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## GPS: Spring Frogs

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

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## Using Scratch Programming to Explore Coordinates

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.

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## May 2019 Calendar and Solutions

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## Problems

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

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## Threatened to extinction

Hundreds of species of animals around the world are losing their habitats and food supplies, are facing extinction, or have been hunted or otherwise negatively influenced by humans. Students learn about some of these animals and explore multiple solution strategies as they solve this month's problems. 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.

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## Addressing Misconceptions in Algebra 1

An algebra 1 teacher collaborated with two university researchers to develop vocabulary minilessons and peer discussions to support students in understanding and using algebraic language.

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## The No-to-Yes Project: Conquering Common Algebraic Mistakes That Drive Us and Our Students Crazy

Help students stop making typical, persistent errors related to misconceptions about exponents, distribution, fraction simplification, and more.

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## Problems

A monthly set of problems is aimed at a variety of ability levels.

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## When Foil Falls Apart

A critique of FOIL provides an alternate method of multiplying polynomials.

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## Designing Scaffolds for Students' Written Arguments

In an eighth-grade classroom, the authors used the Connected Math Project curriculum and three essential components of an argument implied by Driscoll (1999) to adapt mathematical tasks to elicit written arguments that go beyond recounting steps.