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March 2012, Volume 18, Issue 7

FEATURES

Out-of-This-World Calculations
Kristina S. Kalb and Julie M. Gravett
Second graders experience counting on Planet ZIB and then pack and unpack shirts in a simulated T-shirt factory here on Earth to learn place value and apply their understanding to problem solving.

A Math-Box Tale
Catherine J. Nelson
Collaboration between a university and an elementary school gives teacher candidates the chance to present and reflect on math lessons that include the use of children’s literature and manipulatives.

Conceptualizing Division with Remainders
Teruni Lamberg and Lynda R. Wiest
Third graders’ struggles to solve contextualized, student-generated division problems with remainders offer insights to guide instruction.
Second Look:
Division with Remainders

Authentic Geometry Adventures
Janice Minetola, Konnie Serr, and Laureen Nelson
What these first and second graders learned about shapes from real-world experiences proved to be more than their teachers ever expected.

CCSSM: Getting Started in K–Grade 2
Jeanne White and Linda Dauksas
Second in the Common Core State Standards for Mathematics series, this article addresses aspects of the Standards unique to the grade band.

Second Look - Division with Remainders

Links to Literature: A Remainder of One: Exploring Partitive Division
Mathematical explorations that evolve from reading a piece of literature to students.

Supporting Teacher Learning: Unpacking Division to Build Teachers' Mathematical Knowledge
A look at pre-service teachers' understanding of division. Supporting Teacher Learning serves as a forum for the exchange of ideas and a source of activities and pedagogical strategies for teacher educators in their day-to-day work with prospective and practicing teachers. Supporting Teacher Learning is a regular department of Teaching Children Mathematics.

Toward Computational Fluency in Multidigit Multiplication and Division
An alternative to traditional instruction in multiplication and division to develop students' computational fluency.

Illuminations Lesson: Calculator Remainders
Students develop a deep conceptual understanding between remainders and the decimal part of quotients. They learn how remainders and group size work together to influence the results that are displayed on a calculator. Students use beans to physically represent quotients that have remainders, and they compare remainders written as fractions of whole groups to the results obtained with a calculator.

Number and Operations Standard for Grades 3-5
In grades 3–5, students' development of number sense should continue, with a focus on multiplication and division. Their understanding of the meanings of these operations should grow deeper as they encounter a range of representations and problem situations, learn about the properties of these operations, and develop fluency in whole-number computation. An understanding of the base-ten number system should be extended through continued work with larger numbers as well as with decimals. Through the study of various meanings and models of fractions—how fractions are related to each other and to the unit whole and how they are represented—students can gain facility in comparing fractions, often by using benchmarks such as 1/2 or 1. They also should consider numbers less than zero through familiar models such as a thermometer or a number line.