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Angela T. Barlow, Alyson E. Lischka, James C. Willingham, and Kristin S. Hartland

A well-crafted opening problem can provide preassessment of students' fraction knowledge and assist teachers in determining next steps for instruction.

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James Russo and Toby Russo

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 four activities each for grade bands K–2, 3–4, and 5–6. In this issue, teachers read the classic Dr. Seuss book The Sneetches and other stories with their class and get students to engage with these associated mathematical problems. The problems, many of which are open-ended or contain multiple solutions or solution pathways, cover a range of mathematical concepts.

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Ian Whitacre, Robert C. Schoen, Zachary Champagne, and Andrea Goddard

Instructional activities designed to encourage relational thinking in primary-grades classrooms can give students advantages when they reason about subtraction.

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Mi Yeon Lee and Dionne Cross Francis

These activities can support elementary school teachers in building students' conceptions of measurement.

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Lisa Brooks

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 four activities each for grade bands K–2, 3–4, and 5–6. This month's article considers one way to teach children to be lifelong learners: by applying problem-solving skills and a variety of math concepts at home, including time, measurement, basic operations, and fractions.

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Ann McCoy, Joann Barnett, and Tammy Stine

Try an activity that was designed to help third graders organize their thinking about rational number notation by connecting to well-established, whole-number routines.

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Loryn Lenartowicz

Each month, elementary school teachers are presented with a problem along with suggested instructional notes and asked to use the problem in their classrooms and report solutions, strategies, reflections, and misconceptions to the journal audience. This month's problem asks students to help determine how many tiles are needed to remodel a kitchen.

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Erin M. Meikle

For orchestrating whole-class discussions, note these suggestions to fine tune problem-solving techniques into cognitively challenging tasks.

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Chepina Rumsey, Jody Guarino, Jennie Beltramini, Shelbi Cole, Alicia Farmer, Kristin Gray, and Morgan Saxby

Read about how the authors used many technological tools and platforms to engage a team of educators across the country in this collaborative project.

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Michelle H. Pace and Enrique Ortiz

Try introducing this easy-to-implement strategy that engages student detectives in error analysis and mathematical discourse.