By Jared Gilman

As I sat down at my local coffee shop to plan my upcoming 5th grade unit on fractions, a wave of dread spread across my body. I started having flashbacks to last winter, when my students’ frustrations with fractions led to daily meltdowns. Looking back at my lesson plans, I noticed how many reteaching lessons I was forced to add into the middle of my unit. I recalled the painstaking hours of scouring YouTube for videos on the “easiest tricks” and “fastest shortcuts” for adding and subtracting fractions. “My students just didn’t get it,” I thought at the time. This year would be different, I told myself as I gulped down my large iced coffee.

By Kristin Gray

Recently, our 3rd, 4th, and 5th grade teachers had the opportunity to chat math for 2 hours during a Learning Lab held on a professional development day. It was the first time we had done a vertical lab and it felt like perfect timing as 3rd and 4th grade would soon be starting their fraction unit and 5th would be entering their decimal unit. Prior to the meeting, we read the NCTM article, “Identify Fractions and Decimals on a Number Line” by Meghan Shaughnessy, so we started the meeting discussing ideas in the article. We then jumped into playing around with clothesline number lines and double number lines, discussing what they could look like at each grade level based on where students are in the fractional thinking. Continue reading “Fraction & Decimal Number Lines”

By William McCallum

Somewhere back in days of Facebook fury about the Common Core there was a post from an outraged parent whose child had been marked wrong for something like this:
$$6 \times 3 = 6 + 6 + 6 = 18.$$
Apparently the child was supposed to do
$$6 \times 3 = 3 + 3 + 3 + 3 + 3 +3 = 18$$
because of this standard: Continue reading “Ways of thinking and ways of doing”

By William McCallum

You may have noticed that I am back to publishing regular blog posts! My goal for now is a blog post every second Wednesday. I am now also trying to answer forum questions promptly. I want to thank the readers who took up the slack for the last year and a half in answering questions in the forums. In particular, I’d like to call out abieniek, Alexei Kassymov, and Lane Walker, whose answers were always spot on. Continue reading “Misconceptions about Multiple Methods”