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Gloriana González and Anna F. DeJarnette

Students develop ownership and increase their understanding of mathematics when they are allowed to discuss alternative perspectives.

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Leigh Haltiwanger, Robert M. Horton, and Brooke Lance

Making mathematics meaningful is a challenge that all math teachers endeavor to meet. As math teachers, we spend countless hours crafting problems that will energize students and help them connect mathematical topics to their everyday lives. Being successful in our efforts requires that we allow students to explore ideas before we provide explanations and demands that we ask questions to promote a depth of thinking and reasoning that would not occur without such probing (Marshall and Horton 2009).

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Signe E. Kastberg, Beatriz S. D'Ambrosio, Kathleen Lynch-Davis, Alexia Mintos, and Kathryn Krawczyk

A Cherry Syrup problem can build links between ratio and graphing.

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Matt M. Bixby

Almost twenty years ago, the National Council of Teachers of Mathematics (NCTM) published Principles and Standards for School Mathematics (2000), which recommended that teachers should incorporate more writing into their math lessons, claiming that writing helps students “consolidate their thinking” (p. 402) by causing them to reflect on their work. In recent years, various studies point to the many benefits that can be gained by writing in mathematics class (e.g., O'Connell et al. 2005; Goldsby and Cozza 2002). Much research suggests that writing activities, if implemented effectively, can help students enjoy class more (Burns 2005) and can also help them deepen their understanding of the content (Baxter et al. 2002). In addition to benefiting students, student writing benefits teachers as well by providing a clear picture of what their students understand and even deepening understanding of the content for teachers themselves (Burns 2005; Pugalee 1997).

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Jennifer Suh and Padmanabhan Seshaiyer

Skills that students will need in the twenty-first century, such as financial literacy, are explored in this classroom-centered research article.

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Kara J. Jackson, Emily C. Shahan, Lynsey K. Gibbons, and Paul A. Cobb

Consider four important elements of setting up challenging mathematics problems to support all students' learning.

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Quick Reads: Posters: More Than Just for Looks

a good idea in a small package

Greisy Winicki-Landman and Christine Latulippe

Posters, commonly employed for decoration, can be used to introduce and practice new concepts and help assess student learning.

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Math for Real: Canine Care

“when will I ever use this?”

Edited by Erik Tillema

Ages and weights of various dogs provide the real-life tie in to this activity on linear relationships.

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A cartoon involving equivalent fractions is coupled with a full-page activity sheet.

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Edited by Brian Carvalho

You may have heard that if you are outside and see a flash of lightning, you can estimate the distance between you and the lightning strike fairly well by counting the number of seconds that pass between the lightning flash and the clap of thunder. The rule of thumb is that for every 5 seconds that pass before you hear the thunder, the lightning strike is 1 mile away.