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Given the opportunity to explore many ways to partition a square, students will be able to generate ideas about halves, thirds, and fourths through the exploration of squares and rectangles. Students will also recognize that equal shares do not necessarily have to be congruent. Each month, elementary school teachers are presented with a problem along with suggested instructional notes; asked to use the problem in their own classrooms; and encouraged to report solutions, strategies, reflections, and misconceptions to the journal audience. Send submissions of no more than 1500 words to this department by accessing http://tcm.msubmit.net. See detailed submission guidelines for all depart-ments at http://www.nctm.org/WriteForTCM

Students will engage in a both-addends-unknown problem to explore the different ways that seven mice can be arranged in two cages. Students will work with combinations of seven and have the opportunity to justify and reason about the total number of combinations possible. Students will also make generalizations about the relationship between the number of mice and the total number of combinations possible. Each month, elementary school teachers are presented with a problem along with suggested instructional notes; asked to use the problem in their own classrooms; and encouraged to report solutions, strategies, reflections, and misconceptions to the journal audience.

Each month, elementary school teachers are presented with a problem along with suggested instructional notes and asked to use the problem in their classrooms and report solutions, strategies, reflections, and misconceptions to the journal audience. This month's problem asks students to help determine how many tiles are needed to remodel a kitchen.

In this month's problem scenario, students are presented with two options for receiving an allowance. They must determine which option is the most beneficial. Each month, elementary school teachers receive a problem along with suggested instructional notes and are asked to use the problem in their own classrooms and report solutions, strategies, reflections, and misconceptions to the journal audience.

A good problem can capture students' curiosity and can serve many functions in the elementary school classroom: to introduce specific concepts the teacher can build on once students recognize the need for additional mathematics or to help students see where to apply already-learned concepts. We encourage teachers to use the monthly problem in their own classrooms and report solutions, strategies, reflections, and misconceptions to the journal audience. This month, students determine the total number of eggs in a stack of trays without being able to count each individual egg.

Students explore number patterns using visual patterns of numbers and color. Each month, elementary school teachers are presented with a problem along with suggested instructional notes; asked to use the problem in their own classrooms; and encouraged to report solutions, strategies, reflections, and misconceptions to the journal audience.

In this task, students predict the number of snow days by counting beans in a jar, a Native American method. Each month, elementary school teachers are presented with a problem along with suggested instructional notes; asked to use the problem in their own classrooms; and encouraged to report solutions, strategies, reflections, and misconceptions to the journal audience.

Exploring how many pattern blocks will completely fill the Rocket Ship puzzle, students are challenged to use the most and fewest number of blocks possible. They have the opportunity to explore the composition and decomposition of shapes and generalize ideas about the relationship between the size of the pieces and the number of pieces. Each month, elementary school teachers are presented with a problem along with suggested instructional notes; asked to use the problem in their own classrooms; and encouraged to report solutions, strategies, reflections, and misconceptions to the journal audience.

This article introduces a task designed around SMP 2: Reason abstractly and quantitatively and encourages students to move between decontextualizing and contextualizing as they work toward solutions. Each month, elementary school teachers are presented with a problem along with suggested instructional notes and asked to use the problem in their own classrooms and report solutions, strategies, reflections, and misconceptions to the journal audience.

Each month, elementary school teachers are presented with a problem along with suggested instructional notes; asked to use the problem in their own classrooms; and encouraged to report solutions, strategies, reflections, and misconceptions to the journal audience. This article introduces a task designed around SMP 5: Use appropriate tools strategically and SMP 7: Look for and make use of structure. Students are encouraged to explore structure of fractions using multiple representations (linear, area, and discrete). Send submissions of no more than 1500 words to this department by accessing http://tcm.msubmit.net. See detailed submission guidelines for all departments at http://www.nctm.org/WriteForTCM