Reverse and Add to 100: Explorations in Place Value

During the past few years, we (the authors) have become interested in engaging students as creators, rather than passive recipients, of mathematics. Several of us have incorporated student problem posing as a regular instructional feature in our classrooms. When we offer our students the opportunity to construct their own problems, particularly during the course of an entire school year, they create many novel tasks. Student-created tasks not only serve as teaching tools for our students but also are excellent formative assessments for us, providing insight into students’ mathematical conceptions and interests.