by The Investigations 3 Center Team | Nov 28, 2018 |

Question: If the CCSS indicates that Grade 2 students are supposed to be working with numbers to 1,000, why doesn’t this work begin sooner? Why are students still working with numbers under 20 and numbers under 100 for so much of the year? Answer: The Common...
by The Investigations 3 Center Team | Nov 2, 2018 |

Question: Can the Investigations units be taught in a different order than suggested?Answer: The first edition of Investigations was written as a “replacement unit” model where individual units within a grade were somewhat less dependent on previous units, and schools...
by The Investigations 3 Center Team | Oct 9, 2018 |

Question: How does Investigations approach the teaching and learning of mathematical vocabulary?Answer: In Investigations 3, mathematical vocabulary is introduced as a natural part of the conversation during activities and discussions, along-side students’ own words....
by The Investigations 3 Center Team | Sep 24, 2018 |

We often talk to and hear from teachers, coaches, and administrators who are just beginning their work with the Investigations curriculum. Taking on a new curriculum is challenging work even if you have taught a previous edition; while the content may be familiar,...
by The Investigations 3 Center Team | May 10, 2018 |

Eight of our staff traveled to DC to attend the NCSM conference at the end of April. Below are four staff members’ reflections on a Session that stood out to them. (Also see Part 1.) Karen: “Teachers First. Everything Else Follows.” by Tracy Zager In this session,...
by The Investigations 3 Center Team | May 7, 2018 |

Eight of our staff traveled to DC to attend the NCSM conference at the end of April. Below are four staff members’ reflections on a Session that stood out to them. Four more to follow next week. Keith: “Transforming Teaching and Learning Through Number Talks” by Ruth...
by The Investigations 3 Center Team | Apr 16, 2018 |

We’ll be away next week, at the NCSM and NCTM conferences in Washington DC. We’d love to see you at one of our Sessions, or at the TERC booth! Monday, April 23, 2018 Session 1317: But Why Does It Work?: Using Examples to Investigate Structure Many students appear to...
by The Investigations 3 Center Team | Apr 9, 2018 |

Question: Why did you decide to use the exclusive definition of a trapezoid?Answer: As the question suggests, there is more than one definition of a trapezoid. Mathematicians define trapezoids in one of two ways:Using the inclusive definition, all parallelograms...
by The Investigations 3 Center Team | Feb 12, 2018 |

Question: The Quizzes in Investigations 3 are new to us. We are used to assessing the benchmarks with the Meeting/Partially Meeting/Not Meeting system outlined in the Assessment Teacher Notes. Can you help us get a better sense of how to use the Quizzes as they relate...
by The Investigations 3 Center Team | Feb 5, 2018 |

Question: Why do the assessments of the multiplication facts in Grade 3 include a time limit?Answer: In Investigations, the overwhelming majority of students’ work with the facts is focused on making meaning of the operation of multiplication, building connections...