In an inquiry mathematics classroom, children figure out mathematical problems — often in more than one way — in ways that make sense to them, and they explain their methods by showing and explaining their ways to everyone in the classroom. The teacher initiates and guides the discussion by asking questions.
Creating this kind of classroom takes careful attention to both the mathematical content and the teacher's approach. The goal is in-depth conceptual development, rather than just acquisition of skills and procedures — because students are more successful with mathematics when it makes sense to them.
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Patterning and Partitioning
The first six to nine weeks of first grade: finger patterns, dot patterns, ten-frames, and partitioning.
View sequence →Structuring Numbers
Becoming efficient with the rack, and with grouping strategies for addition and subtraction.
View sequence →Coordinating Units
Building base-ten place value reasoning through the candy shop activities.
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