A Month-to-Month Guide: Third-Grade Math
Planning math instruction demands that teachers have an overall sense of the curriculum for the entire year, a focus for each month, and a specific plan for each day. This guide makes it easy to plan all three.
This book is part of the Month-to-Month Guide, Complete Series.
Review by Judith Ball, retired from School District U-46, Elgin, Illinois. From the April 2006 issue of Teaching Children Mathematics, copyright 2006 by the National Council of Teachers of Mathematics, Inc. (www.nctm.org). All rights reserved. For use associated with the Math Solutions website at www.mathsolutions.com only. This material may not be copied or distributed electronically or in other formats without written permission from NCTM.
The purpose of this book is to share the author’s planning process and to help third-grade teachers encourage children to make sense of mathematics. A stated focus is building the reasoning skills necessary in all aspects of mathematics, as well as in reading and writing.
Each chapter begins with a relevant quote from the NCTM’s Principles and Standards for School Mathematics. Most chapters include sections on the learning environment, the mathematics of the chapter topic, problem solving in various contexts, using mathematics in daily activities, games, literature-based activities, story problems, and assessment strategies. Parent communication is also addressed. Numerous “Teacher Talk” sections clarify the mathematics and the methods being discussed. Each chapter features many examples of student work to demonstrate student thinking and to contribute to the analysis of students’ learning.
Blackline masters are provided, as are lists of professional resources and children’s books for the literature-based activities.
The introductory sections state that teachers will need to supplement these materials if they wish to include topics such as probability, data collection, and algebra concepts . . . .
This book provides a valuable resource to primary-level teachers looking for ways to help their students make sense of mathematics through problem solving, reasoning, making mathematical connections, communicating about their thinking, and representing their learning.