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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.

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J. Matt Switzer

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 have a window into students' number and operation sense in the early elementary grades. Second and third graders were presented with problem-solving tasks using a hundred chart consisting of two number cards and a challenge card aligned to an addition or subtraction structure. Drawing on the structure of the hundred chart and prior knowledge, students were able to articulate their solution strategies.

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Peter T. Malcolm and Robert Q. Berry III

Technology from the Classroom is the venue for sharing articles that illustrate the effective use of technology in pre-K—grade 6 mathematics classrooms.

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Susan Jo Russell

To support mathematics educators as they consider implications of the Common Core State Standards for Mathematics (CCSSM) for instruction and assessment, Teaching Children Mathematics launched a series of articles beginning in the February 2012 issue. In this concluding installment, we concentrate on the implementation of the eight Standards of Mathematical Practice and the constellations of Practices and Standards. In the September issue, Matthew Larson follows up the series with a feature article that looks at CCSSM through the lens of mathematics education reform history and asks the provocative question, Will CCSSM Matter in Ten Years?

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Maura Olvey

Embarrassingly traditional. Isn't admitting your problem the first step to change? I confess: I was an embarrassingly traditional math teacher.

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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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Karen S. Karp, Sarah B. Bush, and Barbara J. Dougherty

Try these meaningful alternative approaches to helping students make sense of word problems.

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Eric Imbrescia, Chelsea Heishman, and Amanda Sawyer

As educators, we know that to have effective mathematics instruction, we must promote mathematical problem solving while encouraging discourse (NCTM 2014), yet finding tasks that both challenge and engage students can be difficult. We discovered that the Yohaku, a Japanese number puzzle, provides a format that was both challenging and thought-provoking when implemented in a secondgrade class in a Virginia elementary school. The number puzzle involves having students fill in squares with numerical values such that each column and row creates the same value. We discovered that students enjoyed the puzzle and that it supported their own construction of number sense.

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Vi Tamargo and Tod Johnston

Making student thinking visible improves the feedback loop for the learner, the teacher, and the entire class.

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Jessica F. Shumway and Jessica Hoggan

Second graders began their journey to multiplicative reasoning by using rectangular arrays to find a total amount.