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## Danger! Animals in the Mathematics Classroom

In our attempts to make a concept easier, we may hinder student learning.

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## Double Impact: Mathematics and Executive Function

Modify activities according to these principles and suggestions.

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## Capturing Disappearing Data and Strategy Development

Use photographs as a formative assessment tool.

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## LEGOs: Linking Units, Operations, and Area

Use those multicolored linking bricks to help students connect measurement with an understanding of number and operations as well as fractions.

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## What Can We Learn from Correct Answers?

Dig deeper into classroom artifacts using research-based learning progressions to enhance your analysis and response to student work, even when most students solve a problem correctly.

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## Field Trips

What is the most exciting day of the school year? Field trip day! Organizing a smooth field trip requires mathematical thinking. After solving these problems, have students create math questions about their own field-trip experiences.

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## Redesigning Hopscotch

Redesign well-known playground games, such as hopscotch, to connect physical movement with mathematics play. 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.

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## Using Disagreement to Get Students Talking

To incorporate more classroom discussion, allow students to argue.

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## Designing Mathematical Interactions for English Learners

Five types of engaging peer-interaction structures can support English learners as they make sense of mathematics and explore important mathematical relationships.

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## Revisiting the Base-Ten Block Challenge

Introducing a problem to children is always exciting when your goal is to challenge them in more than one way. The Base-Ten Block Challenge, published in TCM's January/February 2018 issue, has two layers to the activity. Conceptually, it has the challenge of using familiar materials more flexibly. In addition, this problem incorporates the strategy of Complex Instruction (CI), which aims to make group participation more equitable for all members through using random grouping and tasks with multiple entry points as well as ensuring that all students are accountable for understanding (Featherstone et al. 2011). A grade 2 class in Guelph, Ontario, Canada, took on this challenge, facilitated by a program coordinator in collaboration with their classroom teacher, Mrs. Beth Smith.