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.

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

### 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.

### Ron Lancaster

Since its inception, the Mathematical Lens column has provided teachers with resources to use with their students to make connections between mathematics and the world around us through the use of photographs. The editors and the dozens of teachers who submitted material for columns have taken all of us on a journey around the world to discover where mathematics lives. These columns have offered teachers a license to do mathematics everywhere and to travel far with their students with a full tank of resources.

### Stephen Phelps

### Edited by Anna F. DeJarnette

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

### P. Reneé Hill-Cunningham

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.

### Joanna B. Stegall and Jacquelynn A. Malloy

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.