The metaphor of a balanced diet is used in literacy to describe the components of literacy instruction that are vital to growing readers and writers (NRP 2000). In a balanced literacy diet, the components work in tandem to give students multiple contexts to practice and transfer their understanding, knowledge, and skills. Similarly, the Math Diet provides an instructional framework to grow proficient mathematicians based on mathematics education research (NCTM 2014; NRC 2009). (See the more4U note at the end of the article for how to access a summary table of the Math Diet that is available online.) The Math Diet for students in kindergarten through fifth grade includes five components.
Kateri Thunder and Alisha N. Demchak
Bridget Christenson and Anita A. Wager
The Balanced Mathematics framework addresses differential needs of all learners.
Showcase students' in-depth thinking and work on problems previously published in Teaching Children Mathematics.
Post Script items are designed as rich “grab and go” resources that any teacher can quickly incorporate into their classroom repertoire with little effort and maximum impact. This article shares ideas for using a clothesline number line to build understanding of number relationships across the elementary grades.
Alison Sternal, Lisa Milligan and Melissa M. Soto
Students often rely on keywords in word problems without understanding the task. In this article, sample comparison problems are presented to encourage students to focus on understanding context rather than keywords. 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.
Candace Joswick, Douglas H. Clements, Julie Sarama, Holland W. Banse and Crystal A. Day-Hess
Modify activities according to these principles and suggestions.
Maggie B. McGatha and Jennifer M. Bay-Williams
This guide will support teacher leaders who work to cultivate classrooms where developing mathematical practices is a daily, intentional goal.
Temple A. Walkowiak
This is the second in a series of articles about the progression documents. The first one, on fractions, appeared in the November 2014 issue of Teaching Children Mathematics.
Michelle Stephan and Jennifer Smith
To incorporate more classroom discussion, allow students to argue.
“A mile wide and an inch deep” is an oftenrepeated criticism of U.S. mathematics curriculum. In 2006, NCTM published Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence to suggest important areas of emphasis for instruction. Many states produced new standards that were informed by the book. However, Charles (2008/2009) argues that we must address not only the mile-wide issue, by reducing the number of skill-focused standards, but also the inch-deep issue, by making essential understanding more explicit. Charles suggests that many useful resources are available to deal with the latter.