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.
Along with suggested instructional notes each month, teachers are given a problem and asked to use it in their own classrooms and report solutions, strategies, reflections, and misconceptions to the journal audience. The winter months often keep students involved in such extracurricular activities as competing in sports, dancing, or playing a musical instrument. This set of problems involves a real-life scenario about scheduling basketball games for the local gym and offers students the opportunity to show their creativity in using elapsed time.
If teachers have a deeper comprehension of their students' reading ability, it may lead to students' improved literacy and understanding of the subject.
Articles in this department showcase students' in-depth thinking and work on problems previously published in Teaching Children Mathematics. This month's scenario challenges students to consider elapsed time and requires them to convert between different units of time measure.
Sarah J. Selmer and Kimberly Floyd
A proactive preschool teacher differentiates instruction by using the Universal Design for Learning framework to decrease barriers that limit students' access to classroom learning.
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.
Timothy S. McKeny and Gregory D. Foley
Engage children in literature to pique their interest in quantity concepts, develop their fluency in measurement processes, and establish their quantitative literacy.