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Mr. Gaskin's Classroom

  • Linwood Holton Elementary School
  • Richmond, VA
  • Nearly all 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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Support Mr. Gaskin's classroom with a gift that fosters learning.

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We'll charge your card today and send Mr. Gaskin a DonorsChoose gift card he can use on his classroom projects. Starting next month, we'll charge your card and send him a DonorsChoose gift card on the 17th of every month.

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Past projects 3

  • A Place for the Reading Bug!

    Funded Aug 19, 2022

    Thank you all for donating to my classroom. The project was fully funded before it even went live on the Donors Choose website. I know my students will really appreciate having this updated space. I can not wait to get started with them. Your contribution means the world to me, and I know they will appreciate it too.”

    With gratitude,

    Mr. Gaskin

  • Our Learning's On Fire!

    Funded Dec 9, 2018

    Since we have received our tablets we have been hard at work improving our Maths facts. As you can see from our pictures we unpacked and got to work.

    As mentioned in our proposal, our ability to get on technology was infrequent at best due to a lack of availability. Since we received our Kindle tablets, we have used technology almost every day. We have been able to access our student portal to improve our Maths facts with Reflex Math and work on our vocabulary skills with Flocabulary.

    Having our basics solidified is helping us to be very successful with our studies and will pay dividends with our end of term examinations. Thank you so much for supporting the students growth.”

    With gratitude,

    Mr. Gaskin

    This classroom project was brought to life by Verizon and 14 other donors.

  • Add It Up, Don't Take It Away

    Funded Dec 7, 2016

    As soon as the calculators arrived the students were so excited. Claiming the different colors and ready to interactive with this new equipment that you made available to us.

    As I stated in my project proposal, there are times when students need to know how to calculate, but there are other times when the calculation is not the lesson. For example, since we received our calculators one of the lessons that we worked on was finding the mean of a set of data. In order to find the mean students have to add up the data, and then divide by the number of data points available. Calculation is part of this, but how to find mean is the most important part. Your donation toward our classroom calculators opened the door so that all students were able to access the information, understand, and be successful.

    As a class we thank you for making this available to us and we look forward to using our new calculators throughout the remainder of the school year.”

    With gratitude,

    Mr. Gaskin

There are times, in Mathematics, where getting the answer is the most important thing. There are other times, when what is important isn’t getting the answer, but how you got the answer. For example, when assessing if a student understands that to find the area of a triangle you have to multiply the base times the height and divide by two. The important thing in this assessment is the formula, not the calculation. Students often get bogged down in the computation of Math and forget the formulas, when often times it is the “HOW” of a problem that is the most important part. With a little assistance from a calculator, we remove the stress of the computation to ensure that what we are actually assessing, be it area of shapes in Geometry or Order of Operation, is being shown by our students. Having a class set of calculators will also assist us during testing, making even the playing field so that every students has the opportunity to have the best possible outcome. Of course there are times when we want students to figure it out in their head, those who can. But, for those who can’t, and in those times when the head work just isn’t necessary, having a calculator could improve the quality and confidence of many of our students.

About my class

There are times, in Mathematics, where getting the answer is the most important thing. There are other times, when what is important isn’t getting the answer, but how you got the answer. For example, when assessing if a student understands that to find the area of a triangle you have to multiply the base times the height and divide by two. The important thing in this assessment is the formula, not the calculation. Students often get bogged down in the computation of Math and forget the formulas, when often times it is the “HOW” of a problem that is the most important part. With a little assistance from a calculator, we remove the stress of the computation to ensure that what we are actually assessing, be it area of shapes in Geometry or Order of Operation, is being shown by our students. Having a class set of calculators will also assist us during testing, making even the playing field so that every students has the opportunity to have the best possible outcome. Of course there are times when we want students to figure it out in their head, those who can. But, for those who can’t, and in those times when the head work just isn’t necessary, having a calculator could improve the quality and confidence of many of our students.

About my class

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