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Megan H. Wickstrom and Lindsay M. Jurczak

Examine teaching strategies, students' conceptions and visualizations of length units, and conservation of length as first graders explore the meaning of an inch in the context of a garden inchworm.

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Paula Denton

Using Cuisenaire Rods, metric measurement, and mapping, students worked collaboratively to calculate, keep records, build, and problem solve with use of decimal fractions as a key element.

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Allyson Hallman-Thrasher, Courtney Koestler, Danielle Dani, Amanda Kolbe and Katie Lyday

Through trial and error and ultimate success, students create a graph to model a real-world situation.

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Darin Beigie

Students use scientific notation to calculate how long it takes light to travel a variety of astronomical distances and then interpret the significance of their findings.

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Laura Bofferding and Melike Yigit

This month's problem examines the standing long jump, an Olympic event until 1912. Students will jump as far as they can from a standing position and measure the distance by using different units, such as cubes, feet, and inches. A good problem can capture students' curiosity and can serve many functions in the elementary school classroom: to introduce specific concepts the teacher can build on after students recognize the need for additional mathematics or to help students see where to apply already-learned concepts. We encourage teachers to use the monthly problem and suggested instructional notes in their classrooms and report solutions, strategies, reflections, and misconceptions to the journal audience.

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Terri L. Kurz

After analyzing advertising claims regarding water shooters, students present their findings.

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Sarah J. Selmer and Kimberly Floyd

A proactive preschool teacher differentiates instruction by using the Universal Design for Learning framework to decrease barriers that limit students' access to classroom learning.

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Patricia O'Donnell and Amanda Frick

Do you remember clever, energetic Speedy Gonzales, “the fastest mouse in all Mexico,” one of the animated characters in the Warner Brothers Looney Tunes cartoon series? This month our “math by the month” activities, reminiscent of the spirited Speedy, will have your students calling ¡Ándale! ¡Ándale! ¡Arriba! ¡Arriba! (colloquial Spanish for “Come on! Hurry up!”) as they ask for more problem-solving scenarios based on this month's racing theme.

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Deanna Pecaski McLennan

The outdoors offers children a rich space for learning and inspires authentic mathematical opportunities.

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Karen D. Owen, Lynn J. Kaiser, Sarah B. Bush and Kristin L. Cook

In this article, the authors share how a class of fifth-grade students from an urban elementary school channeled their creativity and critical thinking in an engaging STEAM investigation. Contributors to the iSTEM (Integrating Science, Technology, Engineering, and Mathematics) department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 6 classrooms.