Marilyn Burns Math Blog
http://www.marilynburnsmathblog.com
Marilyn's current thinking about math education and her ongoing classroom experiences and learning.Thu, 12 Oct 2017 16:29:33 +0000en-UShourly1https://wordpress.org/?v=4.9.1Preparing and Planning: How I Get Ready for Teaching a Math Lesson
http://www.marilynburnsmathblog.com/preparing-and-planning-how-i-get-ready-for-teaching-a-math-lesson/
http://www.marilynburnsmathblog.com/preparing-and-planning-how-i-get-ready-for-teaching-a-math-lesson/#commentsMon, 27 Mar 2017 11:00:11 +0000http://www.marilynburnsmathblog.com/?p=2442 A friend and I were talking recently about how much work we put into planning lessons. Even after all these years of teaching, I have to think through lessons as carefully as possible, both about the logistics and about the mathematical thinking I want to keep in mind and support. Here’s an example.

]]>http://www.marilynburnsmathblog.com/preparing-and-planning-how-i-get-ready-for-teaching-a-math-lesson/feed/16Oh No! 99!
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http://www.marilynburnsmathblog.com/oh-no-99/#commentsSun, 05 Mar 2017 20:00:56 +0000http://www.marilynburnsmathblog.com/?p=2400The card game Oh No! 99! is a keeper! It gives practice with mentally adding one- and two-digit numbers and with adding and subtracting 10 from two-digit numbers. The game encourages strategic thinking as students decide which cards to play and which to keep, and it’s also useful as an informal assessment. Read about how the game was used with second and fifth graders. ]]>http://www.marilynburnsmathblog.com/oh-no-99/feed/15Using Math Menus: Some Nuts & Bolts
http://www.marilynburnsmathblog.com/using-math-menus-some-nuts-bolts/
http://www.marilynburnsmathblog.com/using-math-menus-some-nuts-bolts/#commentsMon, 20 Feb 2017 09:00:37 +0000http://www.marilynburnsmathblog.com/?p=2344 This blog post resulted from an email exchange I had with Jill Downing, a Title 1 Educator with the Helena Public Schools in Montana. My recent blog about using the children’s book 17 Kings and 42 Elephants included a link to an article I wrote, “Using Math Menus.” Jill read the article and was interested in more information. Her questions pushed me to reflect on some of the nuts and bolts I use when organizing math menus. Here I share what Jill wrote and how I responded.

]]>http://www.marilynburnsmathblog.com/using-math-menus-some-nuts-bolts/feed/7When Should and Shouldn’t We Give Answers?
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http://www.marilynburnsmathblog.com/when-should-and-shouldnt-we-give-answers/#commentsMon, 06 Feb 2017 02:00:42 +0000http://www.marilynburnsmathblog.com/?p=2298Over a year ago, I blogged about The 1–10 Card Investigation. I didn't provide a solution to the problem and no one who commented asked for one. But a newly posted comment requested the solution. That pushed me into a conversation with myself about how I should respond, and about giving answers in general. ]]>http://www.marilynburnsmathblog.com/when-should-and-shouldnt-we-give-answers/feed/10One Lesson, Three Grades, Three Twists
http://www.marilynburnsmathblog.com/one-lesson-three-grades-three-twists/
http://www.marilynburnsmathblog.com/one-lesson-three-grades-three-twists/#commentsMon, 30 Jan 2017 23:10:00 +0000http://www.marilynburnsmathblog.com/?p=2220 The children's book 17 Kings and 42 Elephants by Margaret Mahy is one of my long-time favorites. In this post I describe a division lesson that I’ve taught to third graders but recently revisited with fourth- and fifth-grade classes. With the older students, we tried extensions that differentiated the experience and put students in charge of deciding on problems for themselves. It was exciting to me to expand a lesson I've taught many times into a multi-day investigation.

]]>http://www.marilynburnsmathblog.com/one-lesson-three-grades-three-twists/feed/8Multiplication Bingo
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http://www.marilynburnsmathblog.com/multiplication-bingo/#commentsMon, 28 Nov 2016 18:10:48 +0000http://www.marilynburnsmathblog.com/?p=2168Will Multiplication Bingo guarantee that students learn the multiplication facts? No. But it will help familiarize them with factors and multiples, engage them in a game that involves both luck and strategy, encourage them to make conjectures, and have them use data to guide decisions. Plus, the game provides a way to send home information to families about how their children are being asked to think and reason in math class. ]]>http://www.marilynburnsmathblog.com/multiplication-bingo/feed/11“Student-Centered” vs “Traditional” Math Teaching
http://www.marilynburnsmathblog.com/student-centered-vs-traditional-math-teaching/
http://www.marilynburnsmathblog.com/student-centered-vs-traditional-math-teaching/#commentsFri, 11 Nov 2016 03:20:34 +0000http://www.marilynburnsmathblog.com/?p=2129In a recent email, a teacher friend commented on what she described as a struggle in her school district about math teaching. She wrote: "There is a bit of tug of war going on between student-centered teaching and traditional teaching." This isn’t the first time I’ve heard a comment like this. Here’s the response I wrote to her.

]]>http://www.marilynburnsmathblog.com/student-centered-vs-traditional-math-teaching/feed/7Beans and Scoops
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http://www.marilynburnsmathblog.com/beans-and-scoops/#commentsTue, 01 Nov 2016 13:00:46 +0000http://www.marilynburnsmathblog.com/?p=2109 Lessons using beans and scoops have long been part of my teaching repertoire. I’ve used beans, scoops, and jars to engage students in all grade levels with a variety of mathematical ideas. In this post, I write about how I recently taught a lesson to give students experience with estimation, averages, multiplication, and more. Read about how I planned the lesson, how it unfolded, and suggestions for extensions and other lessons. ]]>http://www.marilynburnsmathblog.com/beans-and-scoops/feed/1Always Try a Problem Before You Assign It
http://www.marilynburnsmathblog.com/always-try-a-problem-before-you-assign-it/
http://www.marilynburnsmathblog.com/always-try-a-problem-before-you-assign-it/#commentsWed, 14 Sep 2016 18:10:44 +0000http://www.marilynburnsmathblog.com/?p=2047 Have you ever thought about this numerical sequence—0, 1, 2, 3, 4, 5, 7, 8, 10, 12? What does the sequence have to do with unicycles, bicycles, and tricycles? And what's my mathematical and pedagogical quandary? Read more and find out. ]]>http://www.marilynburnsmathblog.com/always-try-a-problem-before-you-assign-it/feed/8An Important Teacher Decision: When and When Not to Give the Answer?
http://www.marilynburnsmathblog.com/an-important-teacher-decision-when-and-when-not-to-give-the-answer/
http://www.marilynburnsmathblog.com/an-important-teacher-decision-when-and-when-not-to-give-the-answer/#commentsMon, 16 May 2016 19:00:00 +0000http://www.marilynburnsmathblog.com/?p=1994 When should a teacher resolve a question for students and when is it OK, or even a better instructional decision, to let confusion ride? I recently was confronted with this situation with fourth graders. Read about what happened and what I did.