material (link online) . Table 1 Associated Common Core State Standards for Mathematical Content CCSS.MATH.CONTENT.2.OA.C.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to
S. Asli Özgün-Koca and Monica G. McLeod
Gina Gresham and Mary Little
Sit beside a fourth-grade teacher being trained to diagnose learning deficits and then develop and implement intervention strategies to help a struggling student become a successful learner.
Back Talk highlights the learning of one or two students and their approach to solving a math problem or prompt. Each article includes the prompt used to initiate the discussion, a portion of dialogue, samples of student work (when applicable), and teacher insights into the mathematical thinking of the students. This article describes how David used repeated addition to solve a multiplication problem. It reveals his processes of solving the problem mentally, of finding the repeated patterns in a problem context, and of representing the problem with a drawing.
It is a “read”-letter day when storybooks, thinking strategies, and physical materials can use a splash of whimsy and fun to introduce multiplication facts to third graders.
Thomas E. Hodges, Terry D. Rose, and April D. Hicks
A series of diagnostic questions helps this teacher better assess and comprehend the misconceptions of third graders who struggle with multiplication.
Courtney Baker, Melinda C. Knapp, and Terrie Galanti
Here is support for coaches who work in diverse contexts to integrate high-leverage teaching and coaching practices with specific attention to mathematics content.
Jennifer R. Brown
Set sail to explore powerful ways to use anchor charts in mathematics teaching and learning.
Sandra Davis Trowell
Edited by Denise Taunton Reid
The Teaching and Learning principle in Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014) states,
Ellen Robinson, Xiaowen Cui, Hiroko K. Warshauer, and Christina Koehne
Collaborative engagement provides an opportunity for students to construct and solidify their own knowledge and understanding of important mathematical ideas. According to Van de Walle, Karp, and Bay-Williams, “learning is enhanced when the learner is engaged with others working on the same idea” (2015, p. 52). In allowing students to work with their peers to practice problems and construct important mathematical connections, the students build on their combined prior knowledge to formulate newfound ideas and conjectures. We recognize that grouping students so that each group will function in a productive manner can often be difficult. Therefore, we have devised this activity that allows students to work together and communicate with ten different students individually. In a usual group setting, the students would get to work with one or two other students, but the format of this activity allows for more forms of mathematics communication and collaboration.
J. Matt Switzer
Students are presented with a growing geometric pattern for table configurations at a birthday party. They must verbally describe how to extend the pattern and use their verbal description to generate an expression for the number of tables for different configurations. Each month, elementary school teachers receive a problem along with suggested instructional notes and are asked to use the problem in their own classrooms and report solutions, strategies, reflections, and misconceptions to the journal audience.