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Dionne I. Cross, Olufunke Adefope, Mi Yeon Lee, and Arnulfo Pérez

Kindergartners and first-grade students listen excitedly to a modified storybook to guide their geometry activities.

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Johnnie Wilson

Observe a first-grade teacher's use of gesture as a mathematics teaching and learning tool in his classroom.

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Michelle T. Chamberlin and Robert A. Powers

. •  CCSS.Math.Content.2.G.A.1: Recognize and draw shapes having specified attributes. 3–5 • Critical Area: Students continue to describe, analyze, and compare two-dimensional shapes. 6–8 •  CCSS.Math.Content.8.G.A.1 : Verify experimentally

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Annie Perkins and Christy Pettis

This student problem explores how many different triangles can be produced on a geoboard.

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Tutita M. Casa

This instructional tool helps students engage in discussions that foster student reasoning, then settle on correct mathematics.

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M. Katherine Gavin and Karen G. Moylan

Research-based actions and practical ideas for implementation can help shape your differentiated instruction.

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Ariel Robinson

This preschool teacher uses differentiation and scaffolding techniques as she reads an informational text about patterns with her young students.

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Annie Perkins and Christy Pettis

Students are asked to solve a problem that involves viewing the characteristics of a square.

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Elaine Cerrato Fisher, George Roy, and Charles (Andy) Reeves

Be inspired by a formerly timid third grader who now confidently conveys a new understanding of numbers, patterns, and their relationships as functions.

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Katie L. Anderson

Teachers share success stories and ideas that stimulate thinking about the effective use of technology in K–grade 6 classrooms. This article describes a set of lessons where sixth graders use virtual pattern blocks to develop proportional reasoning. Students' work with the virtual manipulatives reveals a variety of creative solutions and promotes active engagement. The author suggests that technology is most effective when coupled with worthwhile mathematical tasks and rich classroom discussions.