Do your students ever share ideas that are only peripherally related to the discussion you are having? We discuss ways to minimize and deal with such contributions.

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### Blake E. Peterson, Shari L. Stockero, Keith R. Leatham, and Laura R. Van Zoest

### Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton

We introduce the Into Math Graph tool, which students use to graph how “into" mathematics they are over time. Using this tool can help teachers foster conversations with students and design experiences that focus on engagement from the student’s perspective.

### Kelly Hagan and Cheng-Yao Lin

April 2020's GPS department provides tasks for each grade band that invite students to reason with age-appropriate number theoretic concepts.

### Erell Germia and Nicole Panorkou

We present a Scratch task we designed and implemented for teaching and learning coordinates in a dynamic and engaging way. We use the 5Es framework to describe the students' interactions with the task and offer suggestions of how other teachers may adopt it to successfully implement Scratch tasks.

### Erin E. Baldinger, Matthew P. Campbell, and Foster Graif

Students need opportunities to construct definitions in mathematics. We describe a sorting activity that can help students construct and refine definitions through discussion and argumentation. We include examples from our own work of planning and implementing this sorting activity to support constructing a definition of linear function.

### Karen S. Karp, Sarah B. Bush, and Barbara J. Dougherty

Try these meaningful alternative approaches to helping students make sense of word problems.

### Laurie Speranzo and Erik Tillema

Specific teacher moves and lesson planning can facilitate student empowerment in the middle school classroom.

### Emily Dardis and Megan H. Wickstrom

Modifications to a first- and second-grade STEAM activity, Elephant Toothpaste, highlight ways to emphasize mathematical thinking by running multiple experiments, posing mathematical questions, and having students make both qualitative and quantitative observations. Contributors to the iSTEM department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 5 classrooms.

### Stephen Phelps

### Edited by Anna F. DeJarnette

A monthly set of problems targets a variety of ability levels.