# 3-5

### Do We Really Understand What Math Is?

What would you or your students say math is? Some common answers could be numbers, addition, subtraction . . . Below are the posters a group of AIMS trainers created answering that question. Most people don’t understand what math really is. If you have read some of my previous posts, you know my elementary and… Continue Reading

### How to Equip Your Students to Better Understand Multiplication, Part Three

I never liked word problems as a student. It was difficult for me to figure out which procedure to use, but I really didn’t like problems like this: Robert is three times as old as his younger brother Mark. Mark is 7 years old. How old is Robert? As I reflect on my experience, I… Continue Reading

### How to Equip Your Students to Better Understand Multiplication, Part Two

Using arrays has become much more prominent in the classroom. At first glance arrays seem very straightforward and simple for students. But what are the connections that are essential for students to build understanding of the concept of multiplication through arrays? Arrays are a model of multiplication. Just because your students can build an array… Continue Reading

### Friday Institute: A Common Core Resource

I want to share with you two very helpful, quite extensive Common Core Math resources that are available from the Friday Institute for Educational Innovation at North Carolina State University. The first resource is an interactive map of all of the Common Core Content Standards organized into 18 learning trajectories or progressions http://www.turnonccmath.net/index.php?p=map. For example,… Continue Reading

### How to Equip Your Students to Better Understand Multiplication, Part One

As I have coached and taught in the classroom, the three most popular ways to describe multiplication is showing ______ groups of ______, using repeated addition and making arrays. Now all of these methods have their place in a student’s understanding of multiplication, but if these methods are all they know, their understanding is limited.… Continue Reading

### Making Word Problems More Engaging, Part Three

This is my last post in the series; Making Word Problems More Engaging. Creating analogies for students to understand addition and subtraction is important. Whether you use Trevon, Bobby, Jada, and Maya, or come up with your own characters is not important. What is important is giving students a complete conceptual understanding of addition and subtraction.… Continue Reading

### Do Comics Have a Place in Your Classroom?

One feature of the AIMS Essential Math Units, a series that is targeted for middle school, is the inclusion of comics as a way to show students engaged with some of the activities in a unit. Our hope for the comics was that they would help to make explicit the content knowledge that is the… Continue Reading

### Making Word Problems More Engaging, Part Two

Dinnertime is a place stories are told at my house. One of my favorite storytellers is my husband Matt. When he tells a story, you feel like you are there. Stories are memorable, they can take us to another world, and for mathematics, stories bring context to the abstract. Our world is full of exciting… Continue Reading

### Making Word Problems More Engaging, Part One

As I watched my daughter Bethany do her homework last night I had an Aha Moment. She complains almost every day that she has addition and subtraction homework. Apparently, she does not have her mother’s love of math. (I’m working on that.) Her paper had simple numeric addition and subtraction, and she decided that she… Continue Reading

### What Does Twice as Big Mean?

I’m often puzzled by the way we use phrases like twice as big. What does that mean? For example, I understand that if my debt 5 years ago was $10,000 and today it’s $20,000, then my debt is twice as big today as it was 5 years ago. I also understand that if one two-by-four… Continue Reading