Using the context of restaurants and ratios to find equivalent fractions can push students' strategies forward.
Jennifer M. Tobias and Janet B. Andreasen
Erin R. Moss
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 once 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 in their own classrooms and report solutions, strategies, reflections, and misconceptions to the journal audience.
Martha E. Hildebrandt
Postscript items are designed as rich “grab and go” resources that teachers can quickly incorporate into their classroom repertoire with little effort and maximum impact. This article adapts the classic Dots and Squares game into fun ways to encourage problem solving and computation. Variations include ways to adapt the game to different levels.
Lynsey K. Gibbons, Melinda C. Knapp and Teresa Lind
Why is it so crucial that coaches and teachers concentrate their interactions on students' mathematical reasoning?
Jennifer Suh, Sara Birkhead, Rachelle Romero Farmer, Terrie Galanti, Alexandrea Nietert, Tyler Bauer and Padmanabhan Seshaiyer
Working with a mathematics coach and university researchers in a K-4 lesson study, teachers increase their understanding of student abilities in a fair-share sandwich problem.
This department showcases students' in-depth thinking and work on problems previously published in Teaching Children Mathematics. This article discusses solutions to the Dessert Dilemma problem that ran in the August 2013 issue.
Each month, this section of the Problem Solvers department showcases students' in-depth thinking and discusses the classroom results of using problems presented in previous issues of Teaching Children Mathematics. The March 2015 problem challenges students to determine how many pizzas they need to order for a class party. During this investigation, students have the opportunity to explore the meaning of division and to examine, compare, and connect additive and multiplicative strategies that may be used to solve this division problem.
Shannon E. Bostiga, Michelle L. Cantin, Cristina V. Fontana and Tutita M. Casa
Use debate journals as an innovative way to encourage your students to construct mathematical arguments as well as examine and critique others' mathematical thinking.
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.
Drew Polly and Chandra Orrill
To support mathematics educators as they consider implications of the Common Core State Standards for Mathematics (CCSSM) for instruction and assessment, Teaching Children Mathematics is publishing a series of feature articles. In this fourth installment, authors Polly and Orrill suggest implementation strategies for grades 5 and 6. A final, cohesive article will appear in the August 2012 issue. Authored by Susan Jo Russell, the last piece concentrates on the implementation of the eight Standards of Mathematical Practice (SMP) and the constellations of Practices and Standards.