Understanding Math by Making Connections

Have you ever been in the middle of a math lesson when one of your students suddenly asks, “When are we ever going to use this?” It is a question that many of us hear at some point, especially as math concepts become more abstract. The truth is that our students often struggle with math, not because they cannot learn it, but because they cannot see how new ideas connect to what they already know. When our students begin to recognize how math fits into their experiences, previous lessons, and the world around them, lightbulb moments happen. Math stops feeling like isolated problems on a worksheet and starts to make sense. Helping our students make those connections is one of the most effective ways to support their understanding of math.

Why Making Connections Improves Understanding Math

Our students are surrounded by information every day. That does not always mean they naturally connect ideas across lessons or experiences. In many classrooms, math can unintentionally feel like a series of disconnected units. Our students might study fractions one month and geometry the next without ever seeing how those ideas relate to each other. When math feels disconnected like that, it becomes harder for them to remember what they learned or apply it later. 

When our students begin connecting ideas, understanding math becomes much more attainable. Instead of memorizing procedures, our students begin to recognize patterns and relationships among concepts. For example, when we have our students connect multiplication area models to fraction multiplication, they realize they are not learning something completely new. They are building on something they already understand. Those moments help them feel more confident because the math feels familiar rather than overwhelming.

Connections also help our students see that math has a purpose beyond the classroom. When our students can relate math concepts to everyday situations, they are much more likely to stay engaged and motivated. You can have students estimate the total cost of supplies for a class party or calculate how much time is left before recess. When we highlight those moments, our students begin to realize that math is not just a school subject. It is something they use to solve everyday problems.

Using Prior Knowledge to Support Understanding Math

Each one of our students walks into the classroom with experiences that shape how they think about math. These experiences form what we often call prior knowledge or schema. Prior knowledge includes what our students already understand about math concepts, how they feel about math, and the situations where they have used math in their daily lives. When we tap into that prior knowledge, new learning becomes much easier for our students to grasp.

One helpful way to begin a lesson is by asking students what feels familiar about the topic. If you are starting a lesson on multiplication of fractions, you might ask students where they have seen area models before. Many of them will remember using them when learning multiplication earlier in the year. By bringing that idea back into the conversation, you are helping students realize they already have tools that can help them understand the new concept. That small moment of recognition can make a big difference in how confident they feel.

We can also activate prior knowledge through quick discussions, math journals, or simple reflection prompts. Asking questions like “Where have we seen something like this before?” or “What part of this problem reminds you of another lesson?” encourages students to think about connections between ideas. These short conversations help students to build bridges between past learning and new concepts. Over time, this habit helps them understand math because they begin to recognize relationships between topics on their own.

Teaching Three Types of Connections for Understanding Math

Students do not always make connections automatically. In fact, many of our students need explicit instruction and modeling to learn how to think this way. Otherwise, they stare at us blankly and insist they have never seen the concept before. Many of us have heard students say things like “I don’t remember this” or “I never learned this.” When we teach our students to look for connections, those moments become opportunities to remind them where similar ideas have appeared before.

One helpful approach is to teach students three types of mathematical connections: math to self, math to math, and math to the world. These categories give students a clear way to think about how new concepts relate to other experiences.

Math to Self Connections

Math to self connections focus on personal experiences involving math. We want students to connect math concepts to everyday situations they encounter outside of school. You might have students estimate the total cost of snacks for having friends over, or think about how measurement is used when baking with their families. Activities like reflection journals or math inventories can help students notice these moments. When students begin to recognize math in their own lives, understanding it becomes much more meaningful.

Math to Math Connections

Math to math connections help students see how new concepts build on ideas they already learned. This is one of the most impactful ways to deepen mathematical thinking. If some of your students previously used area models to understand multiplication, they can apply that same visual model when learning fraction multiplication. When students see how math concepts build on each other, learning becomes less intimidating.

Math to World Connections

Math to world connections help students recognize that math exists everywhere. Many of our students believe math only lives inside textbooks or classrooms. That misconception changes when we help them start seeing math in the real world. You can have your students start noticing symmetry and angles in playground equipment or identify geometric shapes in buildings and bridges. These observations help students realize that math is used to design, build, measure, and solve problems in everyday life.

Modeling Connections to Strengthen Understanding Math

Helping students make meaningful connections requires intentional modeling. During math lessons, think alouds are a great way to demonstrate how connections work. As you solve a problem, you might pause and say something like, “This reminds me of when we used area models earlier in the year. Remember how we broke the rectangle into sections to multiply? That same idea can help us here.” Hearing those thoughts out loud helps students see the process of connecting ideas and gives them language they can start using themselves.

Another helpful strategy is using connection prompts, or sentence starters, during lessons. These short questions guide students as they begin practicing this type of thinking on their own. Prompts such as “What part of this feels familiar?” or “Where might we see this in real life?” encourage students to reflect on what they are learning. We can keep these prompts visible on anchor charts, bookmarks, or small cards that students can reference during lessons.

Over time, these small reminders help students build the habit of making connections automatically. Instead of seeing each lesson as a completely new challenge, they will start recognizing patterns across topics. This shift strengthens their understanding of math because they begin using prior knowledge to support new learning. The goal is not simply for students to complete math problems, but for them to truly understand the ideas behind them.

Real World Activities That Deepen Understanding Math

One of the most engaging ways to help students see connections is through real-world math activities. When students explore how math shows up in the world around us, they begin noticing concepts they may have overlooked before. Geometry is a great example of this because shapes, angles, and symmetry are commonly used in architecture and design.

An engaging way to help your students notice these connections is through my Architectural I Spy resource. Students will be able to examine real images of buildings and structures to identify geometric features. As they look at the architectural photos, they look for shapes, angles, lines, and symmetry that appear in the structures. The activity encourages students to see geometry in a completely different way.

Your students will complete an “I Spy”- style recording sheet in which they locate specific geometric features in the image. They might identify parallel lines in windows, outline and measure three angles, circle polygons they find in the structure, or locate lines of symmetry within the building. These tasks help students apply geometry vocabulary in meaningful contexts rather than simply memorizing definitions.

This type of activity works well after students have been introduced to basic geometric vocabulary. I recommend that students have prior knowledge of identifying features such as polygons, quadrilaterals, intersecting lines, angles, and lines of symmetry while recording their observations on a task sheet. The goal is not just to name shapes but to recognize how geometric concepts appear in real-world structures. I also recommend deciding ahead of time whether you want students to work in pairs to practice math talk or work independently. 

Activities like this help students move beyond memorizing vocabulary and instead apply their knowledge in meaningful ways. When students begin noticing geometric patterns in everyday structures, understanding math becomes clearer. Suddenly, math feels more like a tool they use to understand what's around them.

More Helpful Math Resources

If you are looking for more ways to help your students build stronger connections in math, be sure to explore the resources available in my TPT store. Inside my store, you will find a variety of math activities and classroom resources designed to help with understanding math through meaningful practice and clear visual support.

You will find activities that provide additional practice, visual supports like math posters that reinforce key concepts and math talk, and engaging tasks that encourage your students to apply what they are learning. These types of resources help your students see how mathematical ideas build on one another rather than feeling like separate units.

If you are ready to give your students more opportunities to practice making connections and strengthen their understanding of math, take a few minutes to browse my collection of resources. You may discover new tools that help your students feel more confident as they explore math concepts throughout the year.

Helping Your Students With Understanding Math

Helping students make connections in math is not an extra strategy added onto a lesson. It is a teaching approach that strengthens students' overall thinking about math. When we consistently encourage students to connect new ideas to prior knowledge, everyday experiences, and real-world situations, math begins to feel more logical and accessible.

Instead of viewing each topic as something completely new, students see how ideas build on each other over time. This approach helps them retain information longer than just memorizing. They are understanding how concepts fit together.

Creating opportunities for students to make connections can transform how math feels in the classroom. Their confidence grows as their knowledge increases, and math becomes approachable. Those moments of recognition lead them to truly enjoy and understand math.

Save for Later

If you are looking for ways to help your students make stronger connections in math, be sure to save this post for later. Pinning it to one of your teaching boards on Pinterest makes it easy to come back to when you are planning lessons or looking for new ways to help your students with understanding math.

 

Strategically Using Technology in the Math Classroom

There was a time when adding technology to a lesson automatically meant adding engagement. My students were excited to open their devices. I loved the access it gave us to visuals, simulations, and real-time collaboration. On the flip side, I also noticed something else. The same devices that connected us to powerful learning tools were the ones my students used for video games, texting, and scrolling at home. The line between learning tool and entertainment device was blurry for them. If I am being honest, it was blurry for me at first, too. That is when I realized that technology in the math classroom is not just about access or engagement. It is about setting expectations and helping our students see their devices as tools for thinking rather than distractions.

How Technology in the Math Classroom Has Evolved

When I first started teaching, technology in the math classroom often meant projected notes or showing a tutorial video. My students watched, copied, and practiced. It was helpful, but it was still mostly teacher-centered. It sometimes felt like a digital worksheet instead of a meaningful exploration. You may have experienced something similar, especially if your school was just beginning to increase device access.

As access improved and more classrooms moved toward consistent device use, I had to rethink how I used technology in the math classroom. Instead of having my students passively consume content, I wanted them to create, model, and explain. You can now have your students build graphs, analyze representations, and collaborate on shared slides in real time. The shift from consumption to creation is where the real power lies. When your students generate their own math representations, they begin to see connections rather than memorize steps.

That evolution also forces us to rethink balance. I never wanted technology to replace notebooks, discussion, or hands-on thinking. I had to learn how to use technology in the math classroom as a tool that amplified reasoning. You can still have your students sketch by hand, write explanations, and justify their thinking. Technology provides additional ways for them to see patterns and compare ideas. When you approach it this way, it feels less overwhelming and much more purposeful.

The “Why” Behind Technology in the Math Classroom

Technology is evolving quickly, and your students are growing up surrounded by it. I realized that sidestepping it was not the answer. I needed to model how to use technology thoughtfully and academically. Technology in the math classroom is not about flashy tools or constant screen time. It is about deepening reasoning and expanding representation.

When your students connect real-world stories, analyze structured prompts, and defend their reasoning amongst their peers, they are doing meaningful math. Technology gives them more opportunities to see patterns, revise thinking, and collaborate. It allows you to capture multiple strategies in one place so everyone can learn from one another. That kind of visible thinking builds confidence.

Let's take a look at how you can incorporate technology into your math lessons without it "taking over." Here's an example of how I used technology in a new way to take my graphing unit to the next level.

Using Graphing Stories to Make Abstract Concepts Concrete

One of my favorite ways to use technology in the math classroom was through Graphing Stories. Instead of starting a functions unit with definitions and formulas, I began with motion. I would play a short video showing a real-world scenario and ask my students to sketch what they thought the graph would look like. They had to think about whether the situation represented an increasing, decreasing, or constant relationship. 

If you want to try this, start by projecting a Graphing Story video and pausing it at key moments. Ask your students to predict what the graph will do next and justify their thinking in their notebooks. Give them time to compare answers with a partner before revealing the full scenario. You will immediately see misconceptions surface, and that is a good thing. Those conversations are where the real learning happens.

When you use this approach with your students, you'll notice a big difference in how they talk about slope and rate of change. They'll be able to explain how the motion in the video caused the graph to increase or level off. You can use these videos to launch a unit, review before an assessment, or check for understanding during a lesson. Technology in the math classroom serves as a bridge between real-world experiences and formal mathematical language.

Pairing Graphing Stories with Snapshot Math for Deeper Discussion

After your students sketch their graphs from a video, don’t stop there. The learning happens when they analyze and defend their thinking. This is where Snapshot Math comes in. After you have introduced the concept of functions, you can project a Snapshot Math slide on the board as a warm-up to your lesson or as a way to wrap up class. Have your students record their responses in their math notebooks. Then, take a few minutes to share ideas and complete the slide together. 

The Snapshot Math to Talk About – Functions resource includes prompts that push your students beyond surface-level answers. For example, your students will be asked to determine domain and range, apply the vertical line test, compare rates of change, and defend whether a relation represents a function. These are not quick-answer questions. They are discussion starters that encourage your students to justify and explain their ideas. 

The best part is the flexibility. You can project the digital version and annotate student thinking live. You can print a copy and slide it into a plastic sleeve for small group work, so your students can write and erase as they discuss. You can assign the digital slides if your students are working independently. When you pair Graphing Stories with Snapshot Math, you create a full learning cycle: experience, represent, analyze, and defend. That is intentional technology in the math classroom.

Balancing Paper and Digital in Your Math Classroom

I know there is often pressure to go fully digital, but I've never believed it's necessary. In my classroom, students still wrote in their math notebooks every day. They sketched graphs by hand, wrote explanations, and organized their thinking on paper. Technology in the math classroom supported that process instead of replacing it. That balance helped my students slow down and think carefully.

You can start small if you are feeling unsure. Project a Snapshot prompt while your students respond in their notebooks. Use a digital Graphing Story video, but require a hand-drawn graph. During small group instruction, provide a printed Snapshot in a plastic sleeve so your students can collaborate face-to-face. These small adjustments make technology feel manageable instead of overwhelming. You are still in control of the pacing and structure.

When you think about balance, always come back to the math goal. Ask yourself what you want your students to understand by the end of the lesson. If the goal is conceptual understanding of functions, technology should help your students visualize and compare relationships. If the goal is fluency, paper practice might be more efficient. Technology in the math classroom should always serve the learning objective, not distract from it.

Ready to Make Technology in the Math Classroom More Intentional?

If you’re ready to use technology in the math classroom more intentionally, take a look at my full Snapshot Math collection. You’ll find sets for functions, fractions, percents, area, circumference, and more. Choose the topic that fits your next unit and start building deeper math conversations right away!

Save for Later

If you are planning a functions unit or thinking about how to use technology in the math classroom more intentionally, save this post so you can come back to it when you are mapping out your lessons. It can be easy to fall into the pattern of using technology for convenience rather than for a purpose. Pin it now so when you are prepping your graphing or linear functions lessons, you have a clear plan for pairing Graphing Stories with structured math talk. 

A Practical Framework for Helping Students Understand Math Concepts

Helping your students understand math can feel overwhelming, especially when you are balancing pacing, standards, and the wide range of learners in your classroom. One framework that consistently supported deeper understanding when I was in the classroom, and continues to support strong math instruction today, is Concrete–Representational–Abstract (CRA). While CRA is often described as a progression, it works best as a flexible framework that allows you to respond to student thinking. When used intentionally, CRA helps your students understand math by connecting hands-on experiences, visual models, and abstract symbols in meaningful ways.

Using Concrete Experiences to Help Students Understand Math

Concrete experiences give your students something tangible to think about when learning new math concepts. These experiences involve manipulatives or models that your students can touch, move, and explore. When your students understand math through concrete tools, they begin building meaning before symbols and numbers are introduced.

When I was in the classroom, I found that concrete experiences were especially helpful for introducing new concepts or when my students struggled to explain their thinking. Concrete tools allowed my students to slow down and make sense of what the math actually represented. These experiences created a foundation that made later abstract work more meaningful.

Concrete does not always mean physical objects alone. Digital manipulatives can also help your students understand math when they are used intentionally. Virtual base ten blocks, fraction strips, or algebra tiles can support sense-making. The key is that your students are actively modeling and reasoning. 

Focused concrete experiences can strengthen understanding without replacing core instruction. Using hands-on or digital manipulatives during the introduction, practice, or review of math concepts only helps our students build a stronger understanding of foundational math concepts.

Representational Models That Help Students Understand Math

Representational work, sometimes referred to as pictorial or semi-concrete, is the stage in which your students use drawings, diagrams, or visual models instead of physical objects. All of these terms describe the same middle phase of CRA. This stage plays a critical role in helping your students understand math by bridging hands-on experiences and abstract reasoning.

When I was teaching, representational work revealed far more about student understanding than pre-made visuals ever could. Student-created drawings, number lines, tape diagrams, or part-part-whole models showed how my students were thinking. These showed me a lot more than whether they arrived at the correct answer or not. These representations did not need to be neat or polished. What mattered was that they reflected student reasoning.

Representational work can look different from student to student. One of your students might draw a model while another uses manipulatives to solve the same problem. In partner work, one student might represent the math visually while the other models it concretely. This flexibility allows your students to understand math in ways that make sense to them and supports more effective math conversations.

Abstract Tools That Help Students Understand Math Concepts

Abstract work involves symbols, numbers, notation, and algorithms. This is where many traditional math tasks live. Abstract work is most effective when it builds on understanding developed through concrete and representational experiences. Your students will understand math more deeply when abstract symbols represent ideas they already know.

When I introduced algorithms in my classroom, I framed them as tools rather than shortcuts. Algorithms represented the most efficient way to do math once my students understood why the math worked. When my students memorized steps without understanding, gaps often surfaced later during problem-solving or explanations. With meaning in place, algorithms supported reasoning instead of becoming a substitute for it.

Moving Between Levels of the Framework 

Flexibility is the name of the game when it comes to our thinking around CRA. Students may move back and forth between the levels of support as they learn and practice math concepts. Similarly, abstract work does not signal the end of CRA. If your student can arrive at a correct answer but cannot explain how or why it works, that is often a cue to revisit a concrete or representational model. Moving back within the framework helps your students understand math concepts more fully and strengthens long-term learning.

Helping Students Understand Math Across Grade Levels

CRA is not limited to elementary classrooms. Students at all grade levels benefit from concrete, representational, and abstract thinking. This is extremely true as math concepts become more complex. Understanding math requires reasoning, not just computation.

Upper-grade students often benefit from tools such as area models for fraction operations. They'll also benefit from using algebra tiles for expressions and equations and number lines for integer reasoning. These representations help your students visualize relationships that might otherwise feel abstract or confusing.

When I worked with older students, these models often revealed misunderstandings that would not have surfaced through abstract work alone. Providing access to concrete and representational tools helped my students understand math concepts more deeply. They were also able to explain their thinking with greater confidence.

Using Technology to Help Students Understand Math

Technology can support CRA when used intentionally. Digital tools should help your students understand math by encouraging modeling, representation, and exploration. Tools focused solely on speed or quick answers often limit opportunities to make sense of the problem.

When I included technology in my math instruction, the focus was always on understanding rather than efficiency. I chose digital manipulatives because they allowed my students to move pieces, test ideas, and visualize relationships. 

When selecting technology, consider whether it supports student thinking and progression within the CRA framework. Used intentionally, digital tools can strengthen understanding. They provide another way for your students to engage meaningfully with math concepts.

Observing Student Thinking to Help Students Understand Math

One of the most important aspects of using CRA effectively is observing your students working. Watching how your students solve problems helps you decide which phase of the framework will best support understanding. CRA works best when instructional decisions are guided by evidence from student thinking.

When I noticed my students could compute accurately but struggled to explain their reasoning, it often signaled the need to revisit concrete or representational experiences. This was not a step backward. It was an intentional instructional move that helped my students understand math more deeply.

Sometimes we worry that spending time on models takes away from instruction. In reality, these moments often save time later. When your students truly understand math concepts, they make fewer errors, require less reteaching, and approach problem-solving with greater confidence. Sometimes you have to give time to get time.

Using Task Cards to Help Your Students Understand Math With CRA

My Multiplying Decimals by Whole Number Task Cards resource includes three different task card activities that support your students as they develop their understanding of multiplying decimals and whole numbers. I designed each activity to give your students multiple ways to make sense of the math before relying on an algorithm. This makes it easy to use within the Concrete-Representational-Abstract framework. 

The DINOmite Decimals activity focuses on building conceptual understanding. Your students need to determine how many groups to create, build the problem using math tools or visual models, write the expression, and then solve. This structure encourages your students to understand math by connecting the idea of groups to decimal values. The emphasis is on modeling and reasoning, not just computation.

The Stompin’ Decimals activity supports your students who are ready to move between representational and abstract thinking. Your students will identify multiplication sentences, draw or visualize models, and solve using strategies that fit their readiness level. This activity reinforces the meaning of multiplication while still allowing your students to show their thinking in their own way.

The Decimal BONEanza activity provides opportunities for more independent practice and review. Your students will be able to solve decimal multiplication problems with whole numbers and decimals. For this activity, there is a strong focus on place value reasoning. This activity works well when your students are transitioning into abstract work, but still need to revisit models or explanations to fully understand the math concepts.

You can choose between these tasks based on student readiness. You can even rotate activities during math centers, or use them to move your students back and forth within the CRA framework as needed. This flexibility supports a deeper understanding. It also allows your students to understand math in ways that make sense to them.

Helping Your Students Understand Math With Confidence

Helping your students understand math is not about rushing them through steps or sticking rigidly to one instructional path. It is about paying attention to how your students think and giving them the tools they need to make sense of ideas. When you view Concrete–Representational–Abstract as a flexible framework instead of a fixed sequence, you give yourself permission to respond to student needs in real time.

When your students have access to this framework, learning becomes more meaningful. They are better able to explain their thinking, apply strategies, and recover when they feel stuck. These learning moments build confidence and reduce frustration for both you and your students. 

Save for Later

Save this post to your favorite math Pinterest board as a reminder that CRA is not a checklist to complete or a sequence your students must master in order. It is a responsive framework that allows you to move back and forth based on student understanding. 

Tapping into Multimodal Learning in the 21st Century

When it comes to learning styles, you’ve probably heard the classic V-A-K framework: visual, auditory, and kinesthetic learning styles. We were encouraged to identify students' preferred learning styles and weave them into our lessons while still exposing everyone to the other styles for a balanced approach. Here we are in the 21st Century, teaching our students who toggle between YouTube tutorials, fast-moving games, TikTok how-tos, and AI tools before the school bell even rings. Their brains are used to quick shifts, layered information, and a blend of senses happening at once. That means our teaching has to shift as well. That’s exactly where multimodal learning comes in.

Instead of focusing on which “type” of learner each student is, we should now think about how many different ways we can help our students make sense of an idea. When instruction offers multiple modalities, what our students see, hear, say, build, sketch, write, model, or move, it opens doors for every learner. Multimodality isn’t about sorting our kids into categories. It’s about designing rich, flexible learning experiences that meet the reality of today’s diverse classrooms.

Why Multimodal Learning Matters in the 21st Century

Students today live in a sensory-rich world where visual and auditory information constantly overlap, interact, and compete for attention. They swipe through videos, play interactive games, listen to podcasts, and use AI tools to explore new ideas, often at the speed of curiosity. When we bring multimodal learning into the classroom with that same intentional variety, it feels familiar to their brains. Purposeful shifts in how information is presented keep them alert, engaged, and mentally anchored in the lesson.

Modern classrooms also reflect a wide range of backgrounds and needs. We teach multilingual learners, students with unique neurological profiles, and children who arrive with very different levels of prior knowledge. When we lean into multimodality, we give each of our students an entry point into the same content. Rather than expecting everyone to learn in a single way, we create learning experiences that honor the idea that understanding grows stronger when it comes from multiple angles.

Using Visual Modalities to Support Multimodal Learning

Visual thinking remains an incredibly powerful pathway for understanding, especially when it’s one part of a bigger multimodal plan. When students can see an idea through illustrations, diagrams, color-coding, or sample models, abstract concepts suddenly feel more manageable. Visuals help students build mental connections, find patterns, and remember information long after instruction ends.

Think about an image you may share with students. A timeline in social studies, a visual cycle in science, or even a color-coded grammar example gives students something concrete to connect with. Good visuals provide support for what students are learning. They give students a way to make sense of unfamiliar concepts or connect vocabulary to something they already know. Luckily, great visuals are relatively easy to find or create for the classroom. Whether it is an anchor chart, a diagram, or a visual checklist, visuals should be a key part of your lesson because they are highly connected to learning.

One visual checklist I have used is my Eye on the Target Problem Solving Stick. This visual cue helps students visually walk through their assignments as they problem solve. It’s a simple example of how vocabulary and standards can be differentiated visually, but that exact approach can support so many different subjects. If you want to explore more visual supports for problem-solving, you can take a look at Eye on the Target for additional ideas.

Using Auditory Modalities as Part of Multimodal Learning

Even in our highly visual world, listening is still a powerful learning tool. Spoken explanations, read-alouds, storytelling, and partner discussions all help students make sense of content in a way that feels conversational and human. When you introduce a new topic through a story, or when students rehearse their thinking out loud, they strengthen their comprehension and build confidence before ever putting pencil to paper.

One of the easiest ways to integrate auditory learning is through picture books or oral storytelling. These moments bring emotion, pacing, and clarity to the content. If you teach customary measurement conversions, the Land of Gallon story is an example of how a straightforward narrative can anchor understanding in a memorable way. The more students hear language wrapped around concepts, the more naturally they begin to talk about and internalize those ideas themselves.

Using Kinesthetic Modalities to Build Meaning

Movement is another essential layer of multimodal learning. Not because some students are labeled “kinesthetic learners,” but because physical engagement helps the brain connect ideas more deeply. When students get up, manipulate objects, or interact with space, they build meaning in ways that worksheets alone just can’t replicate.

Human number lines are an example of kinesthetic learning. When students physically step into the role of numbers, decimals, or rounding benchmarks, they suddenly understand the relationships between values much more clearly. Similarly, "build and compare" activities offer the same sense of discovery as students use math tools, create models, and test their thinking with their hands. Vocabulary learning becomes more memorable when students move between stations, act out words, or rotate through tasks that anchor meaning in both body and mind. If you’d like to try ready-made activities, make sure to grab a copy of the kinesthetic vocabulary supports.

Where Technology Fits into Multimodal Learning

Technology has quickly become one of the most natural pathways for multimodality. Students intuitively understand digital spaces. Tech tools give us endless ways to blend visuals, audio, movement, and interaction. Students might watch a short video model, use voice tools to explain their thinking, collaborate inside a digital document, sketch on a touchscreen, or build a diagram using an online template. All of these experiences offer rich layers of input and output that make ideas more accessible.

As AI tools become part of daily life, they also open up new multimodal entry points. Students might ask AI to summarize a concept, generate an illustration, check an explanation, or model a process. When used thoughtfully, these tools don’t replace learning; they expand the modalities available to students, so they can choose the pathway that helps them understand the content most clearly.

Ready to Plan Multimodal Lessons With Ease?

Incorporating these different techniques into your lessons does not have to be complicated or time consuming. Let's start with one misconception: You do NOT need to incorporate all of these into every lesson. Instead, start thinking of your lessons and activities as a cluster or unit. During the course of teaching a specific skill or concept, try to include as many of these as possible. This helps to ensure that each student has multiple opportunities, in multiple ways, to connect with the information. 

Please don't let this thought discourage you. You are already doing some of this. As you introduce or teach a new skill, you usually talk and model or show examples. This hits visual and auditory modalities right away. Add a video to the mix as a technology element, or pair it with a picture book read-aloud to explain the concept in a different way. Next, students have the opportunity to practice. Aim for practice activities in various formats: a worksheet, a hands-on interactive activity, a partner game, a digital activity, or a write-the-room scavenger hunt. Not only do these connect with different modalities, but changing activities will keep learning fresh and fun. Need to reteach? Try an activity that uses a different modality than the one you originally used. 

It doesn't have to be hard to use multimodal learning in your classroom; it just takes intent. As you change the way you think about lesson planning, it will become easier until it is just second nature.

Ready to bring even more multimodal learning into your classroom? I’d love for you to explore the resources in my TPT store. Everything there is designed to help you plan lessons that naturally weave together different modalities so students can interact with content in meaningful ways. From hands-on activities to visual supports and digital resources, you’ll find materials that make it easy to reach your diverse learners without adding extra stress to your planning time. 

A Modern Look at Learning Styles

Visual, auditory, and kinesthetic experiences still matter, but not because they define who our students are. They matter because learning becomes stronger when ideas are experienced from multiple directions. A modern classroom thrives when our students are invited to see, hear, discuss, sketch, model, build, imagine, act out, and explore concepts across multiple modalities.

The goal is no longer to match instruction to a preferred “style” but to design lessons that naturally weave together different modes of thinking. When students engage with content through multimodal learning, they remain present, curious, and ready to participate. They also build a deeper and more durable understanding because they’ve interacted with the content in more than one meaningful way.

Save for Later

If you want to come back to these ideas when you’re planning future lessons, save this post now. Multimodal learning is one of those topics that becomes more powerful the more you put it into practice. Having these examples on hand makes it easier to weave multiple modalities into your lessons.