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Jennifer M. Tobias and Janet B. Andreasen

Using the context of restaurants and ratios to find equivalent fractions can push students' strategies forward.

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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?

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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.

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Lara Kikosicki and Debbie Prekeges

Family time in the kitchen can lead to opportunities to explore fractions in real-life circumstances and tap into children's engagement in the harvest season. You might supplement the October problems by setting up a time for your students to talk with a professional chef or event planner about how they use fractions in their jobs.

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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.

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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.

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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.

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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.

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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.

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Erin Moss

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.