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Farshid Safi, Sarah B. Bush and Siddhi Desai

Students explore the idea of equal versus equivalent, then learn about the social, political, economic, and educational implications of gerrymandering.

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Perla L. Myers and Colleen N. Pelak

Implement this professional development workshop designed to help teachers excavate the concept of area, uncover misconceptions, and cultivate understanding.

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Annie Perkins and Christy Pettis

Students are given a problem to break down rectangles.

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Cathy J. Kinzer and Ted Stanford

This activity sequence illustrates the conceptual development of important mathematical ideas, among them the understanding of area and how to deconstruct complicated problems.

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Tad Watanabe

“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.

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Faiza Jamil

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 presents mathematics word problems for students focused around the theme of pets. Solving these problems can help students apply mathematical thinking to authentic problems related to an interesting topic.

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Annette Ricks Leitze, Toni Hillman, Peggy M. Porter and Allison K. Overholt

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 at least four activities each for grades K–2, 3–4, and 5–6. This month, challenge your students to look for all the mathematics at the local fair.

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Sarah K. Bleiler and Denisse R. Thompson

Measuring student understanding of math concepts in this manner offers insight into the robustness of their knowledge, particularly of the Common Core State Standards for Mathematics.