by Keith Cochran | Jan 22, 2019 |
Question: Why was the work with percents taken out of the 5th grade curriculum in the 3rd edition? Answer: In the 1st and 2nd editions of Investigations, there was a unit (Name that Portion and What’s That Portion?) that included lessons that connected what 5th...
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 The Investigations 3 Center Team | Nov 2, 2018 |
Question: Can the Investigations units be taught in a different order than suggested?Answer: The first edition of Investigations was written as a “replacement unit” model where individual units within a grade were somewhat less dependent on previous units, and schools...
by The Investigations 3 Center Team | Oct 9, 2018 |
Question: How does Investigations approach the teaching and learning of mathematical vocabulary?Answer: In Investigations 3, mathematical vocabulary is introduced as a natural part of the conversation during activities and discussions, along-side students’ own words....
by The Investigations 3 Center Team | Apr 9, 2018 |
Question: Why did you decide to use the exclusive definition of a trapezoid?Answer: As the question suggests, there is more than one definition of a trapezoid. Mathematicians define trapezoids in one of two ways:Using the inclusive definition, all parallelograms...
by The Investigations 3 Center Team | Feb 12, 2018 |
Question: The Quizzes in Investigations 3 are new to us. We are used to assessing the benchmarks with the Meeting/Partially Meeting/Not Meeting system outlined in the Assessment Teacher Notes. Can you help us get a better sense of how to use the Quizzes as they relate...
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 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...
