by Susan Jo Russell | Mar 9, 2020 |
In a blog post over a year ago, I wrote about the importance of using story contexts to support students in developing mental images of the operations. In that post, I concluded: “Along with pictures, drawings, diagrams, equations, and physical models, story contexts...
by Keith Cochran | Apr 2, 2018 |
Have you ever been teaching (or leading professional development) and asked a really good question only to be met with silence? We all have teacher moves in our back pocket for situations like this—maybe do a turn and talk, ask the student if they’d like to call on...
by Megan Murray | Mar 12, 2018 |
On a recent visit to a small district in the Midwest, I got the chance to visit a third grade class that was working on division (3U5, Session 3.4). When I joined Nicole, she was in the middle of working on the following problem: Gil loves toy cars. He saved enough...
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...
by The Investigations 3 Center Team | Nov 9, 2017 |
Question: Why does 3rd grade start with a multiplication/division unit and not addition/subtraction?Answer: We often hear from people who wonder why Grade 3 starts with a multiplication and division unit—just like it did in the 1st edition!—rather than an addition and...
by Arusha Hollister | Oct 23, 2017 |
Last year I volunteered in a third grade class. The school mainly uses Investigations 3. During a visit last spring, the class was working on the second session of the fractions unit. I was excited to find out about the students’ beginning understandings of fractions....
