David Brooks wrote an opinion column in The New York Times on November 19, 2020, “Nine Nonobvious Ways to Have Deeper Conversations.” K–5 math wasn’t his focus or even hinted at in his message, but his suggestions jumped out at me as useful and important for connecting with students.
I’m often surprised by what I learn when I interview students. Watch this 46-second video clip of Jonah solving 100 ÷ 3. Then read how I used the clip in a lesson with a class of fifth graders, and also read the letters the students wrote to Jonah.
The children's book 17 Kings and 42 Elephants by Margaret Mahy is one of my long-time favorites. In this post I describe a division lesson that I’ve taught to third graders but recently revisited with fourth- and fifth-grade classes. With the older students, we tried extensions that differentiated the experience and put students in charge of deciding on problems for themselves. It was exciting to me to expand a lesson I've taught many times into a multi-day investigation.
Lessons using beans and scoops have long been part of my teaching repertoire. I’ve used beans, scoops, and jars to engage students in all grade levels with a variety of mathematical ideas. In this post, I write about how I recently taught a lesson to give students experience with estimation, averages, multiplication, and more. Read about how I planned the lesson, how it unfolded, and suggestions for extensions and other lessons.
Place value is one of the most important foundational concepts about our number system. Watch my assessment interviews of second graders and learn how you can find out what your students understand about place value.
I asked a class of fourth graders to figure out the answer to 99 + 17 in their heads. In this post, I describe why I chose that problem, include a video of how the lesson unfolded, describe a teaching error I made in a subsequent lesson, and more.
How much is 12.6 × 10? This is a question from the Math Reasoning Inventory (MRI) decimal assessment. What do you think were the most common incorrect answers given by the more than 7,800 students who figured out the answer in their heads? And what about the boy who answered, “One hundred twenty and thirty-fifths?”