A group of teachers took a walk around their school and began to notice the different window arrangements on apartment buildings and business complexes in the community. The structures had different window groupings, different numbers of window panes—depending on a building's size and design—and different numbers of windows to a side. The teachers later collaborated to develop an activity that would offer students opportunities to count, work in groups, and develop their multiplicative thinking skills. The windows provided the context for the investigation.

Contributor Notes

Edited by Coleen Foster, cfoster@wsd1.org, a grades 3-8 math support teacher for Winnipeg School Division in Manitoba, Canada. Each month this section of the problem Solvers department features a new challenge for students. Readers are encouraged to submit problems to be considered for future problem Solvers columns. Receipt of problems will not be acknowledged; however, problems selected for publication will be credited to the author. Find detailed submission guidelines for all departments at www.nctm.org/tcmdepartments.

(Corresponding author is Foster cfoster@wsd1.org)
Teaching Children Mathematics
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