by Karen Economopoulos | Mar 29, 2021 |
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...
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 Annie Sussman | Apr 30, 2018 |
Using language to effectively communicate one’s mathematical thinking is an important skill—one that is a focus of Math Practice 6: Attend to Precision. Many of us know firsthand that clearly articulating mathematical ideas is challenging work, and that when students...
by Susan Jo Russell | Jan 26, 2018 |
I was watching one of those legal shows on TV the other night. The prosecutor was asking the defendant a version of the same question for the third time. The defendant’s lawyer, getting annoyed, objected: “Asked and answered!” I’ve heard this phrase a hundred times in...
