I say...(with my back to the class and my head over my shoulder)
To divide (using a downward slashing motion with my hand like cutting)
a decimal (make a pointing motion in the air and a popping sound with my mouth)
by a decimal (repeat)
you swing the decimal in the divisor (with my left hand I point and loop my finger left to right)
and then the decimal in the dividend (repeat using my right hand)

After the students have taught one another using Teach/Ok we then discuss how many times the decimals need to be moved in the divisor and dividend. Using this gesture helps students remember that they must move the divisor decimal first before the dividend can be moved.

This is a difficult concept that becomes much easier for students when they use gestures.

Ahhh, makes me miss teaching math. I teach only Language Arts, and many concepts are so abstract! This past week, I struggled to come up with gestures for things like 'title' 'heading' 'caption', etc.... We managed together as a class, but it sure isn't easy!
They aced the vocab test again though, so...it works!

Gestures are certainly in my opinion the most challenging part of Whole Brain Teaching. Subjects like Math, Social Studies, and Science really lend themselves to gesture...others take some serious thought. Today I had my math class divide up the concepts from our current chapter for the purpose of creating and then teaching a lesson for review. Each group is expected to use Whole Brain Teaching to teach their particular concept. I can't wait to see the gestures they come up with for this chapter!

I have something I use to teach Works Cited. I'm in the process of getting a video of my class doing it. For title - arms shaped like a "T" (I fist my hands)with one arm horizontal, the other arm perpendicular to it. Then, to emphasize that titles are underlined, after we say "title" and make the "T" - I then pull the bottom arm up flat to top arm - to make a line of sorts - and say "underlined". Since my kids (middle school) rarely remember to underline book titles, this has helped tons... I just make the "T" sign, and then the underline sign. They always (ok, almost always) check to see if they've underlined their titles!

I came up a method for differentiating between titles that are underlined and titles with quotations marks with my third-graders today.

For underlines, we make a nice long underline with flat hands moving out, reminding us that LONG things (books, movies, albums, collections of poems, etc) are underlined.

For quotation marks, we make quotation marks with the fingers of both hands, and scrunch our arms and shoulders together a little as we curl our fingers, reminding us that quotation marks are for SHORT things (poems, short stories, songs, etc).