Videos Archives - MARILYN BURNS MATH

Fractions General Interest Interviews One-on-One Listening to Learn Numerical Reasoning Videos

What Was Adrian Thinking?

When asked in a Listening to Learn interview which fraction was greater, it was clear to Adrian that 5/6 was greater than 1/4. His explanation, however, was anything but clear. Listen to Adrian reason and learn how I used this video in a class lesson.

Marilyn BurnsFebruary 19, 2023

Addition Assessment General Interest Interviews One-on-One Listening to Learn Number and Operations Numerical Reasoning Subtraction Videos

What Was Rebecca Thinking?

Rebecca solved 7 – 3 by adding, demonstrating the important numerical reasoning strategy of applying the inverse relationship between addition and subtraction. Read about what happened when I used the video clip of Rebecca in a class lesson.

Marilyn BurnsApril 10, 2022

Assessment Division General Interest Interviews One-on-One Mental Math Numerical Reasoning Videos

What Was Jonah Thinking?

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.

Marilyn BurnsFebruary 18, 2020

Decimals General Interest Multiplication Number and Operations Numerical Reasoning Real-World Problems Videos Word Problems

When You Multiply by 10, Just Add a Zero? Horrors!?!

Have you ever asked students to solve 12.6 x 10, and they respond that the answer is 12.60? I have, many times. Students who do this apply a pattern that works when they multiply whole numbers by 10—they tack on a zero to the end of the number they’re multiplying. But then they apply the same pattern when working with decimals. What can we do?

Marilyn BurnsOctober 1, 2018

General Interest Problem Solving Videos

When Should and Shouldn’t We Give Answers?

Over a year ago, I blogged about The 1–10 Card Investigation. I didn't provide a solution to the problem and no one who commented asked for one. But a newly posted comment requested the solution. That pushed me into a conversation with myself about how I should respond, and about giving answers in general.

Marilyn BurnsFebruary 5, 2017

Algebra General Interest Problem Solving Videos

An Oldie Revisited: The Border Problem

Here's one of my favorite oldies. (No, not the photo—the border problem.) I was so pleased to see this math investigation included in Jo Boaler’s latest paper. This blog post presents a detailed lesson plan for using the border problem with students and also includes a five-minute video clip to give you a sense of how the instruction went with one class.

Marilyn BurnsApril 19, 2016

Assessment General Interest Interviews One-on-One Number and Operations Place Value Videos

Place Value: How to Assess Students’ Understanding

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.

Marilyn BurnsJanuary 18, 2016

Games General Interest Number and Operations Numerical Reasoning Problem Solving Videos

Can You KenKen?

I’ve taught students in grade 2 through middle school how to solve KenKen puzzles. If you’ve never solved KenKen puzzles yourself, or haven't engaged your students with them, read about how I’ve introduced them in the classroom. But be warned: KenKen puzzles can be addictive.

Marilyn BurnsOctober 1, 2015

General Interest Numerical Reasoning Problem Solving Videos

Goldilocks, the Three Bears, and Teaching Math

I began a back-to-school session for elementary teachers by asking everyone to write an opening sentence for Goldilocks and the Three Bears. The teachers were surprised by the request—the session was supposed to focus on teaching math. What was the connection?

Marilyn BurnsAugust 3, 2015

General Interest Problem Solving Videos

The 1–10 Card Investigation

The 1-10 Card Investigation has a big payoff with students. It engages their interest, involves them with making sense of a problem and persevering to solve it, and gives them experience with evaluating their progress and changing course as necessary. Plus it has a playful aspect that too often is lost in math class.

Marilyn BurnsJune 29, 2015

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