By Jenna Laib and Kristin Gray
Take a moment to think about the value of each expression below.
What do you notice? How would you explain the things you notice?
If you are like us, or the students in Ms. Stark’s grade 5 classroom, you may have noticed many things. Things such as each expression has the same denominator, or the way in which the values increased as the problems progressed. When students notice these things, we often ask, ‘Why is that happening?” but it can be challenging to explain why beyond the procedure one followed.
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