by Megan Murray | Feb 17, 2020 |

What follows is a lightly edited version of the second part of an end-of-Kindergarten discussion about the teen numbers. In Part 1, students took up the question of whether 100 is a teen number. That conversation built on a previous one, about why there are so many 1s...
by Megan Murray | Feb 11, 2020 |

Not long after I witnessed a Kindergarten conversation about why there are so many 1s in the teen numbers, I visited the same classroom. This time, it was Nicole who asked a question that knocked my socks off. “I wonder if 100 is a teen number?” When I asked why she...
by Megan Murray | Oct 28, 2019 |

Last spring, I visited a Kindergarten classroom near the end of the year. Students were participating in a Math Workshop focused on the teen numbers, choosing among activities that asked them to identify and recognize teen numbers; to represent them in several...
by Megan Murray | Sep 10, 2018 |

We recently asked a group of experienced Investigations teachers the following question: How do you think about creating a math community? What’s critical, particularly at the beginning of the year? In Part 1, we shared their thoughts about setting up the...
by Megan Murray | Aug 27, 2018 |

In our summer work with teachers, many of whom are new to Investigations and/or are rethinking the way they teach mathematics, we get lots of questions. Some come up after reading about a structure like Math Workshop, or seeing a list of materials needed for Unit 1....
by Megan Murray | Jun 18, 2018 |

I’ve been really lucky to spend time in a grade 1 classroom this spring, as they tackle the final number unit of the year. 1U7 is the culmination of students’ work with addition, subtraction, and place value. Building on the work of the earlier number units, it...
by Megan Murray | Jun 4, 2018 |

Last week, I wrote about some first graders’ work on problems about how many fingers were on 4 or 8 hands. This week, I want to share an interaction I had with one child, as the class’s work turned to thinking about groups of 10. Students were working on two types of...
by Megan Murray | May 21, 2018 |

The other day I visited a class that was at the very beginning of How Many Tens? How Many Ones?, the final unit of the grade 1 sequence on Addition, Subtraction and the Number System. The class began with a conversation in which they modeled, recorded, and discussed...
by Megan Murray | Mar 12, 2018 |

On a recent visit to a small district in the Midwest, I got the chance to visit a third grade class that was working on division (3U5, Session 3.4). When I joined Nicole, she was in the middle of working on the following problem: Gil loves toy cars. He saved enough...
by Megan Murray | Jan 8, 2018 |

Imagine you are 6 years old. Or 7. You know you can use your fingers to model subtraction. For example, for a problem where there are 7 grapes and 2 get eaten, you can raise 7 fingers, put down 2, and count how many are left. But what do you do when the problem...