When Should and Shouldn’t We Give Answers?



Sunday, February 5th, 2017
Over a year ago, I blogged about The 1–10 Card Investigation. I didn't provide a solution to the problem and no one who commented asked for one. But a newly posted comment requested the solution. That pushed me into a conversation with myself about how I should respond, and about giving answers in general.
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One Lesson, Three Grades, Three Twists



Monday, January 30th, 2017
The children's book 17 Kings and 42 Elephants by Margaret Mahy is one of my long-time favorites. In this post I describe a division lesson that I’ve taught to third graders but recently revisited with fourth- and fifth-grade classes. With the older students, we tried extensions that differentiated the experience and put students in charge of deciding on problems for themselves. It was exciting to me to expand a lesson I've taught many times into a multi-day investigation.



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Always Try a Problem Before You Assign It



Wednesday, September 14th, 2016
Have you ever thought about this numerical sequence—0, 1, 2, 3, 4, 5, 7, 8, 10, 12? What does the sequence have to do with unicycles, bicycles, and tricycles? And what's my mathematical and pedagogical quandary? Read more and find out.

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