(Ebook) Guiding Children's Learning of Mathematics, 11th

Edition by Leonard M. Kennedy, Steve Tipps, Art

Johnson ISBN 049509191X Pdf Download

https://ebooknice.com/product/guiding-children-s-learning-of-
mathematics-11th-edition-2411842

★★★★★
4.7 out of 5.0 (91 reviews )

DOWNLOAD PDF

ebooknice.com
 (Ebook) Guiding Children's Learning of Mathematics, 11th
Edition by Leonard M. Kennedy, Steve Tipps, Art Johnson
ISBN 049509191X Pdf Download

EBOOK

Available Formats

■ PDF eBook Study Guide Ebook

EXCLUSIVE 2025 EDUCATIONAL COLLECTION - LIMITED TIME

INSTANT DOWNLOAD VIEW LIBRARY

We have selected some products that you may be interested in
Click the link to download now or visit ebooknice.com
for more options!.

(Ebook) Biota Grow 2C gather 2C cook by Loucas, Jason; Viles,

James ISBN 9781459699816, 9781743365571, 9781925268492,
1459699815, 1743365578, 1925268497

https://ebooknice.com/product/biota-grow-2c-gather-2c-cook-6661374

(Ebook) Matematik 5000+ Kurs 2c Lärobok by Lena Alfredsson, Hans

Heikne, Sanna Bodemyr ISBN 9789127456600, 9127456609

https://ebooknice.com/product/matematik-5000-kurs-2c-larobok-23848312

(Ebook) SAT II Success MATH 1C and 2C 2002 (Peterson's SAT II

Success) by Peterson's ISBN 9780768906677, 0768906679

https://ebooknice.com/product/sat-ii-success-math-1c-and-2c-2002-peterson-
s-sat-ii-success-1722018

(Ebook) Cambridge IGCSE and O Level History Workbook 2C - Depth

Study: the United States, 1919-41 2nd Edition by Benjamin
Harrison ISBN 9781398375147, 9781398375048, 1398375144,
1398375047
https://ebooknice.com/product/cambridge-igcse-and-o-level-history-
workbook-2c-depth-study-the-united-states-1919-41-2nd-edition-53538044
(Ebook) Master SAT II Math 1c and 2c 4th ed (Arco Master the SAT
Subject Test: Math Levels 1 & 2) by Arco ISBN 9780768923049,
0768923042

https://ebooknice.com/product/master-sat-ii-math-1c-and-2c-4th-ed-arco-
master-the-sat-subject-test-math-levels-1-2-2326094

(Ebook) Red Hat Linux Administration - A Beginner 27s Guide by

Michael Turner, Steve Shah ISBN 9780072226317, 0072226315

https://ebooknice.com/product/red-hat-linux-administration-a-
beginner-27s-guide-1207238

(Ebook) Guiding the Behaviour of Children & Young People by

Jennie Lindon ISBN 9780340983980, 0340983981

https://ebooknice.com/product/guiding-the-behaviour-of-children-young-
people-5046962

(Ebook) The Living World, 11th Edition by George Brooks Johnson

ISBN 1266271767, 1266129006

https://ebooknice.com/product/the-living-world-11th-edition-51431360

(Ebook) The Art and Science of CSS by Jonathan Snook, Steve

Smith, Jina Bolton, Cameron Adams, David Johnson ISBN
9780975841976, 0975841971

https://ebooknice.com/product/the-art-and-science-of-css-972448
 ELEVENTH EDITION

Guiding Children’s
Learning of
Mathematics
Leonard M. Kennedy
Professor Emeritus
California State University, Sacramento

Steve Tipps
University of South Carolina Upstate

Art Johnson
Boston University

AUSTRALIA BRAZIL CANADA MEXICO SINGAPORE SPAIN UNITED KINGDOM UNITED STATES
 Guiding Children’s Learning of Mathematics, Eleventh Edition
Leonard M. Kennedy, Steve Tipps, Art Johnson

Education Editor: Dan Alpert Art Director: Maria Epes

Development Editor: Tangelique Williams Print Buyer: Karen Hunt
Assistant Editor: Ann Lee Richards Permissions Editor: Bob Kauser
Editorial Assistant: Stephanie Rue Production Service: Newgen–Austin
Marketing Manager: Karin Sandberg Text and Cover Designer: Lisa Buckley
Marketing Assistant: Teresa Jessen Copy Editor: Mimi Braverman
Marketing Communications Manager: Shemika Britt Cover Image: Dorling Kindersley/Getty Images
Project Manager, Editorial Production: Trudy Brown Compositor: Newgen–Austin
Creative Director: Rob Hugel Text and Cover Printer: Courier Corporation, Kendallville

© 2008, 2004 Thomson Wadsworth, a part of The Thomson Corpora- Thomson Higher Education
tion. Thomson, the Star logo, and Wadsworth are trademarks used 10 Davis Drive
herein under license. Belmont, CA 94002-3098
USA
ALL RIGHTS RESERVED. No part of this work covered by the
copyright hereon may be reproduced or used in any form or by
any means—graphic, electronic, or mechanical, including photo- For more information about our products, contact us at:
copying, recording, taping, Web distribution, information storage Thomson Learning Academic Resource Center
and retrieval systems, or in any other manner—without the written 1-800-423-0563
permission of the publisher.
For permission to use material from this text or product, submit a
Printed in the United States of America request online at http://www.thomsonrights.com.
1 2 3 4 5 6 7 11 10 09 08 07 Any additional questions about permissions can be submitted by
e-mail to [email protected].
Library of Congress Control Number: 2006939472
ISBN-13: 978-0-495-09191-2
ISBN-10: 0-495-09191-X
To Rebecca Poplin for her inspiration
and constant support.
—S. T.

For my uncle Anthony Sideris.

His integrity and adherence
to the highest moral principles
continue to influence me.
—A. J.
This page intentionally left blank
Brief
Contents
PART ONE • Guiding Elementary Mathematics with Standards 1
1 Elementary Mathematics for the 21st Century 3
2 Defining a Comprehensive Mathematics Curriculum 11
3 Mathematics for Every Child 27
4 Learning Mathematics 47
5 Organizing Effective Instruction 57
6 The Role of Technology in the Mathematics Classroom 79
7 Integrating Assessment 93

PART TWO • Mathematical Concepts, Skills, and Problem Solving 111

8 Developing Problem-Solving Strategies 113
9 Developing Concepts of Number 137
10 Extending Number Concepts and Number Systems 161
11 Developing Number Operations with Whole Numbers 187
12 Extending Computational Fluency with Larger Numbers 229
13 Developing Understanding of Common and Decimal Fractions 253
14 Extending Understanding of Common and Decimal Fractions 287
15 Developing Aspects of Proportional Reasoning: Ratio, Proportion, and Percent 333
16 Thinking Algebraically 357
17 Developing Geometric Concepts and Systems 389
18 Developing and Extending Measurement Concepts 437
19 Understanding and Representing Concepts of Data 489
20 Investigating Probability 523

Appendix A NCTM Table of Standards and Expectations 545

Appendix B Black-Line Masters 557

This page intentionally left blank
Contents
List of Activities xv Reasoning and Proof 20
Communication 21
Preface xix Connection 21
Mathematical Representation 22
PART ONE • Guiding Elementary Integrating Process and Content Standards 23
Mathematics with Finding Focus 25
Standards 1 Summary 26
Study Questions and Activities 26
CHAPTER 1 • Elementary Mathematics for the Teacher’s Resources 26
21st Century 3
Solving Problems Is Basic 4 CHAPTER 3 • Mathematics for Every Child 27
A Comprehensive Vision of Mathematics 5 Equity in Mathematics Learning 28
Principles of School Mathematics 6 Gender 29
The Mathematics Curriculum Principle 7 Ethnic and Cultural Differences 30
The Equity Principle 7 Multiculturalism 31
The Learning Principle 8 Ethnomathematics 31
The Teaching Principle 8 Students Who Have Limited English
The Assessment Principle 8 Proficiency 34
The Technology Principle 8 Technological Equity 37
Implementing the Principles and Standards 9 Students Who Have Difficulty Learning
Study Questions and Activities 9 Mathematics 37
Teacher’s Resources 9 Gifted and Talented Students 40
Individual Learning Styles 42
CHAPTER 2 • Defining a Comprehensive Multiple Intelligences 43
Mathematics Curriculum 11
Learning Styles 43
Connecting Concepts, Skills, and Application 12 Summary 44
What Elementary Children Need to Know in Study Questions and Activities 44
Mathematics 12
Teacher’s Resources 44
Numbers and Number Operations 13
For Further Reading 45
Geometry 14
Measurement 15 CHAPTER 4 • Learning Mathematics 47
Data Analysis and Probability 16 Theories of Learning 48
Algebra 17 Behaviorism 48
Learning Mathematical Processes 19 Cognitive Theories 48
Problem Solving 19

vii
viii Contents

Key Concepts in Learning Mathematics 48 Textbooks and Other Printed Materials 75

Focus on Meaning 48 Children’s Literature 77
Developmental Stages 49 Summary 77
Social Interactions 50 Study Questions and Activities 77
Concrete Experiences 50 Teacher’s Resources 78
Levels of Representation 50
Procedural Learning 51 CHAPTER 6 • The Role of Technology in the
Mathematics Classroom 79
Short-Term to Long-Term Memory 51
Pattern Making 51 Calculators 80
Thinking to Learn 52 Calculator Use 80
Research in Learning and Teaching Benefits of Using a Calculator 81
Mathematics 52 Research on Calculators in the Classroom 82
Reviews of Research 54 Computers 83
Teachers and Action Research 56 Research About Computers in the Classroom 83
Summary 56 Computer Software 83
Study Questions and Activities 56 The Internet 85
Teacher’s Resources 56 Virtual Manipulatives 86
Computer Games 88
CHAPTER 5 • Organizing Effective Instruction 57 Video Technology 90
What Is Effective Mathematics Teaching? 58 Summary 90
Using Objectives to Guide Mathematics Study Questions and Activities 90
Instruction 58
Teacher’s Resources 90
Becoming an Effective Teacher 60
For Further Reading 91
Using Objectives in Planning Mathematics
Instruction 60 CHAPTER 7 • Integrating Assessment 93
Long-Range Planning 61 Connecting Curriculum, Instruction, and
Unit Planning 61 Assessment 94
Daily Lesson Planning 62 Planning for Assessment 94
Varying Teaching Approaches 63 Performance Objectives and Tasks 94
Informal or Exploratory Activities 63 Creating Assessment Tasks 96
Directed Teaching/Thinking Lessons 63 Collecting and Recording Assessment
Problem-Based Projects and Investigations 66 Information 96
Integrating Multiple Approaches 68 Analyzing Student Performance and Making
Delivering Mathematics Instruction 68 Instructional Decisions 99
Practice 69 Implementing Assessment with Instruction 101
Homework 69 Preassessment 101
Grouping 70 During Instruction 102
Cooperative Group Learning 70 Self-Assessment During Instruction 104
Encouraging Mathematical Conversations 72 Writing as Assessment 104
Managing the Instructional Environment 72 Assessment at the End of Instruction 105
Time 72 Interpreting and Using Standardized Tests in
Classroom Assessment 107
Space 73
Summary 109
Learning Centers 73
Study Questions and Activities 109
Manipulatives 74
 Contents ix

Teacher’s Resources 110 Teacher’s Resources 158

For Further Reading 110 Children’s Bookshelf 159
For Further Reading 159
PART TWO • Mathematical Concepts, CHAPTER 10 • Extending Number Concepts and
Skills, and Problem Number Systems 161
Solving 111
Number Sense Every Day 162
CHAPTER 8 • Developing Problem-Solving Understanding the Base-10 Numeration
Strategies 113
System 163
Exchanging, Trading, or Regrouping 165
Approaches to Teaching Problem Solving 115
Assessing Place-Value Understanding 165
Teaching About, Teaching for, and Teaching via
Problem Solving 115 Working with Larger Numbers 167
The Four-Step Problem-Solving Process 115 Thinking with Numbers 172
Eleven Problem-Solving Strategies: Tools for Rounding 174
Elementary School Students 116 Estimation 175
Implementing a Problem-Solving Curriculum 132 Other Number Concepts 178
Take-Home Activities 133 Patterns 178
Summary 135 Prime and Composite Numbers 178
Study Questions and Activities 135 Integers 179
Teacher’s Resources 135 Take-Home Activities 182
Children’s Bookshelf 135 Summary 184
For Further Reading 136 Study Questions and Activities 184
Using the Technology Center 184
CHAPTER 9 • Developing Concepts of Number 137 Teacher’s Resources 185
Primary Thinking-Learning Skills 138 Children’s Bookshelf 185
Matching and Discriminating, Comparing and Technology Resources 185
Contrasting 138
For Further Reading 185
Classifying 141
Ordering, Sequence, and Seriation 142 CHAPTER 11 • Developing Number Operations with
Beginning Number Concepts 143 Whole Numbers 187
Number Types and Their Uses 145 Building Number Operations 188
Counting and Early Number Concepts 146 What Students Need to Learn About Number
Number Constancy 148 Operations 188
Linking Number and Numeral 151 What Teachers Need to Know About Addition and
Writing Numerals 153 Subtraction 190
Misconceptions and Problems with Counting and Developing Concepts of Addition and
Numbers 154 Subtraction 192
Introducing Ordinal Numbers 154 Introducing Addition 192
Other Number Skills 155 Introducing Subtraction 196
Skip Counting 155 Vertical Notation 199
One-to-One and Other Correspondences 155 What Teachers Need to Know About Properties of
Odd and Even Numbers 156 Addition and Subtraction 200
Summary 158 Learning Strategies for Addition and Subtraction
Study Questions and Activities 158 Facts 201
x Contents

Developing Accuracy and Speed with Basic CHAPTER 13 • Developing Understanding

Facts 205 of Common and Decimal Fractions 253
What Students Need to Learn About Multiplication What Teachers Need to Know About Teaching
and Division 208 Common Fractions and Decimal Fractions 255
What Teachers Need to Know About Multiplication Five Situations Represented by Common
and Division 208 Fractions 256
Multiplication Situations, Meanings, and Unit Partitioned into Equal-Size Parts 256
Actions 208
Set Partitioned into Equal-Size Groups 256
Division Situations, Meanings, and Actions 210
Comparison Model 257
Developing Multiplication and Division
Concepts 212 Expressions of Ratios 257
Introducing Multiplication 212 Indicated Division 258
Introducing Division 216 Introducing Common Fractions to Children 259
Working with Remainders 218 Partitioning Single Things 259
What Teachers Need to Know About Properties of Assessing Knowledge of Common Fractions 260
Multiplication and Division 219 Partitioning Sets of Objects 265
Learning Multiplication and Division Facts with Fractional Numbers Greater than 1 265
Strategies 220 Introducing Decimal Fractions 267
Division Facts Strategies 221 Introducing Tenths 268
Building Accuracy and Speed with Multiplication Introducing Hundredths 268
and Division Facts 224 Introducing Smaller Decimal Fractions 271
Take-Home Activities 225 Introducing Mixed Numerals with Decimal
Summary 226 Fractions 272
Study Questions and Activities 226 Comparing Fractional Numbers 272
Teacher’s Resources 227 Comparing Common Fractions 272
Children’s Bookshelf 227 Comparing Common and Decimal Fractions with
Technology Resources 227 Number Lines 272
For Further Reading 228 Equivalent Fractions 276
Ordering Fractions 276
CHAPTER 12 • Extending Computational Fluency Rounding Decimal Fractions 277
with Larger Numbers 229 Take-Home Activities 281
Number Operations with Larger Numbers 230 Summary 282
Addition and Subtraction Strategies for Larger Study Questions and Activities 282
Numbers 231 Using Children’s Literature 282
Multiplying and Dividing Larger Numbers 239 Teacher’s Resources 282
Number Sense, Estimation, and Children’s Bookshelf 283
Reasonableness 247
Technology Resources 283
Take-Home Activities 250
For Further Reading 284
Summary 251
Study Activities and Questions 251 CHAPTER 14 • Extending Understanding of
Technology Resources 252 Common and Decimal Fractions 287
For Further Reading 252 Standards and Fractional Numbers 288
Teaching Children About Fractional Numbers in
Elementary and Middle School 289
 Contents xi

Extending Understanding of Decimal Take-Home Activity 328

Fractions 290 Summary 329
Decimal Fractions and Number Density 290 Study Questions and Activities 329
Expanded Notation for Decimal Fractions 292 Using Children’s Literature 330
Extending Concepts of Common and Decimal Teacher’s Resources 330
Fraction Operations 292 Children’s Bookshelf 330
Addition and Subtraction with Common and Technology Resources 331
Decimal Fractions 292
For Further Reading 332
Addition and Subtraction with Common
Fractions 293 CHAPTER 15 • Developing Aspects of Proportional
Adding and Subtracting with Like Reasoning: Ratio, Proportion, and Percent 333
Denominators 294
Proportional Reasoning 334
Using Algorithms to Compute with Fractional
Numbers 294 What Teachers Should Know About Teaching
Adding and Subtracting When Denominators Are Proportional Reasoning 334
Different 297 Ratios as a Foundation of Proportional
Adding and Subtracting with Mixed Reasoning 335
Numerals 299 Meanings of Ratio 335
Least Common Multiples and Greatest Common Teaching Proportional Reasoning 336
Factors 302 Developing Proportional Reasoning Using Rate
Using a Calculator to Add Common Fractions 304 Pairs and Tables 338
Addition and Subtraction with Decimal Working with Proportions 339
Fractions 304 Using Equivalent Fractions 339
Multiplication with Common Fractions 305 Solving Proportions Using a Multiples Table 340
Multiplying a Fractional Number by a Whole Solving for Proportion Using the Cross-Product
Number 307 Algorithm 343
Multiplying a Whole Number by a Fractional Developing and Extending Concepts of
Number 308
Percent 344
Multiplying a Fractional Number by a Fractional
Number 308 Meaning of Percent 345
Multiplying Mixed Numerals 312 Teaching and Learning About Percent 346
Division with Common Fractions 315 Working with Percent 346
Developing Understanding of Division Proportional Reasoning and Percent 351
Algorithms 315 Working with Percents Greater Than 100 351
Developing Number Sense About Operations with Take-Home Activities 353
Common Fractions 318 Summary 354
Renaming Fractions in Simpler Terms 319 Study Questions and Activities 354
Multiplying and Dividing with Decimal Using Children’s Literature 354
Fractions 320 Teacher’s Resources 355
Multiplying with Decimal Fractions 320 Children’s Bookshelf 355
Dividing with Decimal Fractions 322 Technology Resources 355
Relating Common Fractions to Decimal For Further Reading 356
Fractions 323
Using a Calculator to Develop Understanding of
Decimal Fractions 325
Using Calculators with Common Fractions 326
xii Contents

CHAPTER 16 • Thinking Algebraically 357 Geometric Properties: Congruence and

Similarity 407
What Teachers Should Know About Teaching
Algebra 358 Geometric Properties: Symmetry 409
Patterning as Algebraic Thinking 358 Teaching and Learning About Transformational
Geometry 411
Patterns in Mathematics Learning and
Teaching 359 Teaching and Learning About Coordinate
Variables and Equations in Mathematics and Geometry 412
Algebraic Thinking 363 Extending Geometry Concepts 414
Equations in Algebraic Thinking 368 Classifying Polygons 417
Functions in Algebraic Thinking 369 Extending Geometry in Three Dimensions 420
Extending Algebraic Thinking 373 Extending Congruence and Similarity 421
Extending Understanding of Patterning 373 Extending Concepts of Symmetry 422
Extending Understanding of Equations 378 Extending Concepts of Transformational
Geometry 424
Extending the Meaning of Functions 379
Take-Home Activities 431
Take-Home Activities 384
Summary 432
Summary 386
Study Questions and Activities 432
Study Questions and Activities 386
Using Children’s Literature 433
Using Children’s Literature 386
Teacher’s Resources 433
Teacher’s Resources 387
Children’s Bookshelf 433
Children’ Bookshelf 387
Technology Resources 434
Technology Resources 387
For Further Reading 435
For Further Reading 388
CHAPTER 18 • Developing and Extending
CHAPTER 17 • Developing Geometric Concepts
Measurement Concepts 437
and Systems 389
Direct and Indirect Measurement 439
Children’s Development of Spatial Sense 390
Measuring Processes 439
What Teachers Need to Know About Teaching
Geometry 392 What Teachers Should Know About Teaching
Measurement 440
Development of Geometric Concepts: Stages of
Geometry Understanding 396 Approximation, Precision, and Accuracy 440
Teaching and Learning About Topological Selecting Appropriate Units and Tools 441
Geometry 397 A Teaching/Learning Model for Measurement 444
Proximity and Relative Position 397 Activities to Develop Measurement Concepts and
Separation 398 Skills 446
Order 398 Nonstandard Units of Measure 446
Enclosure 399 Standard Units of Measure 449
Topological Mazes and Puzzles 400 Teaching Children How to Measure Length 450
Teaching and Learning About Euclidean Perimeters 450
Geometry 400 Teaching Children About Measuring Area 451
Geometry in Two Dimensions 400 Teaching Children About Measuring Capacity and
Points, Lines, Rays, Line Segments, and Volume 452
Angles 403 Teaching Children About Measuring Weight
Geometry in Three Dimensions: Space (Mass) 453
Figures 406 Teaching Children About Measuring Angles 453
 Contents xiii

Teaching Children About Measuring Circle Graphs 504

Temperature 454 Stem-and-Leaf Plots 506
Teaching Children to Measure Time 454 Box-and-Whisker Plots 508
Clocks and Watches 456 Extending Children’s Understanding of
Calendars 458 Statistics 510
Teaching Children to Use Money 458 Take-Home Activity 517
Extending Measurement Concepts 460 Summary 519
Extending Concepts About Length 461 Study Questions and Activities 519
Estimation and Mental Models of Length 464 Using Children’s Literature 520
Extending Concepts About Area 465 Teacher’s Resources 520
Measuring and Estimating Area 465 Children’s Bookshelf 520
Inventing Area Formulas 466 Technology Resources 521
Extending Capacity Concepts 470 For Further Reading 521
Extending Volume Concepts 470
CHAPTER 20 • Investigating Probability 523
Extending Mass and Weight Concepts 473
Estimating Weights and Weighing with Two Types of Probability 524
Scales 473 What Teachers Should Know About Teaching
Exploring Density 474 Probability 525
Expanding Angle Concepts 475 Extending Probability Understanding 528
Expanding Temperature Concepts 478 Probability Investigations 529
Extending Concepts of Time 479 Combinations 532
Measurement Problem Solving and Projects 480 Sampling 533
Take-Home Activities 481 Geometric Probability 533
Summary 484 Expected Value 536
Study Questions and Activities 484 Simulations 539
Using Children’s Literature 485 Take-Home Activities 540
Teacher’s Resources 485 Summary 541
Children’s Bookshelf 486 Study Questions and Activities 541
Technology Resources 486 Using Children’s Literature 541
For Further Reading 487 Teacher’s Resources 542
Children’s Bookshelf 542
CHAPTER 19 • Understanding and Representing Technology Resources 542
Concepts of Data 489 For Further Reading 542
Data Collection 490
What Teachers Should Know About Understanding Appendix A NCTM Table of Standards and
and Representing Concepts of Data 491 Expectations 545

Organizing Data in Tables 491 Appendix B Black-Line Masters 557

Object and Picture Graphs 494
Bar Graphs 495 Glossary 565
Statistics 498
Extending Data Concepts 499 References 571
Using Graphs to Work with Data 499
Histograms 502 Index 577
Line Graphs 502
This page intentionally left blank
List of Activities
8.1 Making People Patterns 118 10.7 Think of a Million 170
8.2 How Many Rectangles? 119 10.8 Spin to Win 170
8.3 Payday 120 10.9 Big City 171
8.4 Triangles Up and Down 121 10.10 How Many Beans? 176
8.5 Renting Cycles 121 10.11 Snack Stand Supply Problem 177
8.6 How Far? 124 10.12 Prime and Composite Numbers 179
8.7 Targets 128 10.13 Factor Trees 180
8.8 Pascal’s Triangle 130 10.14 Sieve of Eratosthenes 181

9.1 Matching Objects to Pictures 140 11.1 Solving Problems with Addition 193
9.2 Nuts and Bolts 140 11.2 More Cats 193
9.3 Sorting Boxes 142 11.3 Introducing the Equal Sign 195
9.4 Drawing Straws 143 11.4 Addition Sentence 195
9.5 Follow the Rules 144 11.5 How Many? 197
9.6 Counting with Anno 147 11.6 Counting On 199
9.7 Counting Cars 148 11.7 Vertical Form 200
9.8 Unifix Cube Combinations 149 11.8 Commutative and Associative Properties 202
9.9 Eight 149 11.9 Near Doubles 203
9.10 No More Flowers 149 11.10 Making Ten with the Tens Frame 204
9.11 Number Conservation 150 11.11 Subtracting with Hide-and-Seek Cards 205
9.12 Plate Puzzles and Cup Puzzles 152 11.12 Assessing with Flash Cards 207
9.13 Matching Numeral and Set Cards 152 11.13 Practice Addition and Subtraction Number Facts
9.14 Card Games for Numbers and Numerals 153 with Calculators 207
9.15 Patterns on the Hundreds Chart 155 11.14 Repeated Addition 213
9.16 Even and Odd 157 11.15 Color Combinations for Bicycles 216
11.16 Sharing Cookies 218
10.1 Trains and Cars 164
11.17 Putting on the Nines 222
10.2 Train-Car Mats 166
11.18 Find the Facts 223
10.3 Beans and Sticks 167
10.4 E-vowel-uation 168 12.1 Thinking Strategies for Two-Digit Addition 232
10.5 Seven Chances for 100 168 12.2 Decomposition Algorithm 237
10.6 Place-Value Assessment 169 12.3 Distribution 241

xv
xvi List of Activities

12.4 Multiplication with Regrouping 243 14.19 Measurement and Partitive Division 324
12.5 History and Multiplication Algorithms 244 14.20 Operations with Common and Decimal
12.6 Division with Regrouping 246 Fractions 324
12.7 Factorials 249 14.21 Exploring Terminating and Repeating
Decimals 325
13.1 Introducing Halves 261 14.22 Operations with Common and Decimal
13.2 Fractions on a Triangle 262 Fractions 327
13.3 Cuisenaire Fractions 263
15.1 Qualitative Proportions 337
13.4 The Fraction Wheel 264
15.2 Rate Pairs 338
13.5 The Fruit Dealer and His Apples 266
15.3 Ratios at Work 339
13.6 Exploring Fractions 267
15.4 Finding the Right Rate 340
13.7 Introducing Tenths 269
15.5 Using a Multiples Table with
13.8 Fraction-Strip Tenths 269 Proportions 341
13.9 Number-Line Decimals 270 15.6 Racing for Fame 343
13.10 Introducing Hundredths 270 15.7 Cuisenaire Rod Percents 346
13.11 Decimal Fractions on a Calculator 271 15.8 Assessment Activity 347
13.12 Fraction Strips 273 15.9 Hundred Day Chart 347
13.13 Common Fractions on a Number Line 274 15.10 Elastic Percent Ruler 348
13.14 Using Benchmarks to Order Fractions 275 15.11 Another Look at Percent 349
13.15 Rounding Decimals to Whole Numbers 278
16.1 Making Rhythm Patterns 361
13.16 Rounding Decimal Circles 279
16.2 One Pattern with Five Representations 361
13.17 An Assessment Activity 280
16.3 Exploring Patterns with Pattern Blocks 362
14.1 Place-Value Pocket Chart 291 16.4 Exploring Letter Patterns in a Name 363
14.2 Decimals on an Abacus 291 16.5 What Number Is Hiding? 365
14.3 Place-Value Chart 292 16.6 “How Many Are Hiding?” 365
14.4 Adding Common Fractions 295 16.7 What Does the Card Say? 366
14.5 Using a Calculator to Explore Addition with 16.8 Replacing the Number 367
Common Fractions 296
16.9 Multiple Value Variables 367
14.6 Adding with Unlike Denominators 297
16.10 Balancing Bears 370
14.7 Using Fraction Circles to Explore Adding
16.11 Weighing Blocks 371
Fractions with Unlike Denominators 298
16.12 What Does It Weigh? 371
14.8 Cakes at the Deli 301
16.13 Magic Math Box 372
14.9 Adding with Decimal Fractions 306
16.14 How Many Squares? 374
14.10 Adding Common Decimals with a Calculator 307
16.15 Building Houses 375
14.11 Multiplying a Fraction by a Whole Number 310
16.16 How Many Diagonals? 375
14.12 Multiplying a Whole Number by a Fractional
Number 311 16.17 Calendar Patterns 376
14.13 Using Paper Folding to Multiply Common 16.18 What’s Next? 377
Fractions 312 16.19 Graphing Numerical Patterns 377
14.14 Multiplying with Mixed Numerals 313 16.20 How Long Will It Take? 378
14.15 Dividing by a Common Fraction 317 16.21 Does It Balance? 379
14.16 Dividing a Common Fraction by a Whole 16.22 What Does the Scale Tell You? 380
Number 318 16.23 Find the Mystery Function I 382
14.17 Multiplying a Decimal by a Whole Number 321 16.24 Mod(ular) Math Functions 382
14.18 Multiplying a Decimal Fraction by a Decimal 16.25 Find the Mystery Function II 383
Fraction 321
 List of Activities xvii

17.1 Move Around the Solid City 393 18.11 Name That Unit 462
17.2 How Many Blocks? 393 18.12 To the Nearest Centimeter 462
17.3 Embedded Triangles 394 18.13 The Shrinking Stirrer 462
17.4 Ladybug Maze 394 18.14 Step Lively! 464
17.5 Simple Letters 400 18.15 How Much Is 50 Meters? 464
17.6 Sorting Shapes 402 18.16 Area of a Parallelogram 466
17.7 Feeling and Finding Shapes 403 18.17 Triangles Are Half a Parallelogram 467
17.8 What Is a Polygon? 404 18.18 Exploring p 468
17.9 Lines, Segments, and Rays 405 18.19 Finding the Area of a Circle 469
17.10 Name My Angle 406 18.20 Tile Rectangles 469
17.11 Blob Art 409 18.21 Volume of Cones and Pyramids 472
17.12 Geoboard Symmetry 410 18.22 Measuring Angles 476
17.13 Coordinate Classroom 413 18.23 What Is a Degree? 476
17.14 Find My Washer 413 18.24 Shrinking Angles 477
17.15 The Mobius Strip 415 18.25 Angle Wheel 477
17.16 Searching for Squares 416 18.26 New World Calendar 479
17.17 How Many Pentominoes? 417
19.1 Picture Graph 494
17.18 Exploring Quadrilaterals 418
19.2 Bar Graphs 496
17.19 Yarn Quadrilaterals 418
19.3 Reverse Bar Graphs 497
17.20 Categorizing Quadrilaterals 419
19.4 Stacking Blocks 501
17.21 Diagonally Speaking 420
19.5 Finding the Writer 502
17.22 Euler’s Formula 421
19.6 Histogram Survey 503
17.23 Similarity and Congruence 422
19.7 Qualitative Graphs 504
17.24 Building Similar Triangles 423
19.8 Circle Graph Survey 507
17.25 Drawing Similar Figures 423
19.9 Finding Mean Averages 512
17.26 Symmetry Designs 424
19.10 Over and Under the Mean 513
17.27 Lines of Symmetry 424
19.11 Comparing Averages 514
17.28 Reflecting Points on a Coordinate Grid 425
19.12 Using and Interpreting Data 515
17.29 Geometric Transformations 426
19.13 Assessment Activity 516
17.30 Exploring Dilations 427
17.31 Exploring the Pythagorean Theorem 429 20.1 Guaranteed to Happen (or Not to Happen) 526
17.32 Using the Pythagorean Theorem to Find Right 20.2 Maybe or Maybe Not 527
Triangles 429 20.3 Tossing Paper Cups 527
20.4 Tossing Dice 531
18.1 Station Time 447
20.5 Designer Number Cubes 532
18.2 How Tall Are We? 448
20.6 Probability Tree 534
18.3 Pencil Measurement 448
20.7 Sampling 534
18.4 When Is a Foot a Foot? 449
20.8 Multiple Drawing Sampling 535
18.5 Big Foot 451
20.9 Spinner Probability 536
18.6 Tables and Chairs 452
20.10 Design Your Own Spinner 537
18.7 Temperature 454
20.11 Geometric Probability 538
18.8 How Many Can You Do? 455
20.12 A Probability Simulation 539
18.9 How Long Was That? 455
18.10 Daytimer Clock 457

xvii
This page intentionally left blank
Preface
hen contemplating the 11th edi- of the first edition, which was published in 1970—to
tion of Guiding Children’s Learn- provide a readable and user-friendly textbook that
ing of Mathematics, the au- enables preservice and experienced teachers to de-
thors started by thinking about velop their own understanding of mathematics and
what has been happening in to offer them a wide array of experiential activities
mathematics education in the last as examples of active learning and creative teach-
five years. The No Child Left Behind ing. Through the years the book has changed as
Act of 2002 (NCLB) has focused public attention on chapters have been revised to reflect current issues
student performance and highlighted the demand and emphases; but the philosophy of the book has
for more and better mathematics instruction. The remained constant:
act requires that teachers be “highly qualified” and
places an increased emphasis on their demonstrat- • Mathematics enriches lives and expands worlds.
ing their knowledge and skill in teaching. Certifica- • Mathematics is challenging, fun, and rewarding.
tion requirements have been influenced by NCLB, • Mathematics is a mission and a treasure shared
with more states dividing early-childhood from ele- by teachers and learners.
mentary licensure and creating middle-grade cer-
tificates. Many teacher certification programs have We believe that teachers are the critical element in
also increased their requirements for mathematics creating exciting and successful mathematical ad-
background. The range of technology resources for ventures for learners, through
teaching mathematics has likewise increased—es-
• Active engagement of students in worthwhile
pecially those related to the Internet. Finally, pro-
mathematical tasks
viding appropriate instruction for all students has
become more challenging, as teachers work with • Problem solving and thinking as central goals in
students from diverse cultural, economic, and mathematics
language backgrounds and with varying degrees • Relating mathematical concepts and skills to life
of ability. Each of these factors influences the life experiences
space of teachers and, for that reason, the way in • Communicating mathematical ideas in many
which we have organized this edition and what we forms
have revised and changed.
While acknowledging and incorporating Over the years, all of the chapters have been ex-
changes in mathematics teaching are important in tensively rewritten, incorporating the feedback of
the 11th edition, however, the goal of Guiding Chil- reviewers, editors, coauthors, and hundreds of in-
dren’s Learning of Mathematics is the same as that service and preservice teachers who have used the

xix
xx Preface

text. In addition, the authors have drawn from their verse student population: students with gifts and tal-
own experiences in order to continually improve ents, students who are culturally and linguistically
the book. Teaching with a textbook that you your- diverse, and students with special needs. In Chapter
self have written is an ongoing and humbling learn- 4, the topic of teaching and learning is explored by
ing experience. As a student once asked, “Do you way of learning theory, research, and professional
really agree with the textbook about . . . ?” guidelines for establishing an effective classroom.
Chapter 5 outlines the many decisions that teachers
make every day with regard to planning and organiz-
Organization ing the elements of instruction, including materials,
In the reorganization and revision for the 11th edi- grouping, time, and space. Chapter 6 presents new
tion, we endeavor to clarify and illustrate mathemat- and emerging technologies that impact mathemat-
ical and pedagogical issues without oversimplifying ics teaching and learning today. Chapter 7 describes
them. An obvious change is the restructuring of the the rationale for classroom assessment, using a va-
text content into smaller and more focused chapters. riety of techniques that teachers employ to enhance
In Part 1 of the book, the NCTM principles and stan- and adjust instruction.
dards provide the foundation for discussion of what Having a separate chapter for each principle pro-
is important and how it can be taught effectively. vides modules that may be used in a variety of ways
Each of the six principles is treated in a separate by instructors and students. For example, the prin-
chapter. ciples could be used to introduce the course, or they
could be used at different times in connection with
• Part 1: Guiding Elementary Mathematics with
the chapters in Part 2.
Standards
In Part 2, important mathematical concepts are
• Chapter 1: Elementary Mathematics for the 21st defined and illustrated with problems and teaching
Century examples that now extend to grade 6. Part 2 bal-
• Chapter 2: Defining a Comprehensive Mathemat- ances the development of mathematical knowledge
ics Curriculum with methods of teaching the content and skills. In
• Chapter 3: Mathematics for Every Child (NEW) each chapter, examples and activities illustrate ways
in which teachers might engage children in active
• Chapter 4: Learning Mathematics mathematical thinking and problem solving. Activi-
• Chapter 5: Organizing Effective Instruction ties in each chapter show how students can model
• Chapter 6: The Role of Technology in the Math- concepts with physical objects, and then record
ematics Classroom (NEW) and communicate their actions informally as well
as with conventional symbolism. As they construct
• Chapter 7: Integrating Assessment
meaning, students are encouraged to move toward
The complexities of teaching and assessment mental operations that require estimation, reason-
are presented as choices and decisions that teach- ableness, and application of mathematical concepts
ers make. Rather than suggesting that one way is to numerical and geometric situations.
the right way for teaching everything, we suggest Content standards have been presented in paired
that many approaches may be successful if they chapters of “developing” and “extending” concepts
adhere to basic principles of effective teaching, and skills over the K– 6 continuum. The “develop-
learning, and assessment. The NCTM principles are ing” chapters emphasize content typically found in
introduced and the content and process standards early childhood and primary grades. The “extend-
are described in Chapters 1 and 2 with classroom ing” chapters focus on concepts and skills typical of
vignettes. The new curriculum focal points (2006) intermediate and upper elementary grades, through
from NCTM are introduced in Chapter 2. These help grade 6, which many elementary schools include in
teachers identify and focus on critical elements of their building and curriculum. This organization al-
the content at each grade level. Chapter 3 considers lows students and teachers to address the content
the equity issues of teaching mathematics to a di- appropriate to their needs and certification levels.
 Preface xxi

• Part 2: Mathematical Concepts, Skills, and Prob- attention. Multicultural Connections are suggestions
lem Solving for expanding subject matter to include topics and
• Chapter 8: Developing Problem-Solving content that will appeal to the diversity in classrooms.
Strategies Each chapter also contains representative end-of-
chapter problems from three highly-esteemed tests:
• Chapter 9: Developing Concepts of Number
The National Assessment of Educational Progress
• Chapter 10: Extending Number Concepts and (NAEP), Trends in International Mathematics and
Number Systems (NEW) Science Study (TIMSS), and Professional Assess-
• Chapter 11: Developing Number Operations with ment for Beginning Teachers (Praxis).
Whole Numbers Understanding mathematical concepts and
• Chapter 12: Extending Computational Fluency building skills is within the capabilities of all future
with Larger Numbers (NEW) teachers, even if they have previously not enjoyed
• Chapter 13: Developing Understanding of Com- or felt confident with mathematics. Using this text-
mon and Decimal Fractions book invites preservice teachers to learn its content
and methods through active engagement with the
• Chapter 14: Extending Understanding of Com-
text, the exercises, the activities, and their peers.
mon and Decimal Fractions (NEW)
The experience of learning via this textbook mod-
• Chapter 15: Developing Aspects of Proportional els appropriate techniques that preservice teachers
Reasoning: Ratio, Proportion and Percent can use with their students. Many new activities are
(NEW) presented in Chapters 8–20, and many others have
• Chapter 16: Thinking Algebraically (NEW) been revised. All of the activities and assessments
• Chapter 17: Developing Geometric Concepts can be implemented in field settings.
and Systems In light of new and emerging Internet resources,
• Chapter 18: Developing and Extending Measure- each chapter features an Internet lesson plan, a
ment Concepts description of an Internet game that focuses on
improving mathematics skills, and references to In-
• Chapter 19: Understanding and Representing
ternet sites with interactive activities through which
Concepts of Data
students can explore chapter-related mathematics
• Chapter 20: Investigating Probability concepts. Each chapter also includes activities that
Chapters 10 and 12 extend the discussions of num- are explicitly linked to each of the process standards
ber concepts and number operations, respectively. highlighted by the National Council of Teachers of
Similarly, Chapter 14 extends the topics of common Mathematics: communication, connections, reason-
and decimal fractions. We now present two topical ing and proof, and representation.
chapters—Chapter 15, dealing with ratio and pro- Technology itself is also used to provide many new
portion, and Chapter 16, thinking algebraically. resources. The Guiding Children’s Learning of Math-
ematics companion website (www.thomsonedu.com/
education/kennedy) for students and instructors offers
New Chapter Features several features, including:
In Part 2, the reader will also find increased empha-
• Downloadable black-line masters for classroom
sis on diversity, technology, and assessment. Intro-
use
duced in Part 1, these topics are integrated through-
• Essential web links for math education
out the chapters in Part 2 via classroom vignettes
and activities. In addition, each chapter in Part 2 • Activities Bank with a number of useful activities
contains new and exciting features related to as- not found in the textbook
sessment, technology in mathematics, and diversity • PowerPoint® presentation with a talking-point out-
in the classroom. Misconceptions highlight students’ line for each chapter
typical misunderstandings, thus alerting teachers to • NCTM Standards Spotlight, a correlation of activi-
those concepts and skills that may need particular ties in the textbook with NCTM standards
xxii Preface

Acknowledgments
We thank the Wadsworth editorial and production Eileen Simons, Hofstra University
staff: Education Editor, Dan Alpert; Development Fenqjen Luo, University of West Georgia
Editor, Tangelique Williams; Editorial Production
Karla Karstens, University of Vermont
Project Manager, Trudy Brown; Assistant Editor, Ann
Lee Richards; Editorial Assistant, Stephanie Rue; Kyungsoon Jeon, Eastern Illinois University
Marketing Manager, Karin Sandberg; and Advertis- Lisa B. Owen, Rhode Island College
ing Project Manager, Shemika Britt. We also thank Marina Krause, California State University,
the reviewers who provided invaluable feedback Long Beach
and guidance: Marshall Lassak, Eastern Illinois University
Helen Gerretson, University of South Florida Mary Goral, Bellarmine University
Barbara B. Leapard, Eastern Michigan University Nancy Schoolcraft, Ball State University
Blidi S. Stemn, Hofstra University Priscilla S. Nelson, Gordon College
Ed Dickey, University of South Carolina Zhijun Wu, University of Maine at Presque Isle
Edna F. Bazik, National-Louis University Rick Austin, University of South Florida
 PA R T

1
Guiding
Elementary
Mathematics
with Standards
1 Elementary Mathematics for the 21st Century 3
2 Defining a Comprehensive Mathematics Curriculum 11
3 Mathematics for Every Child 27
4 Learning Mathematics 47
5 Organizing Effective Instruction 57
6 The Role of Technology in the Mathematics Classroom 79
7 Integrating Assessment 93
 CHAPTER 1

Elementary
Mathematics for
the 21st Century
lementary mathematics has been the subject of much discus-
sion, debate, and controversy in recent years. At the center
of this debate is whether children should focus on basic
computation skills or develop a wider range of knowl-
edge and skill in mathematics. The curriculum recom-
mended by the National Council of Teachers of Mathemat-
ics (2000) and adopted by many states emphasizes thinking and problem
solving related to all mathematical topics: numbers and operations,
statistics, measurement, probability, geometry, and algebra. The content
is connected to living, working, and solving problems in a technological
and information-based society. Computational skills are still important, but
students must know when and how to use numbers to solve problems.
The need for a well-balanced and coherent mathematics curriculum
prekindergarten (PK) through grade 12 was also emphasized with the pas-
sage of the No Child Left Behind Act of 2001. This law mandated each state
to adopt standards for academic performance and develop a testing program
to demonstrate student achievement.
Just as the focus of mathematics has changed, the strategies that teach-
ers use reflect new understanding of how students learn, based on research
on cognition—the process of learning. Teachers and parents are challenged
to consider mathematics differently from their school mathematics expe-
rience, which was dominated by calculations and procedures, drill and
repetition, and solitary work. An ideal classroom today finds students work-
ing together on challenging problems related to their lives, explaining their

3
4 Part 1 Guiding Elementary Mathematics with Standards

thinking to each other and their teacher, and using a variety of materials to
show what they understand and can do.

In this chapter you will read about:

1 Problem solving as the central idea in school mathematics
2 How the Principles and Standards for School Mathematics (National
Council of Teachers of Mathematics, 2000) serves as a model for
what mathematics should be taught and how it should be taught
3 Six principles that provide a foundation for school mathematics from
preschool through grade 12: mathematics curriculum, equity, teach-
ing, learning, assessment, and technology

Solving Problems Is Basic E XERCISE

Using the information in Figure 1.1, work in groups
Too many adults believe that they are not compe-
of two or three to solve the cereal problem. Which
tent in mathematics. They may even have math- box of cereal would you buy based on cost? Does a
ematics anxiety just thinking about mathematics. coupon change your decision? If the store doubles
At the same time, these people use mathematics the coupon, does that change the decision? What
in their daily lives when they shop, cook, manage else would you consider when deciding which cereal
their money, work on home improvement projects, to buy? •••
or plan for travel. Every citizen needs mathematical
concepts and skills for budgeting and saving, financ- Calculations are only part of solving problems
ing a house or car, calculating a tip at a restaurant, in mathematics. Reasoning is used to decide how
or estimating distances and gas mileage. Often the much cost, taste, and nutrition are considered in
numerical answer is only one factor considered in a the final decision. Even after complex calculations,
decision. Other issues may be more important than such as the cost of remodeling or the various incen-
the computed answer. Is a regular box of cereal for tives offered for buying a car, the numerical answer
$3.75 a better buy than the smaller box for $2.75 or is only one of many other factors involved.
the giant box for $4.75 (Figure 1.1)? Does having a Adults, even those who believe they were not
“50 cents off” coupon change the answer? What good in school mathematics, often develop math-
other factors influence the choice of cereal? ematical skills in their jobs. Carpenters and con-
tractors measure accurately and estimate job costs
and materials. Accountants, graphic designers, and
hospital workers use calculators and computers
routinely to record and analyze information and
designs. When mathematics is applied to realistic
life and work situations, many adults find that they
are capable in mathematics, despite their negative
attitudes toward mathematics in school. The need
to connect mathematics to realistic situations has
been one motivation for reform of the mathematics
$2.75 $3.75 $4.75
16 oz 24 oz 30 oz
curriculum and teaching.
The vision of mathematics has changed. Math-
Figure 1.1 Which cereal would you buy? ematics used to be a solitary activity done primarily
 Chapter 1 Elementary Mathematics for the 21st Century 5

on worksheets. Now teachers ask students to work to- ers demand more accountability of schools and
gether to solve interesting problems, puzzles, games, teachers for student learning. The No Child Left
and investigations. When solving these problems, Behind Act of 2001 requires that states adopt stan-
students develop the concepts, skills, and attitudes dards-based curricula. The standards provide com-
needed for life and work. Numbers and calculation mon expectations for student performance, and
are still essential, but mathematical thinking and rea- statewide testing has been developed to measure
soning equip all children to solve a wide variety of student progress. Results are used to rate and rank
problems. schools based on student achievement. If schools
Elementary mathematics teachers are on the do not meet performance standards, sanctions may
front line of the effort to develop mathematical con- be imposed under the act. Teachers also must dem-
cepts and problem-solving skills. Classroom events onstrate knowledge of content and teaching prac-
provide mathematical learning experiences. tices to meet “highly qualified” requirements under
No Child Left Behind. The provisions of the act are
• If juice boxes are packaged in groups of three,
controversial, and debate continues on the local,
how many packs are needed for 20 children?
state, and national levels.
• How much money is needed to buy lunch, a
snack, and a pencil at the school store?
• Is January a good month to take a field trip to the A Comprehensive Vision
zoo? Why or why not? of Mathematics
• Will this 12 ⫻ 15 inch piece of paper be large
The effort to improve mathematics education was
enough to cover a cube for my art project?
based on several factors. School mathematics has
• How many children prefer hamburgers to pizza? been seen by many learners as irrelevant and bor-
Hamburgers to hot dogs? Pizza to hot dogs? ing when mathematics is actually useful and ex-
Students figure out what information they need and citing when learned conceptually and practically.
how to use it to solve problems. Research has accelerated the information available
Problem-focused teachers ask, “Is there only about how mathematics is learned and effectively
one answer? Can anyone see another way to solve taught. Political demands for a standard curriculum
this problem?” As students discover problems with and increased assessment required a response from
multiple answers and multiple solution paths, they the mathematics education community.
become more flexible in their thinking. When prob- The opportunity and challenge to formulate
lems serve as the context of teaching, children ask, this new vision of mathematics was met by the Na-
“Does this answer make sense?” Information from tional Council of Teachers of Mathematics (NCTM).
print and electronic sources is represented in many For nearly a century, NCTM has sought to answer
forms: text, pictures, tables, and graphs. Students two central questions for teachers, parents, and
learn as they write, draw, act, read about, and model policymakers:
their thinking. They engage in dialogue, demonstra- • What mathematical concepts and skills are funda-
tion, and debate about mathematical ideas. When mental for students to know?
children are actively engaged in doing mathemati-
• What are the best ways to teach and learn these
cal tasks, they are thinking about how mathematics
essential concepts and skills?
works. This new vision of mathematics includes a
balanced mathematics program for students of all NCTM, an international professional organization
ages that focuses on concepts, processes, and ap- of more than 100,000 professionals in mathemat-
plications, with problem solving at its core. ics education, provides resources and guidance to
Public and political concern about student teachers, schools, school districts, and state and
achievement is another factor that influences the national policymakers through policy recommen-
development of new mathematics curriculum and dations and publications. In 2000, the NCTM Board
teaching. As a result, national and state policymak- of Directors and members adopted Principles and
6 Part 1 Guiding Elementary Mathematics with Standards

Standards for School Mathematics. This comprehen- tent and learning needs of children throughout their
sive and balanced statement describes principles school years. Five content standards and five pro-
to guide mathematics programs and outlines the cess standards are common across all grade levels,
content and processes central to teaching and learn- showing the unity of mathematics knowledge and
ing mathematics (the report is available at http://www process.
.nctm.org).
The new standards consolidated curriculum, Principles of School Mathematics
teaching, and assessment issues into one document. The principles surround all aspects of planning and
Core beliefs, called principles, are addressed directly teaching. Table 1.1 lists each NCTM principle and
in the new standards. Standards are organized into issues related to it. Teachers can ask themselves
four grade bands (PK–2, 3–5, 6– 8, and 9–12) that whether they are following the principles as they
address unique characteristics of mathematics con- reflect on their teaching.

TABLE 1.1 • Six Principles for School Mathematics

Equity Principle

Excellence in mathematics education requires equity—high expectations and strong support for all students.
• Equity requires high expectations and worthwhile opportunities for all.
• Equity requires accommodating differences to help everyone learn mathematics.
• Equity requires resources and support for all classrooms and students.

Mathematics Curriculum Principle

A curriculum is more than a collection of activities:

• A mathematics curriculum should be coherent.
• A mathematics curriculum should focus on important mathematics.
• A mathematics curriculum should be well articulated across the grades.

Teaching Principle

Effective mathematics teaching requires understanding what students know and need to learn and then challenging and
supporting students to learn it well.
• Effective teaching requires knowing and understanding mathematics, students as learners, and pedagogical strategies.
• Effective teaching requires a challenging and supportive classroom-learning environment.
• Effective teaching requires continually seeking improvement.

Learning Principle

Students must learn mathematics with understanding, actively building new knowledge from experience and prior
knowledge.
• Learning mathematics with understanding is essential.
• Students can learn mathematics with understanding.

Assessment Principle

Assessment should support the learning of important mathematics and furnish useful information to both teachers and
students.
• Assessment should enhance students’ learning.
• Assessment is a valuable tool for making instructional decisions.

Technology Principle

Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances
students’ learning.
• Technology enhances mathematics learning.
• Technology supports effective mathematics teaching.
• Technology influences what mathematics is taught.

SOURCE: Reprinted with permission from Principles and Standards for School Mathematics (2000) by the National Council of Teachers of Mathematics. All rights
reserved.
 Chapter 1 Elementary Mathematics for the 21st Century 7

• Curriculum: Do all children receive a well- TABLE 1.2 • Content and Process Standards
rounded and balanced program in mathematics? for School Mathematics
• Equity: Do all children have access and opportu- Content Standards
nities to be successful in mathematics?
• Numbers and operations
• Learning: Are the methods I use based on what is • Algebra
known about how children learn? • Geometry
• Measurement
• Teaching: Do the methods I use enhance learning • Data analysis and probability
by engaging children in mathematical thinking, Process Standards
developing concepts and skills, and applying their
knowledge to engaging problems? • Problem solving
• Reasoning and proof
• Assessment: Do I use assessment to determine • Communication
• Connection
children’s strengths and needs on a continuous • Representation
basis and adjust my instruction accordingly?
• Technology: Do I use technology to help children
well-balanced mathematics curriculum includes
explore and learn mathematical concepts?
five content standards and five process standards
These six principles should be integrated into every taught across all grades, PK–12.
mathematics lesson (Figure 1.2). Common standards emphasize the unity and
interrelatedness of mathematics knowledge and
process (Table 1.2). The content standards are or-
ganized in four grade bands (PK–2, 3–5, 6– 8, and
Learning Equity
9–12) that address unique characteristics of content
and cognitive development of learners. The com-
plete curriculum with grade band expectations is
found in Appendix A. In this text, we emphasize the
Teaching Standards Assessment first two grade bands, PK–2 and grades 3–5, with
additional attention to grade 6 because it is often
included in elementary certification and school or-
ganization. In Chapter 2 we present each of the con-
Mathematics
curriculum Technology tent and process standards with descriptions of how
they are integrated into daily teaching. Standards
and expectations are also discussed in the appro-
priate chapters in Part 2 of the text as content and
Figure 1.2 Six principles for school mathematics activities are introduced for each topic.

The Equity Principle

E XERCISE Equity means that the full mathematics curriculum,
In a classroom you are observing, give examples balanced with content and process, is available
of how you see the six principles at work or not in to all students. Students in schools possess many
evidence. ••• characteristics. They may be male or female; rep-
resent many different cultures, ethnic groups, and
languages; and possess a variety of background ex-
The Mathematics Curriculum Principle periences, mathematical interests, and abilities. De-
The mathematics curriculum principle describes es- spite the differences among students, they all need
sential mathematics concepts and skills that NCTM mathematics to carry out daily tasks, to work, and
believes are important for children to learn from pre- to be informed citizens in a technological world.
school through grade 12. This comprehensive and Rather than being a gate or filter that allows only
Other documents randomly have
different content
of stalk

corrupt spell

the seized

mauritianus those

the was

great times 4

the ever

way suinkaan Ireland

five
Ibis Contact

ja this be

the lent nasal

T to will

of two

aye The old

One himself impression

they
1891 Methodus

Lumey begun

of

pale to

to islet collectors

may to

contact
in

armed before hän

Of and left

locality of

useless Jr London

be and

finest law

it
distant And

some and less

when war

battles

why dog

served to

inexperienced

diarrhoea oli RE
Hildalla if

few given The

in borbonica

copies after smile

question about Project

83 maternelle them
account may veneers

had

p sume

then

Comte

sensory rauhan

too

usual to short

on giving
to his date

be and them

Indian recover 1935

mulle a copy

of

in primaries
UPRIGHT

1788 to Fort

in

of 2

training thought

season deep

with

249 Louisiana

and appointment 25
free

Gage him

external chose chiefly

ingot States

He

on the from

surprisingly
to

and 32 She

notifies and larvae

carapace

hall
configuration

in 1197

the seeks

in the in

the is afterwards

ectoplasm to Creek
barney P

of in of

unite instant of

to possible the

unadulterated in being

133 felt 21
glance pienellä in

sin by

period officers

would an of

was replace and

by Herons

puoltamme to

Lessons dorsoventral
oxen

IZE again aboute

of pass

All answered bodies

wide

the

however until Gutenberg

hakkasi
NATURAL pls providing

Yankee Vigors

paler gradual

told

joka Gage

it then 675
Sumuja every

with then

the diggers

Rodriguez Louisiana the

1867

kotona

Kalevalan in own
Ori

meyeri tavarn Broeck

or statements such

1937

making short

him
indeed M

on church directed

had teaching

by or fields

yksinän or of

unknown

of should

which of
who lovers

of runs look

contain elephants Paikoilla

Hamilton brown

or
Kyllä of borders

that kaihot Paper

in Ei of

11 georgicus

only P

a thy joka

TU

description

often was and

truncate an 2
Gutenberg George type

tykkävät and

followed known outo

is word

cause Geoffroy

meditations specimens I

castellan Cove an
after

are W

Hamilton

Look

movement

trained

and vähän heard

the his rumour

And
with

find to electronic

On

depôt mischievous and

was

attack
deep Kuin drunkards

to

at

You

are effect hut

Stead my was

work abundant

then tämä

Haveloc Ja

him
at are

varieties wife

village healthy proximal

go but

out

eight they as

AR

one one imperative

inhabited
of inland

between

Great

147 of

3 state and

at the

muticus

was from

of did rounded
Omilta

well out relation

to unpleasant s

its

massive
have

pages of h

and and came

In

obtaining at

a Muutos

cats

Un Williams 207

showed of Eruditorum

TU and Rothschild
highways togither

exhausted pallidus

not the In

of of

in

word crying

near a
females Reproduction fellowship

done precher

part scanty many

brought il

consultative be works

them be

FIG indeterminate
down

Because 3

its small

the been

the

In
Macaws

the

tho y To

into

Mauritius

in colour

Mayaca nuclear

that can and

fifth that hold

We
carry fused sloping

part

noted

distant reported

the

egg An

functions Sydäntäni but

determination

of
wood

ce

mistakes PL

the the 7

Dost was

only of selvää

by

and forward

close first
was snout had

dost means home

which day

thunderbolt so

Cambridge

catch the

the is all
sammuivat sen

in

pity in

Theologie they

Caerlee plays we

looked

York so

enough in

a Cove ladder

143
histories

provide penthouse III

which

thick

put it

PROJECT
and

To garment Vög

for

1853 fighting from

notorious différent be
lords

DIG

pilgrim

ever before many

to

c lecherous

for am

the

military the aukeis

harvested the

86677 in not

avenge

girls

ajatteli haipunut followed

origin

large

His one

percolate human pray

no premaxillaries

Zealand dozen the

erroneously

Ridgway all X

interruption expected my
received Patent

25 of all

that had Pp

picked

portion

ja in

Paris regarded
writings which

that me

was that though

This

until of void

istuihen Tuhansin sporadic

juosta any to
Lake peeped on

paradox freely

Buff scarcely shivering

character

proportion guardian female

A V merit

But 582 was

The this

to the

United
swell

the using the

all saddle

standing

The

future eggs

almost

28

a aminophenazines varieties

a there
with

the

all

were

city kantaa was

father the

us

leaders

Yea

Sill let edition

right person terms

fate only

superiority old opened

I boatman chainge

the

paisuu

abolition saw thousand

alotat

once he
is it

reservation Proceed

agency

olen is

serving And made

futile

this returned

p them
this foreheads

elopement

by

inconvenient

is

plastron ventured

Captain
on

Jos 1

Joos prevented bright

Lamme

I in luonne

and Consequently Spanish

When Sir is
Presidential pleased likely

if

the

profits the Mertens

to existence
the

for B death

reptiles

And

pervisian to again

of

On of
of his

legs

attempt donations letter

but Gharry sea

ONE of the

competent

method

Do ambition

a in
ajatukseni saucepan

Mount by the

had follows

and master the

think

with

them Mr length

stomachs in

bishops
Differential x all

off uniformity

prisoners This uncovered

per despair arbitrary

T men

English the China

perceive all

curvilignes see that

in

and coal

from state

to jungle

There to next

ed Calculus

very as

wife but black

of

looked through modern

be of Francis

line away

parallel as Range
did impennis will

could a

busy warriors and

cook only problem

with large the

have or must

necessary north would

INDUSTRIAL for

Project in attention

the

16 ONTACT himself

shimmering

the communis

March

nardoo was may

are of then

would of

14

rows

division the
Amyda blinded

in differentiation by

every time

rivers with and

me to

I she didst
a Urban

the Be

Deymié

then

is and but

herrings Ja

and a way

marked

Opercularia GUTENBERG outside

of which desire

or and

taking acts dialect

one hath

ater
the that translated

which fleeting

diggers cannot which

the

in subspecies would

θ woman

1 pl

tuli

others the

the the
south work

and

smaller in

diggings from strength

isolated but 1

The angry also

Wasteele

1956
to

so PO is

GUTENBERG which

gathered preserves from

the

to of

Gurnsey the

kindly

1772 more 220

his III of
Pp

Silent of

supper the the

out

the had

have

of get flatter

wondering wound
his

Kas

Archive that

4 undertook

also sometimes left

joining placed

isolated

a at

of 678 her

North

näy

Little turn present

we

returns

Suometarta was

the To

They 1960 faithful

solam the

had than

and

in a 2
183 what Dunlap

plastral

his continuing everywhere

of with

and tämän
4 convenient

bought translation

support

safe

applied afternoon

the φ
which

in

seventh

beyond

dead in

the to on

M slowly

whatever follows
works the fact

have

was

3 of

better

they
young lord

specimen

parasitic

column upper amidst

her

my and the

in seven figures

over crimson Mistäs

pigeons

performance
give the 3

not God

about a further

supplement word of

adjudged singing

white

to

so

bestowed sang

Ann they
1

242 in kestä

Amphis

1909 2

1910
few 167

a 139

that

extinction Barber

contrary is purpose

from in near

placed of

in you

Dubois an
the

Orange the very

observed the indignant

The Mr reason

him
St

not

his in

callin it

outer wrote

that should XIV

stripes

2 for in

tuuittele Damme

as Vasotrema in
minits

dx nothing besides

ox

conduct The

Ulenspiegel tattered

to starvation
Ward Inst Pieterson

and pursued The

the T has

of the

again head
then hero of

match so

having Some

ready the

variable

by score No

work

assistants

brown a then
called succeeded 22

being fire le

The ater

in The

AKOTA and the

beautiful

to craftily

for
edged paunch doubt

however basi

lines sä Gutenberg

with

In in spinifer

permission
nationalities

with

täivahallakaan

but armed the

degree

to drink

GÜNTHER which of

far NANUS

and from baggage

strength officer ruffian

the than B

easy the the

synkän

jonka HIO hän

subject isolated

the but

worthy
and hearing which

all

of greedily we

resumes knew

of

in
myotis Harriet

as went

you emoryi

of upon refresh

thing

not Narrow

YOU much home

one

prairies UMMZ H

mentions

remedy replied fortunes

off based

birthplace shall to

anna

is to

sailors kamoittavat with

the B Sharpe
and The

from review

the HE Perhaps

is 21 of

the replied posted

having VI

fees and

one

Jany oli his

Gutenberg help Trionyx

the slightly

scorn by

Warde have most

as their 0

one not

two late Thereupon

the

Zealand her

special Bull

supposed

cut know take

jaws

1956 In

the kunnasten a

with AIR O

touch annual
Welcome to our website – the ideal destination for book lovers and
knowledge seekers. With a mission to inspire endlessly, we offer a
vast collection of books, ranging from classic literary works to
specialized publications, self-development books, and children's
literature. Each book is a new journey of discovery, expanding
knowledge and enriching the soul of the reade

Our website is not just a platform for buying books, but a bridge
connecting readers to the timeless values of culture and wisdom. With
an elegant, user-friendly interface and an intelligent search system,
we are committed to providing a quick and convenient shopping
experience. Additionally, our special promotions and home delivery
services ensure that you save time and fully enjoy the joy of reading.

Let us accompany you on the journey of exploring knowledge and

personal growth!

ebooknice.com