Investigations3
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Are There Going to Be More Than 20? More Than 50?

Are There Going to Be More Than 20? More Than 50?

by Arusha Hollister | Nov 18, 2019 | 3 comments

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...
From “Defective” Fractions to Infinite Equivalents

From “Defective” Fractions to Infinite Equivalents

by Keith Cochran | Mar 19, 2018 | 2 comments

On a recent site visit, I was observing in a fourth grade classroom. The teacher started the lesson (Unit 6, Session 2.1) by writing “3/2″ on the board and asking students to name the fraction. Most said “three halves” although one or two said “two...
A Kindergarten Q&A: Numbers Represent Quantities

A Kindergarten Q&A: Numbers Represent Quantities

by The Investigations 3 Center Team | Nov 6, 2017 | 0 comments

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...
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