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Presents a five-week unit of instruction for helping children construct their own understanding of our number system by learning about place value through grouping, counting, measuring, and graphing.
Shows teachers how to help children construct their own understanding of the properties of shapes, how shapes relate to one another, and what happens when shapes are combined or divided.
Offers inspiring, practical, classroom-tested ideas for helping students learn mathematics through problem solving.
Humorously Uncovers the Reasons Behind Math's Dreadful Reputation and Shows us How we Can Help Prevent Our Own Children From Adopting Similar Phobic Attitudes
In this fun look at area and perimeter, dinnertime becomes a real mess as guests rearrange the carefully placed tables and chairs.
Writing in Math Class presents a clear and persuasive case for making writing a part of math instruction. Author and master teacher Marilyn Burns explains why students should write in math class, describes five different types of writing assignments for math, and offer tips and suggestions for teachers. In her usual engaging style, Marilyn Burns tells what happened in actual classrooms when writing was incorporated into math lessons. Illustrated throughout with student work. With a foreword by Susan Ohanian.
This tale of ants parading toward a picnic is “one of those rare gems capable of entertaining while it instructs” (Middlesex News). One hundred hungry ants march off single file to sample a picnic, but when the going gets too slow, they divide into two rows of fifty, then four rows of twenty-five . . . until they take so long that the picnic is gone! “The unexpected pairing of sophisticated art and light-hearted text lends this book particular distinction.” —Publishers Weekly “The illustrations . . . use a pleasing palette and energetic lines to depict ants with highly individual characters.” —Horn Book
Though he admits to not being particularly good at math, Butterworth (cognitive neuropsychology, U. College, London), the founder of the Mathematical Cognition journal, contends that we all possess an inherent "numerosity" sense--developed to different degrees of course. The author bases his case on empirical research and historical speculation. Annotation copyrighted by Book News, Inc., Portland, OR