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Select a Category:1st Edition Q&A: Components
- Why is there no student text book for Investigations?
- Why are there no answer keys in the Investigations materials?
- Finding Trade Books
- Calculators in Grade Two
- What are Array Cards?
- Why are base ten blocks not used in Investigations?
- What support is available for teachers, students, and parents whose first language is not English?
1st Edition Q&A: Math Content
- Why is there such a focus on 6 in Kindergarten?
- Learning to Write Numerals
- How do students build an understanding of place value in Investigations?
- Do students learn computational algorithms?
- Do students practice computation and learn their facts?
- Addition Pairs Up to 10 + 10
- Multiplication Pairs Up to 12 x 12
- Can I show my child my way?
- How and where is estimation addressed?
- Teaching Multiplication and Division
- Landmark Numbers
- Counting Around the Class
- Two Types of Division
- Division Clusters
- Why teach fractions, decimals and percents together?
- What are the big ideas children develop as they work with data?
- Do we want children to learn that mean, median, and mode are all "averages"?
- The Meaning of Range
- Prism or Solid?
- A Question about Building Plans in Exploring Solids and Boxes
- Area and Perimeter
- Where is the house in the Sunken Ships Lesson?
- Picturing Polygons: Issues with the End-of-Unit Assessment
- Why delay the use of standard measurement units?
- Are there activities in Investigations to teach how to tell time?
- Should we teach patterns on the calendar?
- Net Change
- Teaching and Learning Mathematical Vocabulary
- Standard Notation
- From the Field
1st Edition Q&A: Impact
- Research Supporting Investigations
- Is there evidence that this program will give us the results we need?
- Investigations in Boston: Setting the Record Straight
- Why isn't Investigations on the DoE's list of Exemplary and Promising Mathematics Programs?
- From the Field:
1st Edition Q&A: Implementation
Developing an Implementation Plan
- How should we plan for implementation?
- Can you give us some tips on choosing units to teach in our district?
- Starter Units
- Pilot or Replacement Units
- What's the rationale behind the order of books?
- Which units should you use in a multiage, looping classroom?
- From the Field:
- Supporting District Implementation: What Has CESAME Learned?
- Implementing a Standards-Based Curriculum? You're Not Done Yet!
- Implementing Investigations: Lessons Learned in MSAD 75
- The Gadsen Mathematics Initiative: A Partnership in New Mexico
- Perspectives from the Field: How did your needs change through the first few years?
Professional Development
- From the Field:
- What Mathematical Knowledge is Needed for Teaching Mathematics?
- Successful Peer Observations
- Curriculum Trainers and Coaches: Two Different Roles
- Themes From Our Seminar For Coaches
- Cutting Stress in Arizona with Weekly Grade-Level Planning
- Using Investigations to Prepare Teachers of Elementary Mathematics
Working with Families
- From the Field:
Implementation Issue: Alignment, Scope & Sequence
- Scope and Sequence
- How does the curriculum align with state standards and tests?
- How can we supplement Investigations and still maintain the integrity of the program?
- Can TERC suggest more homework problems to use?
- Why aren't there more word problems in 4th and 5th grade?
- From the Field
Implementation Issue: Assessment & Testing
- Where's the assessment in Investigations?
- How do I organize my observations…
- What makes a good assessment problem?
- From the Field:
Implementation Issue: The Teacher's Role
- The Teacher's Role in Investigations
- I'm wondering about the frequency and importance of Choice Time?
- This Program Seems Too Scripted
- What should principals look for?
- From the Field:
Implementation Issue: Engaging the Range of Learners, in a Range of Classroom Situations
- Using Investigations in a Multiage Classroom
- Equity in Cooperative Math Groups
- Inclusive Math Communities
- Students with Special Needs
- How can I help special needs students feel included in class discussions?
- Building Student Vocabulary
- How do you help students with ADD pay attention during group introductions or discussions?
- Teaching Investigations to students with Asperger's Syndrome
- These materials seem too easy
- How can we help students make sense of Close to 100 in a deeper way?
- How do I enrich Investigations to challenge gifted students?
- Creating Mathematical Challenges
- From the Field:
- English Language Learners
- An Activity to Assess Students' Knowledge of Number
- Developing Efficient Strategies: The Importance of Being Explicit
- Games in the Resource Room
- Math Menu: A Variation of Choice Time that Helps Teachers Support the Range of Learners
- Strategies for Special Needs Students
- Tidy Math Fan
- Working with Gifted Students
