About Math Motivator

Vicki McGinn Math MotivatorMath Motivator was created by Vicki McGinn, to share her vast learning experiences on mathematics with a wide audience – teachers, children & parents. Vicki McGinn, was a classroom teacher for 15 years. She has just retired from the Algonquin & Lakeshore Catholic District School Board as a Special Assignment Teacher.

Over the past eleven years, this role has allowed her to spend many hours in a variety of Kindergarten to Grade 6 classrooms across the school board observing and interacting with students. An important aspect of her work was spent collaborating with educators and students in support of educator, school or board inquiries. She has had the opportunity to deepen her own math content knowledge and understanding of student challenges and successes in math through her work with the Ministry of Education in various initiatives such as Small & Northern Boards Math, Collaborative Inquiry for the Teaching of Mathematics (CIL-M), Systems Implementation and Monitoring (SIM), and the EOSDN “Closing the Gaps” Math Project.

Even as she retires, Vicki continues to be very passionate about the teaching and learning of mathematics and wishes to continue as an educator mentor to share her vast learning experiences with a wider audience to include parents.


  1. Katie Fitzgibbons | | Reply

    Your daughter recommend on contact you. Do you have some math word problems involving the regrouping of base ten materials that I could use this week? I have so much to do and am feeling really stressed! It is for a Grade 3/4 class.

    Thank you,


    • Vicki McGinn | | Reply

      One task that I give to students as a precursor to regrouping is something like this: How many different ways can you make “123” using base ten materials. The big idea with a task like this is that there are many different but equivalent representations for a number. Students will begin by making the standard 1 hundred, 2 tens and 3 ones with the materials. We also want to get them comfortable with the idea that there can be 12 tens and 3 ones or 11 tens and 23 ones etc. Students can investigate over several days using different numbers. You might give them a bigger number such as 463 and ask them to represent it in 3-4 different ways.

Leave a Reply

Your email address will not be published. Required fields are marked *