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Kateri Thunder and Alisha N. Demchak

The metaphor of a balanced diet is used in literacy to describe the components of literacy instruction that are vital to growing readers and writers (NRP 2000). In a balanced literacy diet, the components work in tandem to give students multiple contexts to practice and transfer their understanding, knowledge, and skills. Similarly, the Math Diet provides an instructional framework to grow proficient mathematicians based on mathematics education research (NCTM 2014; NRC 2009). (See the more4U note at the end of the article for how to access a summary table of the Math Diet that is available online.) The Math Diet for students in kindergarten through fifth grade includes five components.

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Bridget Christenson and Anita A. Wager

The Balanced Mathematics framework addresses differential needs of all learners.

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Alison Sternal, Lisa Milligan, and Melissa M. Soto

Students often rely on keywords in word problems without understanding the task. In this article, sample comparison problems are presented to encourage students to focus on understanding context rather than keywords. Postscript items are designed as rich grab-and-go resources that any teacher can quickly incorporate into his or her classroom repertoire with little effort and maximum impact.

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Candace Joswick, Douglas H. Clements, Julie Sarama, Holland W. Banse, and Crystal A. Day-Hess

Modify activities according to these principles and suggestions.

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Mary Murphy

Showcase students' in-depth thinking and work on problems previously published in Teaching Children Mathematics.

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Jennifer Suh

Post Script items are designed as rich “grab and go” resources that any teacher can quickly incorporate into their classroom repertoire with little effort and maximum impact. This article shares ideas for using a clothesline number line to build understanding of number relationships across the elementary grades.

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Temple A. Walkowiak

This is the second in a series of articles about the progression documents. The first one, on fractions, appeared in the November 2014 issue of Teaching Children Mathematics.

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Maggie B. McGatha and Jennifer M. Bay-Williams

This guide will support teacher leaders who work to cultivate classrooms where developing mathematical practices is a daily, intentional goal.

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Meixia Ding

Two teachers used a powerful, challenging tool in their Chinese classroom to build, ensure, and solidify students' understanding of quantitative relationships.

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Taylor Cynthia, Kelley Buchheister, and Christa Jackson

Each month, elementary teachers are given a problem along with suggested instructional notes. Teachers are asked to use the problem in their own classrooms and report solutions, strategies, reflections, and misconceptions to the journal audience.