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James Russo and Toby Russo

Math by the Month features collections of short activities focused on a monthly theme. These articles aim for an inquiry or problem-solving orientation that includes four activities each for grade bands K–2, 3–4, and 5–6. In this issue, teachers read the classic Dr. Seuss book The Sneetches and other stories with their class and get students to engage with these associated mathematical problems. The problems, many of which are open-ended or contain multiple solutions or solution pathways, cover a range of mathematical concepts.

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Lisa Brooks

Math by the Month features collections of short activities focused on a monthly theme. These articles aim for an inquiry or problem-solving orientation that includes four activities each for grade bands K–2, 3–4, and 5–6. This month's article considers one way to teach children to be lifelong learners: by applying problem-solving skills and a variety of math concepts at home, including time, measurement, basic operations, and fractions.

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Erin M. Meikle

For orchestrating whole-class discussions, note these suggestions to fine tune problem-solving techniques into cognitively challenging tasks.

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Travis A. Olson and Melfried Olson

This regular department of the journal features collections of short activities focused on a monthly theme. These articles aim for an inquiry or problem-solving orientation that includes four activities each for grade bands K–2, 3–4, and 5–6. Perhaps thinking of the more than fifty national food days that are celebrated in the month of October has tickled your students' taste buds enough to work up an appetite with these word problems and learn about all the foods that our nation celebrates this month.

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Sarah Quebec Fuentes

Each month, this section of the Problem Solvers department showcases students' in-depth thinking and discusses the classroom results of using problems presented in previous issues of Teaching Children Mathematics. The October 2014 problem scenario offers students an opportunity to divide whole chocolate bars into fractional amounts to gain understanding of the partitioning of a whole into different fractional amounts, on comparing these amounts, and on the ability to develop and defend their thinking.

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Emily R. Fagan, Cheryl Rose Tobey, and Amy R. Brodesky

Start with a strategic process to gather and interpret evidence of students' mathematical understandings and misconceptions; then aim your teaching to address identified needs.

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Sarah B. Bush, Richard Cox, and Kristin Leigh Cook

Contributors to the iSTEM (Integrating Science, Technology, Engineering, and Mathematics) department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms. The authentic STEAM project described here was born of a critical need of one child in the community. Using the Design Thinking framework, a class of fourth graders embarked on what was arguably the most meaningful school project of their lives. We place an explicit focus on the M in STEAM.

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Kimberly Morrow-Leong

Comparing two fractions gives a context for exploring students' flexibility with and understanding of mathematical ideas.

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Annette Ricks Leitze, Toni Hillman, Peggy M. Porter, and Allison K. Overholt

Math by the Month features collections of short activities focused on a monthly theme. These articles aim for an inquiry or problem-solving orientation that includes at least four activities each for grades K–2, 3–4, and 5–6. This month, challenge your students to look for all the mathematics at the local fair.

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Hoyun Cho and Carolyn Osborne

Postscript items are designed as rich grab-and-go resources that any teacher can quickly incorporate into his or her classroom repertoire with little effort and maximum impact. A personal timeline provides a rich and relevant context this month for students' to investigate numbers and number relationships.