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Derek A. Stiffler

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Emily Dardis and Megan H. Wickstrom

Modifications to a first- and second-grade STEAM activity, Elephant Toothpaste, highlight ways to emphasize mathematical thinking by running multiple experiments, posing mathematical questions, and having students make both qualitative and quantitative observations. Contributors to the iSTEM department share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K–grade 5 classrooms.

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Wendy S. Bray

Incorporating a focus on students' mistakes into your instruction can advance their understanding.

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Signe E. Kastberg and R. Scott Frye

How do classroom behavioral expectations support the development of students' mathematical reasoning? A sixth-grade teacher and his students developed this example while discussing a ratio comparison problem.

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Drew Polly and Chandra Orrill

To support mathematics educators as they consider implications of the Common Core State Standards for Mathematics (CCSSM) for instruction and assessment, Teaching Children Mathematics is publishing a series of feature articles. In this fourth installment, authors Polly and Orrill suggest implementation strategies for grades 5 and 6. A final, cohesive article will appear in the August 2012 issue. Authored by Susan Jo Russell, the last piece concentrates on the implementation of the eight Standards of Mathematical Practice (SMP) and the constellations of Practices and Standards.

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Padmanabhan Seshaiyer and Patricia W. Freeman

Each article includes the prompt used to initiate the discussion, a portion of dialogue, student work samples (when applicable) and teacher insights into the mathematical thinking of the students. This month, students are taught the importance of ensuring that their solutions are reasonable. This article describes the creative thinking of a group of students trying to rationalize their unreasonable answer when they meet the Mango problem.

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Lara Kikosicki and Debbie Prekeges

Family time in the kitchen can lead to opportunities to explore fractions in real-life circumstances and tap into children's engagement in the harvest season. You might supplement the October problems by setting up a time for your students to talk with a professional chef or event planner about how they use fractions in their jobs.

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Janet B. Andreasen and Jessica H. Hunt

To meet diverse student needs, use an approach that is situated in understanding fractions.

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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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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.