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Johnnie Wilson

Observe a first-grade teacher's use of gesture as a mathematics teaching and learning tool in his classroom.

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Dionne I. Cross, Olufunke Adefope, Mi Yeon Lee, and Arnulfo Pérez

Kindergartners and first-grade students listen excitedly to a modified storybook to guide their geometry activities.

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Michelle T. Chamberlin and Robert A. Powers

. •  CCSS.Math.Content.2.G.A.1: Recognize and draw shapes having specified attributes. 3–5 • Critical Area: Students continue to describe, analyze, and compare two-dimensional shapes. 6–8 •  CCSS.Math.Content.8.G.A.1 : Verify experimentally

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Ariel Robinson

This preschool teacher uses differentiation and scaffolding techniques as she reads an informational text about patterns with her young students.

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Tutita M. Casa

This instructional tool helps students engage in discussions that foster student reasoning, then settle on correct mathematics.

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M. Katherine Gavin and Karen G. Moylan

Research-based actions and practical ideas for implementation can help shape your differentiated instruction.

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Annie Perkins and Christy Pettis

This student problem explores how many different triangles can be produced on a geoboard.

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Florencia Park and Hannah Lee

Geometry is much more than learning vocabulary and identifying shapes; it involves developing spatial sense—an intuition about shapes and the relationship between them. In this Let's Build It activity, students reason about geometric shapes and their attributes as they use newspaper dowels to build two- and three-dimensional structures.

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Claire Riddell

Exploring how many pattern blocks will completely fill the Rocket Ship puzzle, students are challenged to use the most and fewest number of blocks possible. They have the opportunity to explore the composition and decomposition of shapes and generalize ideas about the relationship between the size of the pieces and the number of pieces. Each month, elementary school teachers are presented with a problem along with suggested instructional notes; asked to use the problem in their own classrooms; and encouraged to report solutions, strategies, reflections, and misconceptions to the journal audience.

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Elaine Cerrato Fisher, George Roy, and Charles (Andy) Reeves

Be inspired by a formerly timid third grader who now confidently conveys a new understanding of numbers, patterns, and their relationships as functions.