk. Lightly-scripted lesson plans give teachers engaging activities and questions to develop meaningful classroom discussions and foster small group interaction.

Manipulatives are used in the introductory part of the lessons and provide an engaging way to begin classroom discussions. When students are introduced to the base ten blocks, they are asked to find similarities and differences between the blocks. “How are the blocks alike? How are they different? Questioning helps to introduce mathematical ideas and concepts as well as build on those ideas throughout the lesson.

Foster Small Group Conversation about Word Problems
Helping students tackle word problems is a focus for most teachers. Moving with Math’s five-part problem solving model provides a framework that gives students a plan for success. Students are introduced to the steps and strategies and then can work in pairs or small groups to solve problems. This small group setting gives students a chance to share and verbalize their ideas and may help ELL students who might feel more comfortable asking questions in a smaller setting.

Explicitly Teach How to have Math Conversations

Sentence starters are a great way to teach students about meaningful math conversations. Teachers use sentence starters to encourage peer communication and foster language acquisition in small groups or as a whole class. They can also be used to build on knowledge or to discover student strategies. For example, students can explain their moves in a game or strategies for playing a game using teacher provided sentence starters.

In the game “What’s My Secret?”, students select fraction strips that are alike in one way. To guess the secret, students could be given the starter. “The fraction bars are alike because _______________?”

Sentence starts are a great way To Connect Ideas. Teachers could start with “Subtraction and regrouping are connected because_____________? They are also a wonderful way to Extend Thinking, teachers could use the starter “Subtraction and division are similar because_____________?

Insightful Formative Assessment Options
In addition to summative assessments there are many formative assessments built-in throughout the curriculum. There are SUM it Up, Conceptual Understanding, Key Ideas and Journal Prompts that each promote math discussion and give teachers opportunities to assess understanding in different ways.

If you want to learn more about how math talk is woven into our lessons and the Moving with Math Learning System click here to receive our catalog.

Math Teachers Press, Inc. Awarded Department of Defense Educational Activity (DoDEA) Contract for Kindergarten – Grade 5 Intervention Mathematics Resources

Press Release –

On June 05, 2020, Minneapolis, MN – Math Teachers Press, Inc., publisher of the Moving with Math Learning System, was awarded a contract for a base year and 4 option years by the Department of Defense Education Activity (DoDEA) to provide intervention resources and professional development for DoDEA’s Kindergarten through Grade 5 schools throughout the world beginning in June of 2020.

As part of the contract, DoDEA administrators and teachers will have the full compliment of the Moving with Math printed and online resources to support their students. DoDEA will be accessing dedicated online assessment and teaching with the manipulative-based curriculum using the Concrete-Representational-Abstract (CRA) instructional model.

In addition, Math Teachers Press will be providing Professional Learning to ensure the program is implemented with fidelity. The implementation of the professional learning began in June 2020 preparing for DoDEA’s use of the program in the summer and fall of 2021. “For over 40 years it has been our mission to help struggling students learn math, and we are honored to be working with DoDEA to help their students succeed.” said Caryl K. Pierson, President of Math Teachers Press.

The Department of Defense Education Activity, a federally operated school system, is responsible for managing education programs for grades pre-K through 12 on behalf of the Department of Defense (DoD). DoDEA employs approximately 15,000 employees who serve more than 74,000 children of active-duty military and DoD civilian families. DoDEA’s vision is “to be among the world’s leaders in education, enriching the lives of military‐connected students and the communities in which they live.” The agency is committed to ensuring that all school-aged children of military families receive an education that prepares them for postsecondary education and/or career success.

Math Teachers Press, Inc. Awarded Department of Defense Educational Activity (DoDEA) Contract for Kindergarten – Grade 5 Intervention Mathematics Resources

It has been an honor and privilege to work with the many Department of Defense Educational Activity (DoDEA) educational professionals all over the world this past year and a half. Like other educators in the midst of the COVID 19 pandemic, they are working tirelessly to help their struggling students find success in math using the Moving with Math® program.

In addition to hands-on Concrete-Representational-Abstract (CRA) lessons, DoDEA educators have access to e-guides and online assessment which they have used in various virtual and hybrid settings at their schools to keep learning engaging and productive. For them, online assessment allows teachers to track individual student progress on standard objectives and have that information follow them as they travel within the worldwide DoDEA system.

For Math Teachers Press, the partnership has been challenging and exciting as we developed professional development relationships with the DoDEA Instructional Support Specialists and Intervention Teachers in DoDEA’s three regions. Through virtual trainings and recorded modules they have the knowledge, information and skills to implement the Moving with Math Extensions program with fidelity. We are moved by their dedication to the children of military and finding ways to support them throughout their educational journey.

If you wish to learn more about our partnership with DoDEA Click Here to read the full Press Release or email Mary LaBanca at mlabanca@movingwithmath.com

Two Strategies to Reverse COVID Learning Loss – Extensive Tutoring and Accelerated Academies are Highly Touted Approaches

In a recent article in a December District Administration newsletter, Matt Zalaznick wrote about two strategies that were being highly touted approaches to reverse COVID learning loss by equity experts on a National Press Foundation panel. In his article he quoted several of the panel members.

Achievements gaps existed long before COVID, so a return to the K-12 status quo after the pandemic could leave already struggling students farther behind. “For a lot of kids, COVID is a disaster. For a whole lot of kids, it was a disaster long before COVID,” said Katharine B. Stevens, visiting scholar at the American Enterprise Institute and author of  “Still Left Behind: How America’s schools keep failing our children.” “The only way to head off an enormous catastrophe is to find a new approach,” Stevens said. Extensive national and statewide tutoring programs, and accelerated academics are two strategies that could help students recover from COVID-era learning loss.

Moving with Math was designed to be used in both of these learning settings and has proven to boost student achievement gains. After School and Summer programs using the Learning System have proven successful with struggling students in school districts across the country.

If you wish to read the full article. https://districtadministration.com/reverse-covid-learning-loss-tutoring-accelerated-academies/?eml=20201211&oly_enc_id=

Evidence-Based Research Results for Moving with Math

In efforts to improve our education system for All students, the Every Student Succeeds Act has developed evidence-based criteria for evaluating curriculum. Evidence-based interventions are practices or programs that have evidence to show that they are effective at producing results and improving outcomes when implemented. The kind of evidence described in ESSA has generally been produced through formal studies and research.

Under ESSA, there are four tiers of evidence:

Tier 1 – Strong Evidence: supported by one or more well-designed and well-implemented randomized control experimental studies.

Tier 2 – Moderate Evidence: supported by one or more well-designed and well-implemented quasi-experimental studies.

Tier 3 – Promising Evidence: supported by one or more well-designed and well-implemented correlational studies (with statistical controls for selection bias).

Tier 4 – Demonstrates a Rationale: practices that have a well-defined logic model or theory of action, are supported by research, and have some effort underway by an SEA, LEA or outside research organization to determine their effectiveness.

Moving with Math meets the ESSA Tier 2 criteria in a large study conducted by George Washington University Center for Equity and Excellence in Education of over 11,000 District of Columbia students in grades 1-8. The results showed statistically significant achievement gains on both the Moving with Math Pre to Post-Tests, as well as Standardized tests given in the Fall and Spring.

Read More

Want to read the complete study? Click Here

Summer School is in Full Swing

Summer is officially starting this week, but educators around the country have been hard at work during summer school helping their students bridge the gap during this crucial learning opportunity. Our trainers have been all over the country working with teachers, principals and administrators implementing custom summer school curriculum to meet their goals. We have been impressed by the dedication of the education professionals who are determined to help their students and believe in the Moving with Math Learning System to improve learning and achievement.

Over and over we heard administrators reminding teachers that summer school needs to be engaging and animated so that the environment is motivating. We worked with the teachers to help insure success by demonstrating our manipulative based lessons for those critical math concepts at each grade. All lessons use the Concrete-Representational-Abstract instruction method that help these struggling students truly understand the concepts so they can use it to build further knowledge. The teachers were enthusiastic and loved the scripted lesson plans that helped them maximize the use of the manipulatives.

Many of the summer schools are using our web based assessment to maximize their teacher’s time, quickly pinpoint individual student weaknesses and develop a summer learning plan and then give them a roadmap for the fall. At a recent implementation workshop in Georgia, we were pleased that they found the system so easy to use and were excited by the detailed information it gave them as they developed their classroom plans.

Most schools are also working on reading and loved that many of the lessons incorporate ties to literature. We shared some of our favorite stories like The Doorbell Rang and Apple Fractions and the many activities that they could do to tie math and reading together. Everyone left the workshops ready for the start of summer school armed with the tools to make it a success.

If you like to learn more about our proven program or interested in receiving a list of those key math concepts by grade just email us at info@movingwithmath.com. Happy summer learning!

Building the Foundations for Success with MTSS

Speaking at the National Title 1 Conference in February, Sean Healy, District Lead Teacher for RISE in Jersey City Public Schools Special Education Department, reported that math achievement had increased 24% for students At or Above Grade Level on the ADAM during the 2015-16 school. He credits this improvement to careful planning and implementation of their tiered system of support and using the Moving with Math Foundations program as either a core or supplemental math program for their over 2600 special education students.

Mr. Healy has been guiding his teachers and students on a path of success for the past five years. This large urban district with over 36 Title 1 schools has also shown improvement on state testing surpassing other districts with similar student populations on the PARCC assessment. The only other urban district who performed slightly better was Elizabeth, NJ and they also use the Moving with Math Learning System!
During his presentation, Mr. Healy outlined their district’s efforts and their partnership with Math Teachers Press. He noted that his teachers loved that “Moving with Math provides concrete activities for difficult concepts in an easy to understand format and that students learn to represent and model the abstract math to promote deeper understanding.”

When asked about his teacher’s favorite lessons he said “Most of the fraction lessons, especially at the younger grades, get rave reviews. Students being able to see what a fraction really is and compare different fractions with the models, both the circles and the bars, is very powerful.” These carefully designed manipulative activities are key to building student understanding of number sense, patterns and relationships, the critical concepts necessary to raise achievement.

Mr. Healy noted that the Moving with Math Learning System was a “Perfect fit for New Jersey’s Multi-Tiered System of Support (MTSS) and matched well with the spirit and content of New Jersey’s new standards.” He noted that they were planning expanded use throughout the district and improved implementation with fidelity as future goals and looked forward to continued support and customization from the staff at Math Teachers Press.

CUSTOMER SPOTLIGHT – St. Paul Public Schools Summer Math has Amazing Results

St. Paul Public Schools have used the Moving with Math Extensions program for the past three summers. In 2016 they used it district wide with over 12,000 students and achieved terrific results.

“Students Showed Amazing Improvement”
Elizabeth Putnam – Assistant Director, Department of Alternative Education – St. Paul Schools

St. Paul Public Schools implemented the Moving with Math Foundations program in Fall 2013 as their RTI solution. Positive feedback from administrators and teachers, along with improved scores and increases in students’ conceptual understanding of math, led them to implement the Moving with Math EXTENSIONS program as their Summer Math solution.

The easy-to-use Moving with Math Learning System, following the Concrete-Representational-Abstract (CRA) instructional model, is the ideal Summer School solution. Everything is organized in the customized pacing plans including the Assessment Tools for identifying students’ needs and monitoring their progress. Professional Development happens every day through the Scripted Lesson Plans assuring that all teachers communicate effectively. Students with a variety of learning styles and languages find that using concrete manipulatives helps them develop better understanding making them confident, successful learners.

St. Paul administrators also commented that the professional customer service they receive is fantastic. Math Teachers Press provides support for the district and assists in everything from customized lesson plans, teacher training, organizing location material quantities and deliveries. Plans are underway for 2019 and St. Paul is anticipating another exciting summer of great results for their students!

Moving with Math Included in Harvard University’s PEAR and SEDL Mathematics Resources Guide

PEAR_Thick_noShieldsAfterschool Curriculum Choice: Mathematics Resources is an initiative of PEAR, the Program in Education, Afterschool and Resiliency at Harvard University and the SEDL National Center for Quality Afterschool. This Guide was conceived, compiled and coordinated by a team at PEAR in collaboration with SEDL to help practitioners locate and make informed choices about high-quality mathematics resources to enrich their programs. Moving with Math was included in the Guide with curriculum selected based on proven use in afterschool settings, and include SEDL logochallenging lesson plans and organized activities.

You can read the entire review here.

Boston NCSM Prefers Chocolate Over Tea

NCSM’s National Conference in Boston had Monday’s lunch provided by Moving with Math® and heard Dr. Sonja Goerdt speak on supporting teachers in implementing the use of manipulatives in the classroom across all grade levels. Using the NCSM’s position paper, Improving Student Achievement in Mathematics by Using Manipulatives with Classroom Instruction, she took a hands-on approach to sharing practical ideas on the use of manipulatives to develop critical math concepts.


Moving with Math News

Math Teachers Press’s Newsletter

Read the latest issue of our FocalPoint Newsletter!

Spring 2017 Newsletter

Pierson Receives Distinguished Alumni Award from University of Minnesota College of Education and Human Development

Her company has helped more than five million students learn math nationwide.

Caryl Pierson, the only woman in the 1957 graduating class of math educators, is a 2010 recipient of the University of Minnesota College of Education and Human Development Distinguished Award.

Pierson was honored by her alma mater for her pioneering work as a math educator and impact on math education. After 20 years as a math teacher, she found Math Teacher’s Press Inc., today a leading publisher of supplemental materials designed to help students succeed in math.

“I am honored to receive this award from the College of Education and Human Development,” said Pierson. “The wonderful professors I worked with at the U of M inspired my love of math and my love of teaching. The foundation they gave me has enabled me to reach out to students of all ability levels and help them succeed.

In 1980, while Pierson was teaching at Southwest High School in Minneapolis, a large group of Southeast Asian students from five countries, aged 12 to 20, with no formal schooling or English language skills arrived in the school. When her principal asked her to prepare these students for Algebra I, she asked Dr. William Bart, head of educational psychology at the U of M, for advice. He told her that she should develop a test to find where the students were and then teach every objective with manipulative activities.

Pierson took his advice to heart, teaching by day, and reading Jean Piaget and writing math curriculum by night. Her students learned three to four years of math in just six months. Pierson later developed the first benchmark tests for the Minneapolis Public Schools, an experience that helped her see that, if she continued teaching math in an abstract way as she had for 20 years, she would never reach students in the bottom quartile.

Both of these experiences were the pioneering underpinnings of Math Teacher’s Press, which develops and distributes her Moving with Math curricula nationwide. Today, with a staff of 45, statistically significant improvement rates, and long-term working relationships with some of the nation’s neediest public school districts, Math Teacher’s Press can proudly lay claim to helping more than five million students learn math.

Pierson’s ultimate dream is that all students in the U.S. learn the math necessary for a productive life.

“In recognition of Caryl’s educational and business career in math education, and her support of at-risk students, we are pleased to confer upon her our Distinguished Alumni Award,” said Jean K. Quam, dean of the College of Education and Human Development at the U of M.

This year, there were 37 recipients of the College of Education and Human Development Distinguished Alumni Award, out of more than 70,000 living alumni from the college. Given for the first time this year, the award honors alumni who have distinguished themselves in their careers and communities, and have made a positive difference in the lives of children, youth, families, schools, institutions and organizations, according to the college.

Pierson Press Release (Dec. 2010)

What Works Clearinghouse Releases Recommendations for RTI

Moving with Math Integrates These Recommendations

The What Works Clearinghouse Website http://ies.ed.gov/ncee/wwc/ recently released eight recommended best practices for Response to Intervention. The Moving with Math programs published by Math Teachers Press, Inc. integrate these recommendations.

Response to Intervention

Creating or Selecting Intervention Programs

A Set of Questions Developed by NCTM

“In response to a call from the mathematics education community for assistance in creating or selecting effective intervention programs, NCTM has developed a set of questions to guide educators through this complex process.” Teachers and administrators should consider the following when selecting an intervention program: diagnostic assessment, instructional activities, postassessment, organizational structure of the intervention, and research supporting the intervention. The full version PDF of NCTM’s Creating or Selecting Intervention Programs is below.
Selecting an Intervention Program

Moving with Math Workshops

Extensions Quick Tips to Getting Started

Quick tips to help you get your summer math program started!

Extensions Quick Tips

Extensions Training Presentation

Use this guide with your Quick Tips to help implement Extensions.

Extensions Training Presentation

Speaker Presentations

Moving with Math® Professional Development is designed to provide teachers and administrators with research-based strategies which have proven effective in raising achievement in the classroom. Our consultants are scheduled to speak at the following conferences:

2023 Conferences

Florida Council of Teachers of Mathematics Conference
June 15, 2023 – 3:15pm
Orlando, FL
Presentation: “CRA Pedagogy- Research, Benefits, and Math Games”

Career Opportunities

Math Teachers Press, Inc., publishes Moving with Math, intervention and manipulative-based math curricula for Pre-K through Algebra. Math Teachers Press provides a blended learning experience using web-based assessment with printed material, electronic teacher guides and professional development. Moving with Math programs integrates the best practices for RTI to help educators teach all students fundamental math concepts, basic skills, and problem solving needed for future success. Proven results are validated by scientific research.

Over the past 40 years, Math Teachers Press has been a leader in the development and publication of curriculum materials designed to address the problems that “at risk” students encounter when learning math. Moving with Math Learning System® is a research-based, classroom-proven approach to teaching essential math concepts and operations at all grade levels—from Pre-K through Algebra. All materials meet guidelines for Response to Intervention and are correlated to state, national, and NCTM Standards.

Math Teachers Press is looking for individuals who are passionate about what they are selling and who care about children’s academic development. Math Teachers Press, Inc. is an equal opportunity employer.

Title: Sales Representative
Reports to: Regional Sales Manager
Location: Minneapolis, MN

Math Teachers Press, publisher of Moving with Math Learning System has an immediate full-time, benefit-eligible opportunity in Minneapolis, MN. If you are looking to join an established, growing company and feel you have the skill set and relevant work experience to contribute as a member of our dynamic team, then we invite you to learn more about Math Teachers Press, Inc.

At Math Teachers Press Inc., we are committed to helping all students succeed in math, especially those who struggle the most.  We strive to support teachers with purposeful assessment tools and engaging, hands-on lessons that are used in supplemental settings.  We are expanding our sales team to meet the growing market demands and are searching for an individual with strong sales and presentation skills to manage a territory.  The ideal candidate will have successful territory sales experience as well as strong presentation skills and a passion for education.

Core Primary Responsibilities

  • Responsible for achieving individual sales goal in the assigned territory
  • Develop a sales plan for the region and implement sales and marketing programs and activities to achieve the plan goals including, but not limited to, prospecting, cold-calls, conference calls, webinar meetings, face-to-face meetings, lunch and learns, email marketing, and attending trade shows
  • Develop a strong base of Moving with Math product knowledge and serve as subject matter expert
  • Perform consultative sales with a strong emphasis on building, maintaining, and growing relationships
  • Develop and present sales presentations, training workshops, and webinars
  • Submit required sales reports to summarize accomplishments, information gained, and outline upcoming activities.

Work Conditions

The position may require travel 10% of the time and up to 25% during peak times. The position also requires that the individual be comfortable and successful in a relatively independent working environment, having primary contact with prospects and customers being virtual. Successful candidates will be required to demonstrate characteristics of independent work effectiveness, including: self-motivation, strong communication skills, and organization.


Bachelor’s degree

Demonstrated success in previous sales experience, educational sales experience a plus, but not required

Previous experience with implementation and training

Experience with Microsoft Office (Word, PowerPoint, Excel)

Results-oriented professional with strong communication skills

Excellent presentation skills

Ability to facilitate customer workshops via webinar or face-to-face

Ability to work independently and also as part of a dynamic team

Outgoing and professional demeanor

Email to Apply: SGruidl@movingwithmath.com

Moving with Math Events

Exhibits and Conferences

Math Teachers Press, Inc. attends many exhibits and conferences throughout the nation. Please stop by our booth to speak to a sales representative and receive valuable information on how Moving with Math can help your students!
2024 Schedule
ESEA Conference
February 7-10, 2024
Portland, OR
Booth# 822

Indiana CASE Conference
February 14-16, 2024
Indianapolis, IN
Booth# TBD

IAASE Conference
February 22, 2024
Champaign, IL
Booth# 33

Council for Exceptional Children
March 12-15, 2024
San Antonio, TX
Booth# 514

MN Association of School Administrators for Special Education
March 14, 2024
Brooklyn Center, MN
Booth# 302

CAMT Conference
July 15-17, 2024
Houston, TX
Booth# TBD

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