Help me give my students math books that represent multiple cultures and math concepts.
FULLY FUNDED! Mrs. Keene's classroom raised $270
This project is fully funded
My Students
As a math teacher, I get to work with entire grade levels by co-teaching lessons and working with small groups of students. My students are extremely hard working and come into math with a positive attitude. I have worked to instill a growth mindset in my students. This has helped students be open to learning new content and trying new strategies. Despite any challenges students may be facing, they demonstrate perseverance and give their absolute best.
My students are a diverse group who are from various backgrounds, cultures, and countries.
My students are more engaged and demonstrate a stronger understanding of the content when being hands-on or when visuals are used. The students especially enjoy learning through inquiry, games, and working with peers.
My Project
When introducing math concepts picture books are often used to engage students and incorporate reading into math lessons. Right now our math library is not diverse enough to represent the diverse population of our school. These books will help students not only learn the math concepts that are introduced in the classroom but also show them that everyone all over the world does math.
The books this project would provide cover math topics Kindergarten through 4th grade while incorporating different cultures and countries.
The math concepts include counting, money, addition, subtraction, and decimals. Each book has two copies so that it can be accessible to multiple classrooms at a time.
More than a third of students from low‑income households
Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more
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As a teacher-founded nonprofit, we're trusted by thousands of teachers and supporters across the country. This classroom request for funding was created by Mrs. Keene and reviewed by the DonorsChoose team.
