by Megan Murray | Feb 17, 2020 |
What follows is a lightly edited version of the second part of an end-of-Kindergarten discussion about the teen numbers. In Part 1, students took up the question of whether 100 is a teen number. That conversation built on a previous one, about why there are so many 1s...
by Megan Murray | Feb 11, 2020 |
Not long after I witnessed a Kindergarten conversation about why there are so many 1s in the teen numbers, I visited the same classroom. This time, it was Nicole who asked a question that knocked my socks off. “I wonder if 100 is a teen number?” When I asked why she...
by Megan Murray | Oct 28, 2019 |
Last spring, I visited a Kindergarten classroom near the end of the year. Students were participating in a Math Workshop focused on the teen numbers, choosing among activities that asked them to identify and recognize teen numbers; to represent them in several...
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...
by Annie Sussman | Nov 27, 2017 |
Classroom video is a powerful tool for studying and reflecting on mathematics teaching and learning. Unlike in-the-moment interactions with students, watching video enables us to slow down and more closely examine student-to-student exchanges. This affords us a unique...
by The Investigations 3 Center Team | Nov 6, 2017 |
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...
