Investigations Blog

Are There Going to Be More Than 20? More Than 50?

Many of us were taught to “estimate” in elementary school. Maybe we were asked how many jellybeans there were in a jar. Or asked to round before finding the answer to a computation problem. But for many of us there was little connection between those activities and actually solving problems. I would argue that estimating — determining what an approximate and reasonable answer might be — should be a part of the process of solving problems. A visit I made to a 1st grade classroom at the end of...

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From “Defective” Fractions to Infinite Equivalents

On a recent site visit, I was observing in a fourth grade classroom. The teacher started the lesson (Unit 6, Session 2.1) by writing “3/2″ on the board and asking students to name the fraction. Most said “three halves” although one or two said “two thirds.” The teacher then displayed two blank 4 x 6 rectangles. She established that one rectangle was the whole, and asked students to use their copy of the rectangles to draw a representation that showed 3/2. The math coach called me...

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A Kindergarten Q&A: Numbers Represent Quantities

As we said in the original post, our ideas for our blog are wide-ranging. We are excited to have a space that offers us the opportunity to answer common questions from the field. This Q&A is the first of that type of blog post. Have questions you’d like to see answered? Email us.Question: How do Kindergarteners learn to write the numbers, and use them to represent quantities?Answer: We are frequently asked about how Investigations supports young students in the development of numeral...

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