This document contains the actual problems for April 2020.
Susie Katt and Megan Korponic
Susan Baker Empson, Victoria R. Jacobs, Naomi A. Jessup, Amy Hewitt, D'Anna Pynes and Gladys Krause
The complexity of understanding unit fractions is often underappreciated in instruction. We introduce a continuum of children's understanding of unit fractions to explore this complexity and to help teachers make sense of children's strategies and recognize milestones in the development of unit-fraction understanding. Suggestions for developing this understanding are provided.
George J. Roy, Jessica S. Allen and Kelly Thacker
In this paper we illustrate how a task has the potential to provide students rich explorations in algebraic reasoning by thoughtfully connecting number concepts to corresponding conceptual underpinnings.
Daniel Edelen, Heather Simpson and Sarah B. Bush
The incorporation of the “M” in STEAM must extend beyond simply a tool to address science and engineering standards (Authors, 2016; NCSM/NCTM, 2018). We present a mathematics- rich STEAM inquiry in which elementary students engaged in solving the issue of homelessness for one family in need.
Angela T. Barlow, Alyson E. Lischka, James C. Willingham and Kristin S. Hartland
A well-crafted opening problem can provide preassessment of students' fraction knowledge and assist teachers in determining next steps for instruction.
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.
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.
Ann McCoy, Joann Barnett and Tammy Stine
Try an activity that was designed to help third graders organize their thinking about rational number notation by connecting to well-established, whole-number routines.
Erin M. Meikle
For orchestrating whole-class discussions, note these suggestions to fine tune problem-solving techniques into cognitively challenging tasks.
Chepina Rumsey, Jody Guarino, Jennie Beltramini, Shelbi Cole, Alicia Farmer, Kristin Gray and Morgan Saxby
Read about how the authors used many technological tools and platforms to engage a team of educators across the country in this collaborative project.