by Arusha Hollister | Nov 18, 2019 |
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...
by Karen Economopoulos | Aug 8, 2018 |
How do we engage adult learners in the seemingly simple yet complex mathematical ideas of the primary grades? While teachers can examine the mathematical focus of K-2 tasks, and think about what they might look for as they observe, what questions they might ask to...
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 Karen Economopoulos | Feb 26, 2018 |
“One, two, three, four, five…” I was interested in how quickly Owen and Ravi figured out a way to count the set of 40 yellow hexagons in their Inventory Bag. The boys took turns saying a number as they placed the hexagons in a line which started to snake across the...
