The Who Wants Pancakes? problem, originally published in the May 2017 issue of TCM, uses a recipe as the context to explore representations of mixed-number multiplication. Students are encouraged to use visual images to explain their thinking and to determine answers as they work through the problem.

# Search Results

### Taajah Felder Witherspoon

Observe fourth graders' thinking in action as they connect the multiplication of whole numbers to arrays.

### Steven M. Schulman

Step in and out of an impromptu fifth-grade math lesson with an experienced teacher, and renew your appreciation for students' algebraic thinking.

### Andrew Izsák, Sybilla Beckmann and Torrey Kulow

This article explores teaching practices described in NCTM's *Principles to Actions: Ensuring Mathematical Success for All*. Common factors, common multiples, strip diagrams, and double number lines are discussed in this, the third installment in the series.

### Amanda Sibley and Terri L. Kurz

Math by the Month is a regular department of the journal, featuring 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 grade bands K–2, 3–4, and 5–6. In the current issue, mathematics is visible where we least expect it. The use of mathematics gives us a more fruitful understanding of Earth, its animals, and scientific processes. We use math to forecast environmental changes, predict future events, and decide when intervention is necessary to protect the survival of species that are at risk.

### Laurie O. Cavey and Margaret T. Kinzel

An instructional sequence used in a course for prospective teachers directly relates to Common Core State Standards for grades 3–6.

### Liat Zippin

Math by the Month is a regular department of the journal. It 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 grade bands K—2, 3–4, and 5–6. In this issue, the problems present opportunities to reason about many mathematical topics, including patterns and grouping, fractions of a set, ratios, and elapsed time.

### 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.

### 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.

### Angela T. Barlow, Lucy A. Watson, Amdeberhan A. Tessema, Alyson E. Lischka and Jeremy F. Strayer

Carefully select and leverage student errors for whole-class discussions to benefit the learning of all.