Interested in a real real-world math problem? Here’s an account of one that arrived in the mail and sent me down a mathematical rabbit hole. I think there’s something here that could be used for a classroom investigation. Take a look.
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
I believe strongly that mistakes are learning opportunities. At least that’s what I regularly tell students. But it sometimes feels different when the mistakes are mine . . . and especially when they are pedagogical mistakes that I make while teaching. That happened to me recently when teaching a lesson to fourth graders.
Marilyn BurnsJanuary 1, 2018
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.
Marilyn BurnsJanuary 30, 2017
A long-standing instructional practice has been to teach students how to multiply (or add, subtract, or divide) and then, after the students have learned to compute, give them word problems to solve. In this post I present a lesson with a different approach, where word problems become the lead and reason for learning to compute.
Marilyn BurnsMay 20, 2015
Students’ ideas often amaze me, and Lydia’s is one of the most suprising examples. She used 7 x 3 = 21 to figure out that 8 x 4 = 32. She reasoned that since the factors in 7 x 3 were each 1 less than the factors in 8 x 4, she’d just increase each digit in the answer, changing 21 to 32. She was correct! Read about Lydia's discovery, what I did, and what I learned.
Marilyn BurnsMay 11, 2015
After I told Steven, the man seated next to me on an airplane, that I was a math teacher, he described the Dealing in Horses problem that he was given at a corporate management training session. The problem has been one of my teaching staples ever since.
Marilyn BurnsApril 28, 2015
A word problem on a third-grade standardized math test didn’t call for a numerical answer, but instead asked students to decide if the problem should be solved by adding, subtracting, multiplying, or dividing. One third grader complained to his teacher, frustrated because he thought there was more than one correct possibility.
Marilyn BurnsMarch 19, 2015
Word problems have long been difficult and frustrating for students to solve and for teachers to teach. A colleague recently forwarded an email from a woman looking for resources to help her fourth-grade granddaughter with word problems. I thought for several days about how to offer positive support to both the grandmother and her granddaughter.
Marilyn BurnsMarch 10, 2015