In this era of increased demands on student reasoning in mathematics, I have been thinking about how to incorporate more student reasoning into my classroom. I came up with the P^{3}: Partner Problem-Solving Protocol and Graphic Organizer.

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Close reading is when a reader analyzes the details of a text to make interpretations and develop a deep understanding of the passage. Often the reader uses a short text and rereads the passage several times focusing on a different literary element with each read... Continue Reading

In this era of increased demands on student reasoning in mathematics, I have been thinking about how to incorporate more student reasoning into my classroom. I came up with the P^{3}: Partner Problem-Solving Protocol and Graphic Organizer.

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Using number lines is one of those topics that are often taken for granted in the elementary and middle school curriculum. With the advent of the Common Core State Standards for Mathematics, their use is spelled out explicitly, beginning in Grade 2.

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I have been seeing the usefulness of teaching fact families at the middle school level. As a result, I have been thinking about how students look for and express regularity in repeated reasoning (Mathematical Practice 8) in a new way.

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A topic that I have been thinking about recently is the use of area models to teach multiplication. Today’s post looks at how we can look for and make use of structure (Standard for Mathematical Practice 7). We will combine the topics of place value and area models in the elementary curriculum in order to help students see the structure of multi-digit multiplication. Today’s download will help your students see how the structure of the number system place value can be used to multiply two numbers. This method is a step in the process of the conceptual development of multiplication in Grade 4 that will help students eventually learn the standard algorithm for multiplying two two-digit numbers by the end of Grade 5.

Continue ReadingToday’s Standard for Mathematical Practice, Attend to Precision, is one of the ones I work with the most in my classroom. Students can engage in some great discussions about precision. Also, when you have a discussion-based classroom format, you will notice whether students are precise in their use of vocabulary and reasoning. The download for this post is a teacher tip sheet, part of the series of tip sheets for the Standards for Mathematical Practice.

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There is a great deal to say about how to use appropriate tools strategically, which is Mathematical Practice 5 from the Common Core State Standards. It is simple to say that this standard is about using a compass, protractor, ruler, or similar physical tool. There is so much more to using tools than just the use of physical objects. As I read in an article recently, even extremely simple tools are the product of a long period of experimentation, experience, observation, reflection, and recollection. This is the focus on tools I will address in this post.

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Math tips from our Math expert Jeff!

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