A third-grade teacher orchestrates mathematical materials, tasks, and talk to engage her emergent bilingual learners and foster both academic content and linguistic development.
Kathryn B. Chval and Rachel J. Pinnow
Maria Eugenia “Genie” Albina
My second graders recently experienced a new math assessment designed to represent the ideas from the Common Core State Standards for Mathematics (CCSSI 2010). In reviewing their responses, I determined that my students suffered from a lack of comfort or familiarity with solving math problems that demand critical-thinking skills. In an effort to increase their capacity to think through complex problems in the context of one of our secondgrade curricular goals involving coins, I presented a problem. I had never modeled this type of multistep problem for them. I was interested in discovering their solution strategies. After allowing students to work through the problem independently, I displayed the problem on a document projector, and class members shared their mathematical thinking and reasoning.
If teachers have a deeper comprehension of their students' reading ability, it may lead to students' improved literacy and understanding of the subject.
Each month, this section of the Problem Solvers department showcases students' in-depth thinking and discusses the classroom results of using problems presented in previous issues of Teaching Children Mathematics. The March 2015 problem challenges students to determine how many pizzas they need to order for a class party. During this investigation, students have the opportunity to explore the meaning of division and to examine, compare, and connect additive and multiplicative strategies that may be used to solve this division problem.
Terri L. Kurz
People who lay tile for a living use mathematics every day to decide how much tile, grout, and other supplies are required to complete each job. Measurement and geometry are an integral part of designing tile patterns. Collections of short activities focus on a monthly theme that includes four activities each for grade bands K–2, 3–4, and 5–6 and aims for an inquiry or problem-solving orientation.
Math by the Month is a regular department of the journal featuring collections of short activities focused on a monthly theme. These articles aim for an inquiry or problem-solving orientation that includes at least four activities each for grade bands K—2, 3—4, and 5—6. In the current issue, students look for one or more strategies to “step into” some process problems.
These themed-based problems tempt us to dive into the sweetness of problem-solving mathematics throughout the grade levels. Enjoy exploring, problem solving, patterning, data collection, and data analysis to lead your students to the recipe for mathematical success.
This month, we look at how road trips are full of fun opportunities to explore patterns and combinations, departure and arrival times, and rates and ratios. This department features collections of short activities focused on a monthly theme that aims for an inquiry or problem-solving orientation that includes at four activities each for students in the K–2, 3–4, and 5–6 grade bands.
Clayton M. Edwards, Rebecca R. Robichaux-Davis, and Brian E. Townsend
Three inquiry-based tasks highlight the planning, classroom discourse, positive results, and growth in one class's journey.
Sarah Quebec Fuentes
Each month, this section of the Problem Solvers department showcases students' in-depth thinking and discusses the classroom results of using problems presented in previous issues of Teaching Children Mathematics. In this month's Problem Solvers Solutions, readers gain a window into students' algebraic reasoning in the early elementary school grades. First graders received a design made of square and triangular tiles as well as the total cost of the tiles needed to make the design. By determining the various cost combinations for the square and triangular tiles, students were able to articulate how a change in the cost of the triangular tile affected the cost of the square tile.