Build on teachers' and students' understanding of division by emphasizing partitive and measurement models and strategies for writing quality division story problems.
Cindy Jong and Robin Magruder
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.
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.
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.
These problems are situated in the context of firefighting to promote problem solving and critical thinking.
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.
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).
Angela Marie Frabasilio
Let students find the connecting thread to create, illustrate, and share word problems to bridge school math and real-life math.
Capitalize on student thinking to create opportunities to further their mathematical reasoning.
Jennifer Orr and Jennifer Suh
Teachers share success stories and ideas that stimulate thinking about the effective use of technology in K—grade 6 classrooms. One way to keep young students engaged and interested in practicing counting is to involve them in using cameras. This article explains how first graders capture 100 images, use Windows MovieMaker or PhotoStory to turn the still images into a video, and then narrate a story using precise math vocabulary to explain their mathematical thinking.