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## Does 80% of 65 = 65% of 80?

I recently read Digging Deeper: Making Number Talks Matter Even More by Ruth Parker and Cathy Humphreys. (This book is a follow up to their book Making Number Talks Matter.) Both books are brilliantly written and describe the authors’ process and thinking about what I...

## In Person or Remote: This is What Doing Math Is

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...

## Robot Fingers and Multiplicative Structure

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...

## Multiplication in 5th Grade: What Are Some Issues?

Last year, my colleague Keith and I worked a few times with a group of 5th grade teachers. One of the questions they asked us to help them think about related to this 5th grade benchmark: “Fluently solve multidigit multiplication problems using a variety of strategies...

## And Then, She Waited

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...

## “That Seems Way Too Big”

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...

## A Division Solution: Amazing or Perplexing?

At a recent professional development session on multiplication and division, my colleague and I asked participants to examine some student solutions to the problem: 1564 ÷ 36. Before looking at the student work below, think about how you would solve the problem. The...

## A Grade 3 Q&A: Assessing the Multiplication Facts

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...

## What Does It Mean To Be Smart?

“Wow, you’re so smart.” These words drew my attention to a pair of 5th grade girls in a class I was visiting, who I’ll call Cassie and Sophia. They were mid-way through a turn and talk, each sharing her strategy for solving 84 x 59. I casually moved closer, curious...