Unit Coordination

Seven Blind Mice

“A snake!” “A tree!” “A spear!” All are descriptions of the same item.  Do you know what it is? Have you read Ed Young’s children’s story about the adventures of seven blind mice? Adapted from an old Indian fable about several sojourners and an elephant, Young crafts a wonderfully simple and elegant tale of how… Continue Reading

Manipulatives as Thinking Tools

As the school year winds down, at the AIMS Center we too are wrapping up our work with students.  The tasks we asked second and third graders to engage in this year had students working with various manipulatives (cubes, blocks, bags, strips, etc). This made me think about Math Practice 5: Use appropriate tools strategically.… Continue Reading

The CASTE System in Math

Teaching middle school I often had students who still used their fingers to find the difference between 12 and 7. They would start with 7 and then count 8, 9, 10, 11, 12 while putting up fingers each time they would say a number. When we worked with integers and subtraction the idea that positive… Continue Reading

The Perks of Mistakes

I want to tell you about a boy that we call Greg. If you’re a teacher, you’ve likely had a Greg in your class before. He’s the one that fascinates you because he thinks so deeply, is so curious, and seems to already know everything you’re trying to “teach” him. He’s also the one that… Continue Reading

Cotton Balls and Place Value

It is important to remember that when we engage students in experiences meant to help them build meaning behind math concepts, what might appear to be happening may or may not be actually happening. Let me explain. Place value is one of the times in math when understanding what the concepts represent requires more than… Continue Reading

I Almost Missed It

If you read the previous posts from the Coordinating Units team here at AIMS, you likely know that we are studying how children learn about fractions. Earlier this week I realized that I almost missed something amazing and encouraging about how much our students are actually learning. The tasks we are using with them are… Continue Reading