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Cindy Jong and Robin Magruder

Build on teachers' and students' understanding of division by emphasizing partitive and measurement models and strategies for writing quality division story problems.

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Vanessa M. Battreal, Vanessa Brewster, and Juli K. Dixon

Using donuts to contextualize and enrich mathematical discourse can sweeten students' understanding of how to interpret the remainder in a division problem.

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Amanda Sibley and Terri L. Kurz

Here is a simple way to turn an ordinary whiteboard into an interactive tool that allows students to design and build pathways along which a sliding object will flow—within certain constraints—to reach its final destination. Students must reason, conjecture, test, conjecture again, and then retest their design features to determine a solution to the presented investigation.

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These problems are situated in the context of firefighting to promote problem solving and critical thinking.

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This department showcases students' in-depth thinking and work on previously published problems. Embedded in the Field Day problem is the big idea of place value. Students explore the scenario of organizing pinnies (scrimmage vests) into bundles of ten, making it easier to distribute them to eight teams participating in a field day.

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Kimberly A. Markworth

Working with repeating patterns is important for K–grade 2 students because of the connections they will make in later grades with related mathematical ideas.

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Marie Wright

This department showcases students' in-depth thinking and work on previously published problems. The September 2012 problem scenario helps students build number sense and measurement sense. This problem would make a nice addition to observances Fire Prevention Week (October 6–12).

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Angela Marie Frabasilio

Let students find the connecting thread to create, illustrate, and share word problems to bridge school math and real-life math.

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Angela T. Barlow, Natasha E. Gerstenschlager, and Shannon E. Harmon

Three instructional situations demonstrate the value of using an “unknown” student's work to allow the advancement of students' mathematical thinking as well as their engagement in the mathematical practice of critiquing the reasoning of others.

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Lisa Nguyen Batista and Suzanne H. Chapin

Teachers learn instructional activities; the use of sentence frames; and how to support students in respectfully speaking, listening, and responding to one another.