This hands-on task, featuring differentiation and open-ended learning, sets up students to discover area models for themselves. Organized around NCTM’s eight teaching practices from *Principles to Actions*, this article describes the task’s setup and implementation.

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### Corinne Thatcher Day

### Nicole Garcia, Meghan Shaughnessy, and D’Anna Pynes

Representing and recording student thinking in public spaces during mathematics discussions is challenging work. We share principles for recording student thinking in the moment and share an activity for improving your recording practice.

### Jennifer Ward and Victoria Damjanovic

This department provides a space for current and past PK–12 teachers of mathematics to connect with other teachers of mathematics through their stories that lend personal and professional support.

### Jon R. Star, Soobin Jeon, Rebecca Comeford, Patricia Clark, Bethany Rittle-Johnson, and Kelley Durkin

CDMS is a routine that allows teachers to organize instruction around students’ mathematical discussions and multiple problem-solving methods.

### Emiliano Gómez, Risa A. Wolfson, and Introduction by: Trena L. Wilkerson

### Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton

We introduce the Into Math Graph tool, which students use to graph how “into" mathematics they are over time. Using this tool can help teachers foster conversations with students and design experiences that focus on engagement from the student’s perspective.

### Michael Daiga and Shannon Driskell

The two provided activities are geared for students in middle school to facilitate and deepen their understanding of the arithmetic mean. Through these activities, students analyze visual representations and use a special type of statistical thinking called transnumerative thinking.

### Shraddha Shirude

Ear to the Ground features voices from various corners of the mathematics education world.