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## Developing Classroom Agreements in the Investigations 3 Classroom

In our recent blog, A New Class, A New Year: The Role of Classroom Agreements, we discussed ways to work with students to establish classroom agreements that support the development of an equitable and inclusive mathematics learning community. In this blog, we share...

## Meaningful Math Discussions: It’s about the Ideas, Not Where You Discuss Them

Our staff has been thinking hard about how teachers are using Investigations 3 to teach math in all of the different scenarios they are faced with this year. We’ve been visiting the remote classrooms of teachers we’ve collaborated with previously, to learn from...

## Teaching Investigations 3 Remotely: Not So Different

Our staff has been thinking hard about how teachers are using Investigations 3 to teach math in all of the different scenarios they are faced with this year. We’ve been visiting the remote classrooms of teachers we’ve collaborated with previously, to learn from...

## “Is 100 a Teen Number?” Part 2

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...

## “Is 100 a Teen Number?” Part 1

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...

## “Why are there so much 1s in these numbers?”

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...

## Getting Started: What’s Critical at the Beginning of the Year? Part 2

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...

## Getting Started: What’s Critical at the Beginning of the Year? Part 1

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....

## When the Math Is What’s Exciting

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...

## The Hard Work of Counting by Groups, Part 2

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...