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Teachers — Training of
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Word Problems (Mathematics)
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1.

Domino Math [electronic resource]

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First- and second-graders investigate number relationships and explore the concept of addition in a part-whole model using dominoes. They develop mathematical communication as they represent mathematical ideas with physical materials, words, diagrams, and symbols. Covers the following NCTM standards: concepts of whole number operations, whole number computation, problem solving, and communication.
Online
1997
2.

Marshmallows [electronic resource]

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Second-graders create and discuss a bar graph based on the number of marshmallows they estimate each person in their class would eat on a camping trip. After discussing their results, students determine how many bags of marshmallows to take. Covers the following NCTM standards: concepts of whole number operations, statistics and probability, reasoning, and problem solving.
Online
1997
3.

What's the Price? [electronic resource]

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Third-graders use problem-solving approaches to investigate and understand division. They make connections to everyday life and use calculators as they determine unit costs for two different boxes of cereal.Covers the following NCTM Standards: concepts of whole number operation, fractions and decimals, problem solving, and communication.
Online
1997
4.

Wheel Problem [electronic resource]

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First-graders are asked how many vehicles could be in a parking lot if the total number of wheels is 24. Students review each step of the problem-solving process before they decide on which materials to use and develop strategies. Covers the following NCTM standards: whole number computation, concepts of whole number operations, problem solving, and communication.
Online
1997
5.

Bean Sprouts [electronic resource]

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Pairs of second-graders explore subtraction, based on the number of plants sprouting from the bean-seeds they have planted. The importance of context for student understanding, and various approaches to problem-solving, are exemplified. Covers the following NCTM Standards: concepts of whole number operations, reasoning, problem solving, communication.
Online
1997
6.

This Small House [electronic resource]

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Second- and third-graders use calculators, paper and pencil, and mental math within a realistic task. Students plan the decorating of their milk carton houses using spatial sense to select appropriate furnishings while staying within their allocated budget. Covers the following NCTM standards: whole number computation, geometry and spacial sense, connections, and communication.
Online
1997
7.

Cookies to Share [electronic resource]

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Through a story about sharing cookies, fourth-graders investigate the problem of dividing eight cookies among 12 children. It helps them develop meaning for the concept of division and leads to the use of fractions. Covers the following NCTM standards: fractions and decimals, number sense and numeration, communication, and connections.
Online
1997
8.

Story-Based Centers [electronic resource]

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Second-graders work at learning centers around their classroom that are based on the story "Caps for Sale." At the centers students construct graphs, figure out coin combinations to equal 50 cents, use a computer to explore patterns, and write story problems and number sentences. Covers the following NCTM standards: patterns and relationships, whole number computation, connections, and communications.
Online
1997
9.

Valentine Exchange [electronic resource]

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A bilingual fourth-grade class uses a Valentine's Day card exchange problem to explore mathematical relationships and share problem solving strategies. Covers the following NCTM standards: patterns and relationships, number sense and numeration, problem solving, and reasoning.
Online
1997
10.

Case Study [electronic resource]: Problem Solvers Fall and Spring (Elementary)

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Visits a combined first and second grade classroom in the fall and the following spring. A fall lesson has the entire class working in groups to estimate the number of seeds in a pumpkin. The following spring student groups solve individual problems, and then write problems of their own creation using informal language to describe mathematical situations.
Online
1997