Finally have the student who suggested numbers describe any differences that class didn find. Also I put thirtythree Uni x cubes into plastic bag. I wrote on the board Anita said We split six into four and two

Read More →We re sure View Lesson Grades k Farmer Math by Ann Carlyle Solutions Inservice consultant has been elementary teacher Goleta California more than years. I started around the room having students tell me fractions and recorded their suggestions board. If one of the factors is fraction less than then Julio idea works. Marilyn planned to ask the students figure in their heads rather than use paper and pencil. No one else had question and the students went back to their desks work

Read More →By the end of day all students in grades K through had been included birthday invitation. Yes I confirmed. You could multiply six times fifty and get three hundred Mario said. The rst player starts with number or dividend of one hundred. Then we discussed how to gather information needed make predictions. I did so and Keith came to the board correctly wrote

Read More →I gave them experiences with manipulative materials pattern blocks color tiles Cuisenaire rods and others we explored discussed how to represent fractional parts. Nineteen Zoe said. At the back lists all of ways to represent ten using two addends three and so on up . By expressing their own ideas and hearing from others children expand views of how to think mathematically

Read More →Ian said Two fiftyone. When I draw rectangle for multiplication problem with fractions find easier first to whole number sides. Five times twenty is one hundred. Lauren s work

Read More →On a measuring cup the line for twothirds is above onehalf Ramon said. I allowed minute for silent inspection of the results. They don cut down trees at night Rick countered

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Kiko reported that she and Carlos used the small pieces to gure out areas of larger ones. How do you know four is a factor of two inquired