Use this activity to support students in working together, recognizing one another’s contributions, and leveraging their mathematical strengths to solve challenging problems.
Dorothy Y. White
LouAnn H. Lovin
Moving beyond memorization of probability rules, the area model can be useful in making some significant ideas in probability more apparent to students. In particular, area models can help students understand when and why they multiply probabilities and when and why they add probabilities.
Gabriel Matney, Julia Porcella, and Shannon Gladieux
This article shares the importance of giving K-12 students opportunities to develop spatial sense. We explain how we designed Quick Blocks as an activity to engage our students in both spatial reasoning and number sense. Several examples of students thinking are shared as well as a classroom dialogue.
Daniel Edelen, Heather Simpson, and Sarah B. Bush
The incorporation of the “M” in STEAM must extend beyond simply a tool to address science and engineering standards (Authors, 2016; NCSM/NCTM, 2018). We present a mathematics- rich STEAM inquiry in which elementary students engaged in solving the issue of homelessness for one family in need.
Nevin Iliev and Frank D'Angelo
Enable children of all backgrounds to move beyond their current knowledge base and make culturally relevant mathematical connections.
Sydney M. Holbert and Angela T. Barlow
To support all students in meeting the Common Core's Standards for Mathematical Practice, consider the key features of tasks without words.
Thomas E. Hodges, Terry D. Rose, and April D. Hicks
A series of diagnostic questions helps this teacher better assess and comprehend the misconceptions of third graders who struggle with multiplication.
Gina Gresham and Mary Little
Sit beside a fourth-grade teacher being trained to diagnose learning deficits and then develop and implement intervention strategies to help a struggling student become a successful learner.
Teresa J. Gardner
Classroom activities can be part of an effective teaching strategy to help children whose math performance demonstrates a learning deficit.
Jo Anny Cady, Thomas E. Hodges, and Clara Brown
Incorporating these instructional practices for two mathematical tasks into lessons to support English learners gives them access to an excellent, equitable program.