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cover.indd 21 1/23/17 7:36 AM
 Contents vii

6 Planning, Teaching, and Assessing Children with

Exceptionalities 80
Instructional Principles for Diverse Learners 80
Prevention Models 81
Implementing Interventions 84
Explicit Strategy Instruction 84
Concrete, Semi-Concrete, Abstract (CSA) 85
Peer-Assisted Learning 86
Think-Alouds 86
Teaching and Assessing Children with Learning Disabilities 87
Adapting for Children with Moderate/Severe Disabilities 90
Planning for Children Who Are Mathematically Gifted 90
Acceleration and Pacing 91
Depth 91
Complexity 92
Creativity 92
Strategies to Avoid 92

7 Collaborating with Families and Other Stakeholders 94

Sharing the Message with Stakeholders 94
Why Change? 95
Pedagogy 97
Content 99
Student Learning and Outcomes 101
Administrator Engagement and Support 102
Family Engagement 103
Family Math Nights 104
Classroom Visits 106
Involving ALL Families 106
Homework Practices and Parent Coaching 107
Tips for Helping Parents Help Their Child 107
Resources for Families 109
Seeing and Doing Mathematics at Home 110

Part 2: Teaching Student-Centered Mathematics

8 Developing Early Number Concepts and
Number Sense 112
The Number Core: Early Counting and Number Concepts 113
Early Counting 113
Thinking about Zero 122
Counting On 122

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 viii Contents  

The Relations Core: More Than, Less Than, and Equal To 123
Developing Number Sense by Building Number Relationships 125
Relationships between Numbers 1 through 10 126
Relationships for Numbers 10 to 20 136
Number Sense and the Real World 140
Calendar Activities 141
Estimation and Measurement 141
Data Collection and Analysis 142
Revisiting the Big Ideas for Number Concepts 144

9 Developing Meanings for the Operations 146

Teaching Operations through Contextual Problems 147
Children’s Conceptions of Addition and Subtraction 147
Addition and Subtraction Problem Structures 148
Change Problems 148
Part–Part–Whole Problems 150
Compare Problems 150
Problem Difficulty 152
Teaching Addition and Subtraction 153
Contextual Problems 153
Introducing Symbolism 156
Model-Based Problems for Addition and Subtraction 157
Properties of Addition and Subtraction 161
Children’s Strategies for Solving Addition and Subtraction Problems 162
Laying the Foundation for Multiplication and Division 164
Multiplication and Division Problem Structures 164
Teaching Multiplication and Division 166
Contextual Problems 166
Model-Based Problems for Multiplication and Division 168
Laying the Foundation for Multiplication Properties in Earlier Grades 171
Children’s Strategies for Solving Multiplication and Division Problems 171
Supporting Children in Solving Contextual Problems 172
Analyzing Contextual Problems 173
Caution: Avoid Relying on the Key Words Strategy! 174
Require Explanations 175
Multistep Problems 175
Final Thoughts: Outcomes Related to Teaching and Learning Operations 177

10 Helping Children Develop Fluency with Basic Facts 180

The Developmental Nature of Learning Basic Facts 181
Different Approaches to Teaching Basic Facts 182
Memorization 182
Explicit Strategy Instruction 183
Guided Invention 183

A01_VAND0689_03_SE_FM.indd 8 11/23/16 1:06 PM

 Contents ix

Teaching Basic Facts Effectively 184

Use Purposefully Designed Story Problems 184
Explicitly Teach Reasoning Strategies 185
Assessing Basic Facts Effectively 185
What Is Wrong with Timed Tests? 186
How Might I Assess Basic Fact Fluency? 186
Reasoning Strategies for Addition Facts 187
One More Than and Two More Than 187
Adding Zero 188
Doubles 189
Combinations of 10 190
Making 10 191
Using 5 as an Anchor 192
Near-Doubles 193
Reasoning Strategies for Subtraction Facts 194
Think-Addition 194
Down Under 10 195
Take from 10 195
Reinforcing Reasoning Strategies 196
Building a Foundation for Multiplication Facts 197
Twos 197
Fives 197
Zeros and Ones 198
Reinforcing Basic Fact Mastery 198
Supporting Basic Fact Fluency through Games 199
Effective Drill 203
Do’s and Don’ts for Teaching Basic Facts 204
What to Do 204
What Not to Do 204

11 Developing Whole-Number Place-Value Concepts 206

Pre–Place-Value Understandings 207
Developing Foundational Ideas in Whole-Number Place Value 208
Integrating Base-Ten Groupings with Counting by Ones 208
Integrating Base-Ten Groupings with Words 210
Integrating Base-Ten Groupings with Place-Value Notation 210
Base-Ten Models for Place Value 211
Groupable Models 211
Pregrouped Models 212
Nonproportional Models 213
Developing Base-Ten Concepts 213
Grouping Activities 213
Grouping Tens to Make 100 216
Equivalent Representations 217

A01_VAND0689_03_SE_FM.indd 9 11/23/16 1:06 PM

 x Contents  

Oral and Written Names for Numbers 219

Two-Digit Number Names 219
Three-Digit Number Names 221
Written Symbols 221
Patterns and Relationships with Multidigit Numbers 226
The Hundreds Chart 226
Relationships with Benchmark Numbers 228
Connecting Place Value to Addition and Subtraction 230
Connections to Real-World Ideas 235

12 Building Strategies for Whole-Number Computation 237

A Move to Computational Fluency 238
Connecting Addition and Subtraction to Place Value 239
Three Types of Computational Strategies 241
Direct Modeling 241
Invented Strategies 242
Standard Algorithms 244
Development of Invented Strategies 246
Creating a Supportive Environment 246
Models to Support Invented Strategies 247
Development of Invented Strategies for Addition and Subtraction 250
Adding and Subtracting Single-Digit Numbers 250
Adding Two-Digit Numbers 251
Subtraction as “Think Addition” 253
Take-Away Subtraction 255
Extensions and Challenges 256
Standard Algorithms for Addition and Subtraction 257
Standard Algorithm for Addition 257
Standard Algorithm for Subtraction 259
Introducing Computational Estimation 262
Understanding Computational Estimation 262
Suggestions for Teaching Computational Estimation 263
Computational Estimation Strategies 264
Front-End Methods 264
Rounding Methods 265
Compatible Numbers 266
Common Misconceptions with Whole-Number Computation 267

13 Promoting Algebraic Reasoning 270

Strands of Algebraic Reasoning 271
Structure in the Number System: Connecting Number and Algebra 271
Generalization with Number Combinations 272
Generalization with Place Value 274
Generalization with Algorithms 275

A01_VAND0689_03_SE_FM.indd 10 11/23/16 1:06 PM

 Contents xi

Meaningful Use of Symbols 276

The Meaning of the Equal Sign 276
The Meaning of Variables 285
Structure in the Number System: Properties 287
Making Sense of Properties 288
Making and Justifying Conjectures 290
Patterns and Functions 293
Repeating Patterns 294
Growing Patterns 297
Functional Thinking 299
Number Patterns 299
Common Misconceptions with Algebraic Reasoning 301

14 Exploring Early Fraction Concepts 303

Meanings of Fractions for PreK–2 Children 304
Part–Whole 304
Equal Sharing 305
Measurement 305
Introducing Fraction Language 306
Models for Fractions 306
Area Models 307
Length Models 310
Set Models 312
Building Fractional Parts through Partitioning and Iterating 313
Partitioning 313
Iterating 320
Fraction Size Is Relative 323
Fraction Equivalence and Comparison 323
From Fraction Words to Symbols 325
Teaching Considerations for Fraction Concepts 326

15 Building Measurement Concepts 330

The Meaning and Process of Measuring 331
Measurement Concepts and Skills 332
Introducing Nonstandard Units 334
Introducing Standard Units 335
The Role of Estimation and Approximation 338
Length 341
Comparison Activities 341
Using Physical Models of Length Units 343
Laying the Foundation for Conversions 345
Making and Using Rulers 347
Time 348
Comparison Activities 349

A01_VAND0689_03_SE_FM.indd 11 11/23/16 1:06 PM

 xii Contents  

Reading Clocks 349

Money 351
Recognizing Coins and Identifying Their Values 351
Counting Sets of Coins 351
Making Change 353
Other Measurable Attributes 355
Area 355
Volume and Capacity 358
Weight and Mass 360
Common Misconceptions with Measurement 360

16 Developing Geometric Reasoning and Concepts 363

Geometry Goals for Young Children 364
Developing Geometric Reasoning 365
The van Hiele Levels of Geometric Thought 365
Implications for Instruction 372
Shapes and Properties 373
Sorting and Classifying 376
Composing and Decomposing Shapes 378
Categories of Two- and Three-Dimensional Shapes 382
Transformations 389
Rigid Motions 389
Line Symmetry 391
Location 391
Visualization 394
Two-Dimensional Imagery 395
Three-Dimensional Imagery 397

17 Helping Children Use Data 399

What Does It Mean to Do Statistics? 400
Is It Statistics or Mathematics? 400
The Shape of Data 401
The Process of Doing Statistics 402
Formulating Questions 405
Questions about “Me and My Classmates” 405
Questions beyond Self and Classmates 405
Data Collection 408
Collecting Data 408
Using Existing Data Sources 409
Data Analysis: Classification 409
Classifications Using Attribute Materials 410
Classifications Using Content Areas 412
Data Analysis: Graphical Representations 413
Creating Graphs 414

A01_VAND0689_03_SE_FM.indd 12 11/23/16 1:06 PM

 Contents xiii

Analyzing Graphs 415

Graphs for PreK–2 Children 415
Interpreting Results 420

Appendix A Common Core State Standards: Standards for

Mathematical Practice A-1

Appendix B Common Core State Standards: Grades K–2 Critical

Content Areas and Overviews B-1

Appendix C Mathematics Teaching Practices: NCTM Principles

to Action (2014) C-1

Appendix D Activities at a Glance: Volume I D-1

Appendix E Guide to Blackline Masters E-1

References R-1

Index I-1

A01_VAND0689_03_SE_FM.indd 13 11/23/16 1:06 PM

 Preface
All children can learn mathematics with understanding! We believe that teachers can
and must create learning environments in which children have this experience. Effective
mathematics instruction involves posing worthwhile tasks that will engage children in the
mathematics they are expected to learn. Then, by allowing children to interact with and
productively struggle with the mathematics using their ideas and their strategies—a student-
centered approach—children will develop a robust understanding of the mathematics. As
they learn to see the connections among mathematical topics and to their world, chil-
dren will value mathematics and feel empowered to use it. The title of this book, Teach-
ing ­Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades PreK–2,
ref lects this vision. Part 1 of this book is dedicated to addressing how to build a student-
centered environment in which children can become mathematically proficient and Part 2
elaborates on how that environment can be realized across all content in the grades PreK–2
mathematics curriculum.

What Are Our Goals for the Student-Centered

Mathematics Series?
Creating a classroom in which children design their solution pathways, engage in pro-
ductive struggle, and connect mathematical ideas is complex. Questions arise, such as,
“How do I get children to wrestle with problems if they just want me to show them how
to do it? What kinds of tasks lend themselves to this type of engagement? Where can
I learn the mathematics content I need in order to be able to teach in this way?” With
these and other questions firmly in mind, we have three main objectives for the third
edition of this series:
1. Illustrate what it means to teach mathematics using a student-centered, problem-based
approach.
2. Serve as a go-to reference for all of the mathematics content suggested for grades
PreK-2 as recommended in the Common Core State Standards for Mathematics (CCSSO,
2010) and in other standards used by various states, as well as research-based strategies
that depict how children best learn this content.
3. Present a practical resource of robust, problem-based activities and tasks that can engage
children in the mathematics that is important for them to learn.
These are also goals of Elementary and Middle School Mathematics: Teaching Developmentally,
a comprehensive resource for teachers in grades K–8, which has been widely used in uni-
versities and in schools. There is overlap between the comprehensive K–8 book and this
Student-Centered Mathematics Series; however, we have adapted the Student-Centered
Mathematics Series to be more useful for a practicing classroom teacher by addressing
the content for specific grade bands (with more activities!), removing content aimed at
preservice teachers, and adding additional information more appropriate for practicing
teachers. We hope you will find that this is a valuable resource for teaching and learning
mathematics!

xiv

A01_VAND0689_03_SE_FM.indd 14 11/23/16 1:06 PM

 What’s New in Part 1? xv

What’s New to the Third Edition of the

Student-Centered Mathematics Series?
The most significant change to the third edition is its availability as an Enhanced Pearson
eText. Teachers can now take advantage of eText technology, easily accessing downloadable
resources to support many of the math activities offered in the text and linking to videos
that demonstrate how to teach certain math concepts. Another big change is that the third
edition appears in four-color so pedagogical features are more easily found and studied. We
are hopeful too that the addition of color helps to enhance and clarify the ideas we have
intended to convey. We have also included some new features that we brief ly describe here.
(More detailed information about the new features can be found in the following section.)
We then highlight the most substantial changes we have made to specific chapters to ref lect
the changing landscape of mathematics education.

What Are the New eText Features?

Each volume in the Student-Centered Mathematics Series is also available as an Enhanced
Pearson eText* with the following point-of-use features:
• Downloadable Activity Pages and Blackline Masters. Hyperlinks provide access to ready-
to-use teaching resources including Activity Pages and Blackline Masters to support
students’ engagement in a large number of math activities.
• Videos. Links to videos allow teachers to observe an interview with a child, watch an idea play
out in a classroom, or listen to a more in-depth description of an important math concept.
• Activities Correspond to CCSS-M. The numerous problem-based tasks presented in activity
boxes are now connected to the appropriate Common Core State Standards for Mathematics.
• Immediate Access to Expanded Lessons. A custom basket located on the navigation bar links
teachers to full and Expanded Lessons and include the Blackline Masters or Activity
Pages if needed to execute each lesson. Expanded Lessons are referenced at point-of-use
in numbered math activities throughout the eText.

What’s New in Part 1?

Part 1 consists of seven chapters that focus on important “hot” topics that address ideas for
creating a classroom environment in which all students can succeed. These chapters are, by
design, shorter in length than the content chapters in Part 2, but are full of effective strate-
gies and ideas. The intent is that these chapters can be used in professional development
workshops, book study, or professional learning community (PLC) discussions. Changes to
Part 1 chapters include:
Chapter 1: Setting a Vision for Learning High-Quality Mathematics. Changes to this chapter
include a new table that relates CCSS-M’s mathematical practices (CCSSO, 2010) to
NCTM’s process standards (2000), clarification about the difference between modeling
mathematics and modeling with mathematics, and an additional emphasis on the
characteristics of productive classrooms that promote student understanding.

*These features are only available in the Pearson eText, available exclusively from
www.pearsonhighered.com/etextbooks or by ordering the Pearson eText plus Vol I Book
Package (ISBN: 0134090683) or the Pearson eText Access Code Card (ISBN: 0134556453).

A01_VAND0689_03_SE_FM.indd 15 11/23/16 1:06 PM

 xvi  Preface

Chapter 2: Teaching Mathematics through Problem Solving. The eight mathematics teaching
practices from Principles to Actions (NCTM, 2014) have been added! In addition, several
new sections were added: evaluating and adapting tasks to increase their potential for
learning, growth versus fixed mindsets (connected to productive struggle and learning
from mistakes); and effective aspects of questioning. Finally, more detail pertaining to
the three-phases (before, during, and after) is provided.
Chapter 3: Creating Assessments for Learning. Supported by the recent position statement
from professional organizations (NCSM and AMTE) about assessment for learning
(AFL), this chapter was revised to be more explicit about how to collect evidence from
students on their progress, interpret that evidence, make informed decisions about the
next instructional steps and provide actionable feedback to students. There is also an
expanded section on using writing to learn mathematics.
Chapter 4: Differentiating Instruction. This chapter was revised to better highlight
differentiated tasks for whole-classroom instruction. You will also find new team-building
activities to enhance your students’ interactions with each other when working in groups.
Chapter 5: Teaching Culturally and Linguistically Diverse Students. In this chapter, significant
revisions were made to ref lect research in the field (twenty-two new references). Among
these changes was increased attention to Culturally Responsive Mathematics Instruction
(CRMI), developed around four key aspects and an expanded section on nurturing
students’ mathematical identities.
Chapter 6: Planning, Teaching, and Assessing Students with Exceptionalities. Several new tools
were added to this chapter including a printable set of cards, each with a Strategy for
Making Math Accessible for learners who struggle. This tool can be used when planning
core instruction modifications or interventions for students with special needs. There is
also a Mathematics Integration Plan Template to support planning for gifted students
or students with a high interest in exploring mathematical topics in relation to other
subject areas or perspectives.
Chapter 7: Collaborating with Families and Other Stakeholders. This chapter was significantly
revised to focus on advocacy across stakeholders. This included increased attention to
communicating about CCSS Mathematics. Finally, the homework section was expanded,
including new activities and games for families.

What’s New to Part 2?

In addition to the changes listed previously that are included across all three volumes, there
are many changes specific to Volume I, Part 2 to meet the needs of primary learners. Across
all content chapters, more activities and many activities pages were added, in particular to
address hard-to-teach topics. The list below highlights significant new content in a number
of chapters.
Chapter 8: Early Number Concepts and Number Sense. We have included a new learning
progression for counting that identifies increasingly sophisticated levels of reasoning. In
addition, there are several new activities focused on developing early counting skills. We
have also included a new section on thinking about zero. Although zero is one of the most
important digits in our base-ten system, we find that too often because early counting
often involves touching an object, zero is not included in discussions about numbers and
counting. We have tried to be more cognizant of this tendency and have included more
tasks, questions, and purposeful discussions about the number zero in this and other
chapters.

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 What Special Features Appear in Pearson’s Student-Centered Mathematics Series? xvii

Chapter 9: Meanings for Operations. We increased the focus on helping children write
equations from word problems, using both computational and semantic forms. We also
improved the section on helping children analyze contextual problems by detailing
strategies that can help children prepare to solve problems. A new section was added
about helping children solve multistep problems, including the use of hidden questions
to help children progress from one-step to multistep problems.
Chapter 10: Basic Facts. In Chapter 10 there is an increased emphasis on assessing basic
facts. We present the risks of using timed tests and share a collection of alternative
assessment ideas. There is also a new recommendation to develop f luency with
foundational facts first (e.g., +0, +1, +2, Doubles, and Combinations of 10), before
working on other basic facts. Finally, as described in the CCSS and related research,
there is a shift from a focus on mastery to a focus on f luency. Also included are new
activities and games to support basic fact f luency.
Chapter 12: Whole Number Computation Strategies. There is an enhanced section that discusses
the connection between place value and addition and subtraction. More examples of the
equal additions strategy are provided for clarification. And a new section about computational
estimation includes recommendations for instruction and several new activities.
Chapter 16: Geometry. Chapter 16 has been reorganized around the four geometry
strands (shapes and properties, location, transformations, visualization) to provide a
more cohesive approach to introducing geometry to children. As each level of geometric
thinking is introduced, examples of appropriate activities are presented to help clarify
each geometric level.
Chapter 17: Data. The new addition of driving questions (Hourigan & Leavy, 2015/2016)
is introduced as a way to motivate children’s involvement in the processes of doing
statistics. There is an increased emphasis on helping children consider the shape of the
data as they engage in the analysis and interpretation phases of doing statistics. We also
share three levels of questions you can ask to help children interpret and reason with
data displayed in graphs.

What Special Features Appear in Pearson’s

Student-Centered Mathematics Series?

Features Found in Parts 1 and 2

• Teaching Tips. These brief tips identify practical take-away ideas that can support the
teaching and learning of specific chapter content being addressed. These might be an
instructional suggestion, a particular point about language use, a common student mis-
conception, or a suggestion about a resource.
• Stop and Reflect. Ref lective thinking is the key to effective learning. This is true not
only for our students but also for ourselves as we continue to learn more about effective
mathematics teaching. Keep your eye out for these sections that ask you to pause to solve
a problem or ref lect on some aspect of what you have read. These Stop and Ref lect
sections do not signal every important idea, but we have tried to place them where it
seemed natural and helpful for you to slow down a bit and think deeply about an idea.
In addition, every chapter in Part 1 ends with a Stop and Ref lect section. Use these for
discussions in professional learning communities or for ref lection on your own.

A01_VAND0689_03_SE_FM.indd 17 11/23/16 1:06 PM

 xviii  Preface

• New! Downloadable Resources including Activity Pages and Expanded Lessons. Many activities
that previously required cards or recording sheets now include these as ready-to-use,
downloadable pages. You will also find a variety of downloadable resources that support
teaching activities such as formative assessment and team-building activities. You can
access these downloadable pages by clicking the blue text in the eText at point of use.
• New! Videos. The book now includes a collection of videos that are positioned right
when you need them—when a child’s misconception during a diagnostic interview will
reinforce a point, when a strategy needs a more in-depth description or when it helps to
see a teacher carry out an idea in a classroom of children. When accessing the e-book,
you can click on the link to see an idea in action. There is also a video of John Van
de Walle sharing some of his insights on how to teach a mathematics topic through the
perspective of a student-centered, problem-based approach.

Additional Features Found in Part 2

• New! NCTM Teaching Practices Appendix. The Principles to Actions (NCTM, 2014) eight
teaching practices are provided in Appendix C. These describe the actions that teachers
do to support student thinking and provide guidance on how to enact student-centered
mathematics.
• New! Blackline Masters Hyperlinked in Chapters. Blackline Masters are used in some of the
activities and Expanded Lessons. Look for the call outs for the hyperlinks embedded in the
activities that alert you to the corresponding print-friendly PDF of the Blackline Master.
In Appendix E, you will find a list of the Blackline Masters and a thumbnail version of each.
• New! Activities Correspond to the CCSS-M. Numerous problem-based tasks are presented
in activity boxes that are connected to the appropriate Common Core State Standards
for Mathematics. Additional ideas are described directly in the text or in the illustra-
tions. They are designed to engage your children in doing mathematics (as described in
­Chapter 2). Most of these activities are presented in the numbered activity boxes and
include adaptation and accommodation suggestions for English language learners and
children with special needs denoted with icons for easy reference. In addition, activities
that incorporate technology are denoted with a technology icon. In Appendix D, you will
find Activities at a Glance. This table lists all the named and numbered activities with a
short statement about the mathematical content goal for each, the CCSS-M standard(s)
and the page number where it can be located.
It is important that you see these activities as an integral part of the text that surrounds
them. The activities are inserted as examples to support the development of the mathematics
being discussed and how your children can be supported in learning that content. Therefore,
we hope that you will not use any activity for instruction without reading carefully the full
text in which it is embedded.
• New! Downloadable Expanded Lessons. In each chapter, one or more activities have been
expanded it into a complete lesson plan, following the before, during, after structure
described in Chapter 2 and are available by clicking on the link in the eText. These
Expanded Lessons provide a model for converting an activity description into a full
lesson that can engage children in developing a robust understanding of the related
concept. In this new edition, all of the Expanded Lessons are now aligned with CCSSO
grade-level recommendations and include adaptation suggestions for English language
learners and children with disabilities. Many use the new Activity Pages or Blackline
Masters.

A01_VAND0689_03_SE_FM.indd 18 11/23/16 1:06 PM

 Acknowledgments xix

• New! Common Errors and Misconceptions. Each chapter in Part 2 includes a table with
common errors and misconceptions for chapter-related mathematical topics. This table
includes examples of student work or verbal responses you should look for when a child is
exhibiting these errors and ways to help the child move past these mistaken understand-
ings. Using these tables, you can anticipate how you might support children in confront-
ing common barriers so they can be unearthed and debunked. These lists also help you
plan for gathering student assessment data that is targeted to catch areas of confusion
or misconceptions prior to formally assessing children on a high-stakes evaluation of
their performance. These examples were identified through the research literature and
from the voices of teachers like yourself, about the common mistakes their children are
making.
• Formative Assessment Notes. Assessment should be an integral part of instruction. As you
read, we want you to think about what to listen and look for (assess) in different areas
of content development. Therefore, you will find Formative Assessment Notes that
describe ways to assess your children’s developing knowledge and understanding. These
Formative Assessment Notes can also help improve your understanding about how to
help your children through targeted instruction.
• Technology Notes. These notes provide practical information about how technology can
be used to help your children learn the content in that section. Descriptions include
open-source software, interactive applets, and other Web-based resources—all of which
are free.
• Standards for Mathematical Practice Notes. Connections to the eight Standards of Math-
ematical Practice from the Common Core State Standards are highlighted in the margins.
The location of the note indicates an example of the identified practice in the nearby text.
• Common Core State Standards Appendices. The Common Core State Standards outline eight
Standards for Mathematical Practice (Appendix A) that help children develop and dem-
onstrate a deep understanding of and capacity to do mathematics. We initially describe
these practices in Chapter 1 and highlight examples of the mathematical practices
throughout the content chapters in Part 2 through margin notes. We used the Common
Core State Standards for Mathematics (CCSSO, 2010) as a guide to determine the content
emphasis in each volume of the series. Appendix B provides a list of the critical content
areas for each grade level discussed in this volume.
• Big Ideas. Much of the research and literature espousing a developmental approach sug-
gests that teachers plan their instruction around “big ideas” rather than isolated skills or
concepts. At the beginning of each chapter, you will find a list of the key mathematical
ideas associated with the chapter. These lists of learning targets can provide a snapshot
of the mathematics you are teaching.

Acknowledgments
We would like to begin by acknowledging you: the reader, the teacher, the leader, and the advo-
cate for your children. The strong commitment of teachers and teacher leaders to always strive
to improve how we teach mathematics is the reason this book was written in the first place.
And, because of ongoing input and feedback, we endeavored to revise this edition to meet your
changing needs. We have received thoughtful input from many teachers and reviewers, and all
of it has informed the development of this substantially revised third edition!
In preparing the third edition we benefited from the thoughtful input of the follow-
ing educators who offered comments on the second edition or on the manuscript for the

A01_VAND0689_03_SE_FM.indd 19 11/23/16 1:06 PM

 xx  Preface

third: Dr. Lucia M. Flevares, The Ohio State University; Melanie N. Woods, Wright State
­University. Their comments helped push our thinking on many important topics. Many
specific suggestions offered by these reviewers found their way into the pages of this book.
We offer our sincere appreciation to these esteemed educators for their valued suggestions
and constructive feedback.
As we reviewed standards, research, and teaching articles; visited classrooms; and col-
lected students’ work samples, we were continually reminded of the amazing commitment
to effective mathematics teaching and learning. From the mathematics educators and math-
ematicians working on standards documents, to the teachers who facilitate discussions about
mathematics in preK–grade 8 classrooms and then share the results with others, we are
grateful for the broad and heartfelt commitment to mathematics education for all students
on the part of so many educators—particularly the teachers with whom we have worked in
recent years.
We also want to acknowledge the strong support of our editorial team throughout the
process, from the first discussions about what the third edition might include, through the
tedious editing at later stages in the development. Without their support, the final product
would not be the quality resource we hope you find it to be. Specifically, we thank Meredith
Fossil for helping us envision our work, Linda Bishop for seeing this vision through, and both
of them for their words of encouragement and wisdom. Working on three volumes of a book
simultaneously is quite an undertaking! We are also truly grateful for Miryam Chandler at
Pearson and Jason Hammond and the team at SPi Global who helped us wade through the
permissions process and the production and editing of our new edition and eText.
Even with the support of so many, researching and writing takes time. Simple words
cannot express the gratitude we have to our families for their support, patience, and contri-
butions to the production of these books. Brief ly we recognize them by name here: Karen
thanks her husband, Bob Ronau, and her children and grandchildren, Matthew, Tammy,
Josh, Misty, Matt, Christine, Jeff, Pamela, Jessica, Zane, Madeline, Jack, and Emma. LouAnn
thanks her husband, Ramsey, and her two sons, Nathan and Jacob. Jennifer thanks her hus-
band, Mitch, and her children, MacKenna and Nicolas.
The origin of this book began many years ago with the development of Elementary and
Middle School Mathematics: Teaching Developmentally by John A. Van de Walle. What began as
a methods book for preservice teachers spread enthusiastically throughout the teaching com-
munity because it offered content support, activities, and up-to-date best practices for teach-
ing mathematics. The three-volume series was developed as a way to focus on and expand the
specific grade-level topics. John was adamant that all children can learn to reason and make
sense of mathematics. We acknowledge his commitment and his significant contributions
to the field of mathematics education. His ideas and enduring vision continue to inspire the
work you see in this new edition.
The response to the second edition has been amazing. We hope the third edition will be
received with as much interest and enthusiasm as the second and continue to be a valuable
support to your mathematics teaching and your children’s learning.

A01_VAND0689_03_SE_FM.indd 20 11/23/16 1:06 PM

 1
Setting a Vision for
Learning High-Quality
Mathematics
In his book The World Is Flat (2007) Thomas Friedman discusses how
globalization through technology has created the need for people to have
lasting, adaptable skills so they can survive the ever-changing landscape
of available jobs. He points out that in our digital world, lovers and
doers of mathematics will always have career options and opportunities.
However, no matter their career choice, given the extent to which our
world relies on technology and the processing of massive amounts of
information, all students need to develop skillsets that will allow them
to be successful in our economy and society. Lynn Arthur Steen, a well-
known mathematician and educator, stated, “As information becomes
ever more quantitative and as society relies increasingly on computers
and the data they produce, an innumerate citizen today is as vulnerable
as the illiterate peasant of Gutenberg’s time” (1997, p. xv).
To prepare students for an ever-changing world, for jobs that pos-
sibly do not even exist today, can’t we just pay more attention to the
high school curriculum? Certainly what students learn in high school
is important. However, a growing number of studies points to a strong
association between early gains in mathematical ability and later aca-
demic achievement (e.g., Claessens, Duncan, & Engel, 2009; Watts,
Greg, Duncan, Siegler, & Davis-Kean, 2014). So we need to begin this
preparation early in elementary school and continue to build on this
foundation throughout the school years.

  1

M01_VAND0689_03_SE_C01.indd 1 11/23/16 1:06 PM

 2 CHAPTER 1 Setting a Vision for Learning High-Quality Mathematics

Understanding and Doing Mathematics

The changing world inf luences what should be taught in mathematics classrooms, even at
the pre-K–2 level. The dialogue on the best ways to prepare students to be successful in this
changing world has involved mathematics educators, researchers, teachers, policymakers, and
elected officials and has considered the many National Council of Teachers of Mathematics
(NCTM) standards documents, international assessments, and research.
One of the inf luential documents that added to this dialogue is Adding It Up (National
Research Council [NRC], 2001). Based on a review of the research on how children learn
mathematics, this document identified the following five strands of mathematical proficiency
that are seen as indicators of someone who understands (and can do) mathematics.
• Conceptual understanding: Having a robust web of connections and relationships within
and between ideas, interpretations, and representations of mathematical concepts.
• Procedural fluency: Being able to f lexibly choose and accurately and efficiently per-
form an appropriate strategy for a particular problem. For more on f luency, go to the
NCTM website and search for the 2014 Annual Meeting Webcast “President’s Session–
Fluency . . . It’s More Than Fast and Accurate.”
• Strategic competence: Being able to make sense of, represent, and determine solutions to
mathematical problems.
• Adaptive reasoning: Being able to think about, explain, and justify one’s ideas using math-
ematically sensible reasons coupled with the ability to shift strategies when needed.
• Productive disposition: Having an ingrained awareness that mathematics makes sense and
is useful, valuable, and rewarding along with the belief that one is capable of being suc-
cessful in learning and doing mathematics through hard work and perseverance.
Figure 1.1
Figure 1.1 illustrates the interrelated and interwoven
Interrelated and intertwined strands of mathematical proficiency. nature of the strands of mathematical proficiency: As one
strand develops it builds on and builds up other strands, re-
Conceptual understanding: sulting in a strengthened whole. As an example, consider the
comprehension of mathematical
concepts, operations, and
ineffective practice of teaching procedures in the absence
Strategic competence: relations of conceptual understanding. Often this approach yields
ability to formulate,
represent, and solve
a lack of retention and increased errors, rigid approaches,
mathematics problems and inefficient strategy use. (Watch a related video at
Procedural fluency:
skill in carrying out https://www.youtube.com/watch?v=FVKtQwARe6c.)
procedures flexibly, When children are in classrooms where these strands of
accurately, efficiently,
and appropriately
proficiency are allowed to develop together, they are able
to build a stronger understanding of both mathematical
Adaptive reasoning: concepts and procedures.
capacity for logical Productive disposition:
thought, reflection, Numerous other reports and standards were devel-
habitual inclination to
explanation, and see mathematics as oped as part of the effort to improve mathematics
justification sensible, useful, and teaching and learning and prepare students for the ever-
worthwhile, coupled changing world. Among these was NCTM’s ­Curriculum
with a belief in diligence
and one’s own efficacy Focal Points (2006), which offered guidance in developing
a PreK–8 mathematics curriculum that was focused, pro-
vided depth, and explicitly showed connections between
mathematical ideas. In turn, the Common Core State
Standards (CCSS-M) (CCSSO, 2010) and other state
Source: From "The Strands of Mathematical Prof iciency" in Adding It Up:
standards were developed that recognize the need for
­Helping Children Learn Mathematics. Edited by Jeremy Kilpatrick, Jane Swafford,
and Bradford Findell. Published by proceedings of the National Academy of coherent and rigorous standards that promote college-
­Sciences, © 2001. and career-readiness.

M01_VAND0689_03_SE_C01.indd 2 11/23/16 1:06 PM

 Understanding and Doing Mathematics 3

In particular, the CCSS-M articulates an overview of critical areas for each grade from
K–8 to provide a coherent curriculum built around big mathematical ideas. At this time,
more than 40 states; Washington, D.C.; four territories; and Department of Defense Schools
have adopted the CCSS-M. A few states chose to not adopt these standards from the start
and others are still deciding their level of participation or re-evaluating their own standards
against CCSS-M. Nonetheless, this represents the largest shift of mathematics content in
the United States in more than 100 years.
This effort to develop standards that promote college- and career-readiness has resulted
in attention to the processes of doing mathematics, not just the content. Notably, NCTM (2000)
identifies the process standards of problem solving, reasoning and proof, representation, com-
munication, and connections as ways in which children acquire and use mathematical knowl-
edge. Children engaged in the process of problem solving build mathematical knowledge and
understanding by grappling with and solving genuine problems, as opposed to completing
routine exercises. They use reasoning and proof to make sense of mathematical tasks and con-
cepts and to develop, justify, and evaluate mathematical arguments and solutions. Children
create and use representations (e.g., diagrams, graphs, symbols, and manipulatives) to reason
through problems. They also engage in communication as they explain their ideas and reasoning
verbally, in writing, and through representations. Children develop and use connections between
mathematical ideas as they learn new mathematical concepts and procedures. They also build
connections between mathematics and other disciplines by applying mathematics to real world
situations. The process standards should not be regarded as separate content or strands in the
mathematics curriculum; rather they are integral components of all mathematics teaching and
learning. By engaging in these processes, children learn mathematics by doing mathematics.
The CCSS-M also includes the Standards for Mathematical Practice (CCSSO, 2010),
which are ways in which children can develop and demonstrate a deep understanding of and
capacity to do mathematics (see Appendix A). Whether your state has adopted the CCSS,
the eight Standards of Mathematical Practice are worthy of attention. These mathemati-
cal practices are based on the underlying frameworks of the NCTM process standards and
the components of mathematical proficiency identified by the National Research Council’s
document Adding It Up (NRC, 2001). Like the NCTM process standards, these practices are
not separate, but integral to all mathematics teaching and learning. Here we provide a brief
discussion about each mathematical practice.

1. Make sense of problems and persevere in solving them. To make sense of problems, children
need to learn how to analyze the given information, parameters, and relationships in a
problem so that they can understand the situation and identify possible ways to solve it.
Encourage younger students to use concrete materials or bar diagrams to investigate
and solve the problem. Once children learn strategies for making sense of problems,
encourage them to remain committed to solving them. As they learn to monitor and
assess their progress and change course as needed, they will solve the problems they set
out to solve!
2. Reason abstractly and quantitatively. This practice involves children reasoning with quantities
and their relationships in problem situations. You can support children’s development
of this practice by helping them create representations that correspond to the meanings
of the quantities, units, and operations involved. When appropriate, children should
also learn to represent and manipulate the situation symbolically. Encourage children
to find connections between the abstract symbols and the representation that illustrates
the quantities and their relationships. For example, when children use drawings to show
that 5 bears can be represented with 3 red bears and 2 yellow bears, encourage them to
connect their representation to the number sentence 5 = 3 + 2. Ultimately, children
should be able to move f lexibly between the symbols and other representations.

M01_VAND0689_03_SE_C01.indd 3 11/23/16 1:06 PM

 4 CHAPTER 1 Setting a Vision for Learning High-Quality Mathematics

3. Construct viable arguments and critique the reasoning of others. This practice emphasizes the
importance of children using mathematical reasoning to justify their ideas and solutions,
including being able to recognize and use counterexamples. Encourage children to
examine each others’ arguments to determine whether they make sense and to identify
ways to clarify or improve the arguments. This practice emphasizes that mathematics
is based on reasoning and should be examined in a community—not carried out in
isolation. Tips for supporting children as they learn to justify their ideas can be found
in Chapter 2.
4. Model with mathematics. This practice encourages children to use the mathematics they
know to describe, explain, and solve problems from a real-world context. For younger
students this could mean writing an addition or a subtraction equation to represent a
given situation or using their number sense to determine whether there are enough plates
for all the children in their class. Be sure to encourage children to determine whether
their mathematical results make sense in the context of the given situation. Note that
this practice is different from modeling mathematics, which involves using representations
such as concrete materials to illustrate mathematical ideas (e.g., base ten materials to
show the 10-1 relationship in our number system).

Teaching Tip 5.  Use appropriate tools strategically. Children should become

familiar with a variety of problem-solving tools that can
be used to solve a problem and they should learn to choose
Research suggests that children, in particular girls, may
which ones are most appropriate for a given situation.
tend to continue to use the same tools because they
For example, second graders should experience using
feel comfortable with the tools and are afraid to take
the following tools for computation: pencil and paper,
risks (Ambrose, 2002). Look for children who tend to
manipulatives, calculator, hundreds chart, and a number
use the same tool or strategy every time they work on
line. Then in a situation when an estimate is needed for
tasks. Encourage all children to take risks and try new
the sum of 23 and 52, some second graders might consider
tools and strategies.
paper and pencil, manipulatives, and a calculator as tools
that would slow down the process and would select a
hundreds chart to quickly move from 50 down two rows
(20 spaces) to get to 70.
6. Attend to precision. In communicating ideas to others, it is imperative that children
learn to be explicit about their reasoning. For example, they need to be clear about the
meanings of the operations and symbols they use, to indicate the units involved in a
problem, and to clearly label the diagrams they provide in their explanations. As children
share their ideas, make this expectation clear and ask clarifying questions that help make
the details of their reasoning more apparent. Teachers can further encourage children’s
attention to precision by introducing, highlighting, and encouraging the use of accurate
mathematical terminology in explanations and diagrams.
7. Look for and make use of structure. Children who look for and recognize a pattern or
structure can experience a shift in their perspective or understanding. Therefore, set the
expectation that children will look for patterns and structure and help them ref lect on
their significance. For example, look for opportunities to help children notice that the
order in which they add two numbers does not change the sum—they can add 4 + 7 or
7 + 4 to get 11. Once they recognize this pattern through several experiences with other
examples, they will have a new understanding and the use of a powerful property of our
number system, the commutative property of addition.
8. Look for and express regularity in repeated reasoning. Encourage children to step back and
ref lect on any regularity that occurs to help them develop a general idea or method or
to identify shortcuts. For example, as children begin adding numbers together, they will
encounter situations in which zero is added to a number. Over time, help children ref lect

M01_VAND0689_03_SE_C01.indd 4 11/23/16 1:06 PM

Discovering Diverse Content Through
Random Scribd Documents
The Project Gutenberg eBook of Index of the
Project Gutenberg Works of Aldous Huxley
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
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Title: Index of the Project Gutenberg Works of Aldous Huxley

Author: Aldous Huxley

Editor: David Widger

Release date: April 25, 2019 [eBook #59361]

Most recently updated: July 6, 2019

Language: English

Credits: Produced by David Widger

*** START OF THE PROJECT GUTENBERG EBOOK INDEX OF THE

PROJECT GUTENBERG WORKS OF ALDOUS HUXLEY ***
INDEX OF THE PROJECT
GUTENBERG

WORKS OF

ALDOUS HUXLEY

Compiled by David Widger

 CONTENTS
Click on the ## before each title to view a
linked
table of contents for that volume.

Click on the title itself to open the original

online file.

## CROME YELLOW

## THE DEFEAT OF YOUTH AND OTHER POEMS

## MORTAL COILS

## THE BURNING WHEEL and OTHERS

## LEDA AND OTHERS

## LIMBO
TABLES OF CONTENTS OF
VOLUMES

CROME YELLOW
 By Aldous Huxley
CONTENTS

CHAPTER I. CHAPTER XI. CHAPTER XXI.

CHAPTER II. CHAPTER XII. CHAPTER XXII.
CHAPTER III. CHAPTER XIII. CHAPTER XXIII.
CHAPTER IV. CHAPTER XIV. CHAPTER XXIV.
CHAPTER V. CHAPTER XV. CHAPTER XXV.
CHAPTER VI. CHAPTER XVI. CHAPTER XXVI.
CHAPTER VII. CHAPTER XVII. CHAPTER XXVII.
CHAPTER VIII. CHAPTER XVIII. CHAPTER XXVIII.
CHAPTER IX. CHAPTER XIX. CHAPTER XXIX.
CHAPTER X. CHAPTER XX. CHAPTER XXX.

THE DEFEAT OF YOUTH AND

OTHER POEMS
 By Aldous Huxley
CONTENTS

The Defeat of Youth 5 Revelation 34

Song of Poplars 16 Minoan Porcelain 34
The Reef 17 The Decameron 35
Winter Dream 19 In Uncertainty to a Lady 35
The Flowers 20 Crapulous Impression 36
The Elms 21 The Life Theoretic 37
Out of the Window 21 Complaint of a Poet Manqué 37
Inspiration 22 Social Amenities 38
Summer Stillness 23 Topiary 38
Anniversaries 23 On the Bus 39
Italy 25 Points and Lines 39
The Alien 26 Panic 40
A Little Memory 27 Return from Business 40
Waking 28 Stanzas 41
By the Fire 29 Poem 42
Valedictory 31 Scenes of the Mind 43
Love Song 32 L'Après-Midi D'un Faune 44
Private Property 33 The Louse-Hunters 48
MORTAL COILS
 By ALDOUS HUXLEY
CONTENTS

I THE GIOCONDA SMILE

II PERMUTATIONS AMONG THE NIGHTINGALES
III THE TILLOTSON BANQUET
IV GREEN TUNNELS
V NUNS AT LUNCHEON

THE BURNING WHEEL

 By Aldous Huxley
CONTENTS

The Burning Wheel

The Garden
Doors of the Temple
The Canal
Villiers de L'Isle-Adam
The Ideal found wanting
Darkness
Misplaced Love
Mole
Sonnet
The Two Seasons
Sentimental Summer
Two Realities
The Choice
Quotidian Vision
The Higher Sensualism
Vision
Sonnet
The Mirror
Formal Verses
Variations on a Theme of Laforgue
Perils of the Small Hours
Philosophy
Complaint
Philoclea in the Forest
Return to an Old Home
Books and Thoughts
Fragment
Contrary to Nature and Aristotle
The Walk
Escape

LEDA
 By Aldous Huxley

CONTENTS

LEDA 1 FIFTH PHILOSOPHERS

33
THE BIRTH OF GOD 19 SONG
ON HAMPSTEAD HEATH 21 NINTH PHILOSOPHER'S
34
SYMPATHY 22 SONG
MALE AND FEMALE MORNING SCENE 36
23 VERREY'S 37
CREATED HE THEM
FROM THE PILLAR 24 FRASCATI'S 38
JONAH 25 FATIGUE 39
VARIATIONS ON A THEME 26 THE MERRY-GO-ROUND 40
A MELODY BY SCARLATTI 27 BACK STREETS 41
A SUNSET 28 LAST THINGS 42
LIFE AND ART 30 GOTHIC 43
FIRST PHILOSOPHER'S EVENING PARTY 44
31
SONG BEAUTY 45
SECOND PHILOSOPHER'S SOLES OCCIDERE ET
32 55
SONG REDIRE POSSUNT
LIMBO
 By Aldous Huxley
CONTENTS

FARCICAL HISTORY OF RICHARD GREENOW 1

HAPPILY EVER AFTER 116
EUPOMPUS GAVE SPLENDOUR TO ART BY NUMBERS 192
HAPPY FAMILIES 211
CYNTHIA 245
THE BOOKSHOP 259
THE DEATH OF LULLY 269
 *** END OF THE PROJECT GUTENBERG EBOOK INDEX OF THE
PROJECT GUTENBERG WORKS OF ALDOUS HUXLEY ***

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