TCM Bloghttp://www.nctm.org/rss/rssfeeds.aspx?fid=599514 The Story of Gausshttp://www.nctm.org/publications/blog/blog.aspx?id=43339&blogid=599514<p>I love the story of Carl Friedrich Gauss—who, as an elementary student in the late 1700s, amazed his teacher with how quickly he found the sum of the integers from 1 to 100 to be 5,050. Gauss recognized he had</p>nctm@nctm.org (Customer Service)Mon, 06 Oct 2014 10:33:36 GMTWhat Is the Largest Number You Cannot Make? Part 2http://www.nctm.org/publications/blog/blog.aspx?id=43232&blogid=599514<p>If you have not had a chance to engage your students in the What Is the Largest Number YouCannot Make? problem, you can find the task here. What interesting patterns did your students find? What strategies did they use? Please post</p>nctm@nctm.org (Customer Service)Mon, 22 Sep 2014 14:26:24 GMTWhat Is the Largest Number You Cannot Make?http://www.nctm.org/publications/blog/blog.aspx?id=43135&blogid=599514<p>An interesting problem that I have used with elementary school students, classroom teachers, and preservice teachers involves opportunities to engage in various problem solving strategies. The most important step in this problem is Understanding the problem. It offers students the chance</p>nctm@nctm.org (Customer Service)Mon, 08 Sep 2014 15:40:03 GMTFrogs and Worms, a Second Lookhttp://www.nctm.org/publications/blog/blog.aspx?id=43043&blogid=599514<p>How did your students do with the Frog problem and the Worm problem? When I have used these problems in the past, typically students have quickly decontextualized them, representing the problems in some way and finding a solution. Below are</p>nctm@nctm.org (Customer Service)Mon, 25 Aug 2014 12:17:48 GMTFrogs and Wormshttp://www.nctm.org/publications/blog/blog.aspx?id=42958&blogid=599514<p> With school starting, many of us are focusing on the need to
support students’ engagement in the Standards for Mathematical Practice (SMP). Regardless
of whether your state has adopted the Common Core State Standards, the SMP represent
processes and proficiencies that we all want to develop in our students. Within
</p>nctm@nctm.org (Customer Service)Fri, 15 Aug 2014 09:50:52 GMTReflecting on the Counterfeit Bill Problemhttp://www.nctm.org/publications/blog/blog.aspx?id=42820&blogid=599514<p>I hope that you and your students or colleagues enjoyed discussing the Counterfeit Bill problem. I suspect that a variety of solutions were offered, including these $40—The shoe owner gave $20 to the grocer and $20 (counterfeit) to the FBI.</p>nctm@nctm.org (Customer Service)Mon, 28 Jul 2014 14:48:28 GMTThe Counterfeit Bill Problemhttp://www.nctm.org/publications/blog/blog.aspx?id=42693&blogid=599514<p>I am often asked what the best way is to start the school year. My answer is always, “With a problem, of course ” Not just any problem will do, though, as I want a problem that will spark discussion</p>nctm@nctm.org (Customer Service)Thu, 17 Jul 2014 15:15:59 GMTAnswering the Question, “When Is Halving Not Halving?”http://www.nctm.org/publications/blog/blog.aspx?id=42633&blogid=599514<p>It’s late in the school year, but I hope you had a chance to try out the perimeter and area comparison problem with your students. If not, you might try it early next year. Recall that students were going to</p>nctm@nctm.org (Customer Service)Wed, 02 Jul 2014 10:07:22 GMT13 Rules that Expirehttp://www.nctm.org/publications/blog/blog.aspx?id=42623&blogid=599514<p>In the August 2014 issue of Teaching Children Mathematics, authors Karen S. Karp, Sarah B. Bush, and Barbara J. Dougherty initiated an important conversation in the elementary mathematics education community. We are dedicating this discussion space as a place where</p>nctm@nctm.org (Customer Service)Tue, 01 Jul 2014 16:27:00 GMTWhen Is Halving Not Halving?http://www.nctm.org/publications/blog/blog.aspx?id=42578&blogid=599514<p>Exploring the relationship (or lack of relationship) between perimeter and area is interesting for students—even for simple shapes like rectangles. For example, if you cut a rectangle’s area in half, do you also cut the perimeter in half? Using the</p>nctm@nctm.org (Customer Service)Fri, 20 Jun 2014 09:40:52 GMTReflecting on the Build a Number Problemhttp://www.nctm.org/publications/blog/blog.aspx?id=42523&blogid=599514<p>I hope you have had a chance to try the Build a Number problem with your students. I had lots of fun with it when I tried it with some third and fourth grade students. Recall that students were going</p>nctm@nctm.org (Customer Service)Tue, 03 Jun 2014 15:50:55 GMTBuild a Number Problemhttp://www.nctm.org/publications/blog/blog.aspx?id=42478&blogid=599514<p>In a lot of school districts in my region, there is an emphasis on building proportional reasoning even before it is formally introduced in the curriculum. A problem I used recently is the one I’ve proposed here. You would provide</p>nctm@nctm.org (Customer Service)Fri, 23 May 2014 09:49:36 GMTReflecting on the Pondering Patterns Problemhttp://www.nctm.org/publications/blog/blog.aspx?id=42406&blogid=599514<p>Greetings Over the past few months, it has been great fun sharing some of my favorite “Math Tasks to Talk About” with you and becoming a blogger in the process. The plan for the TCM blog is for a series</p>nctm@nctm.org (Customer Service)Wed, 07 May 2014 12:57:46 GMTPondering Patternshttp://www.nctm.org/publications/blog/blog.aspx?id=42287&blogid=599514<p>I hope you’ve been enjoying TCM’s “Math Tasks to Talk About.” From those who understand a lot more about how these things work, I gather the blog is getting a good number of visits, which is really nice to hear,</p>nctm@nctm.org (Customer Service)Fri, 25 Apr 2014 09:33:38 GMTReflecting on the How Many Squares on a Checkerboard? Problemhttp://www.nctm.org/publications/blog/blog.aspx?id=42015&blogid=599514<p>So, how did things go in your classroom with the How Many Squares on a Checkerboard task? I’m told that we’re still getting a good number of visits to the blog, but few visitors are taking the next step and</p>nctm@nctm.org (Customer Service)Fri, 11 Apr 2014 14:04:45 GMTHow Many Squares on a Checkerboard?http://www.nctm.org/publications/blog/blog.aspx?id=41609&blogid=599514<p> Now that I’m an official blogger (with two blogs posts under my belt), I found selecting the next problem to be a real dilemma. My favorite math strand is Probability, which has many wonderful tasks to explore and so</p>nctm@nctm.org (Customer Service)Thu, 20 Mar 2014 11:56:30 GMTReflecting on The Handshake Problemhttp://www.nctm.org/publications/blog/blog.aspx?id=41324&blogid=599514<p> </p>
<p>Well, I’ve now been officially initiated
into the blogosphere (is that actually a word?)
I really appreciated those who took the time to comment on the first task, and I
am sincerely hoping that this blog entry, the discussion of the task,
encourages more discussion/comments.
</p>
<p>So, how’d you do with the Handshake task?
If you missed it, here’s the <a href="http://www.nctm.org/publications/blog/blog.aspx?blogid=599514" title="link" target="_blank">link</a>. </p>
<p>As you know, I <em>love</em> this problem! It’s overflowing with the variety of
problem-solving strategies that can be brought to bear in its solution—act it
out, draw a diagram, look for a pattern, solve a simpler problem, make an
organized list, make a table, use logical reasoning, . . . .
</p>nctm@nctm.org (Customer Service)Tue, 04 Mar 2014 11:45:58 GMTThe Handshake Problemhttp://www.nctm.org/publications/blog/blog.aspx?id=40373&blogid=599514<p>I have the honor of being the “inaugural blogger” for the new <em>Teaching Children Mathematics</em> (<em>TCM</em>) blog, “Math Tasks to Talk About.” Now, to be clear, what I know about blogging could fit in a thimble with plenty of room still left for your finger. However, the talented staff at NCTM can take whatever I submit and magically make it blog-worthy, so here goes!
</p>
<p>My absolute favorite math task to talk about is a classic known as the Handshake problem. Alternatively, you may know it as the How Do You Do? problem or the Meet and Greet problem or one of more than at least a dozen different names. No matter what you call it, this problem is my favorite because it can be easily made accessible and interesting to students at all levels, from first grade through high school!</p>nctm@nctm.org (Customer Service)Fri, 03 Jan 2014 09:29:29 GMT