Part 1: Establishing a Student-Centered Environment 1. Setting a Vision for Learning High-Quality Mathematics 2. Teaching Mathematics through Problem Solving 3. Creating Assessments for Learning 4. Differentiating Instruction 5. Teaching Culturally and Linguistically Diverse Children 6. Planning, Teaching, and Assessing Children with Exceptionalities 7. Collaborating with Families and Other Stakeholders Part 2: Teaching Student-Centered Mathematics 8. Developing Early Number Concepts and Number Sense 9. Developing Meanings for the Operations 10. Helping Children Develop Fluency with Basic Facts 11. Developing Whole-Number Place-Value Concepts 12. Building Strategies for Whole-Number Computation 13. Promoting Algebraic Reasoning 14. Exploring Early Fraction Concepts 15. Building Measurement Concepts 16. Developing Geometric Reasoning and Concepts 17. Helping Children Use Data Appendix A Common Core State Standards: Standards for Mathematical Practice  Appendix B Common Core State Standards: Grades K-2 Critical Content Areas and Overviews  Appendix C Mathematics Teaching Practices: NCTM Principles to Action (2014)  Appendix D Activities at a Glance: Volume I  Appendix E Guide to Blackline Masters  References  Index 

A practical, comprehensive, student-centered approach to effective mathematical instruction for grades Pre-K-2. Helping students make connections between mathematics and their worlds—and helping them feel empowered to use math in their lives—is the focus of this widely popular guide. Designed for classroom teachers, the book focuses on specific grade bands and includes information on creating an effective classroom environment, aligning teaching to various standards and practices, such as the Common Core State Standards and NCTM’s teaching practices, and engaging families. The first portion of the book addresses how to build a student-centered environment in which children can become mathematically proficient, while the second portion focuses on practical ways to teach important concepts in a student-centered fashion. The new edition features a corresponding Enhanced Pearson eText version with links to embedded videos, blackline masters, downloadable teacher resource and activity pages, lesson plans, activities correlated to the CCSS, and tables of common errors and misconceptions.   This book is part of the Student-Centered Mathematics Series, which is designed with three objectives: to illustrate what it means to teach student-centered, problem-based mathematics, to serve as a reference for the mathematics content and research-based instructional strategies suggested for the specific grade levels, and to present a large collection of high quality tasks and activities that can engage students in the mathematics that is important for them to learn. Invigorate learning with the Enhanced Pearson eText The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with the following multimedia features: Embedded videos throughout provide examples of students' misconceptions, expand on key concepts, and demonstrate how to implement strategies and techniques in real classrooms. Downloadable Teacher Resource and Activity Pages that support teaching activities such as formative assessment and team-building are now available in the Enhanced Pearson eText at the point of use. Downloadable Blackline Masters in Part 2 Chapters. Readers may download Blackline Masters that support the activities and Expanded Lessons by clicking on hyperlinks embedded in the Enhanced Pearson eText. Appendix C includes a list of the Blackline Masters and a thumbnail version of each.

The use of colour in the figures, tables, and text helps to enhance and clarify the concepts presented. Teaching Tips. These brief tips offer practical takeaway ideas and instructional suggestions that support  teaching and learning. Stop and Reflect sections. With an eye to reflective thinking as the key to effective learning, these sections ask readers to pause to consider a problem or reflect on what they have read. As these features appear at the end of every chapter in Part 1, they are ideal for use as discussion prompts in professional learning communities. Big Ideas. Lists of key mathematical ideas appear at the beginning of each chapter and provide a snapshot of the math being presented. Activities corresponding to the CCSS have been added. Numerous problem-based tasks, designed to engage students in doing mathematics, are presented in the activities and now connect to the appropriate CCSSs. Most include adaptation and accommodation suggestions for English Learners and students with special needs. Appendix D includes a table listing all of the activities at a glance. Tables of Common Errors and Misconceptions help readers avoid or move beyond common problems in learning mathematics. Each chapter in Part 2 includes a new table addressing chapter-related mathematical topics. The tables often include examples of student work or responses that reflect the common errors. Formative Assessment Notes. These notes describe ways to assess students’ developing knowledge and understanding, and can also help teachers improve their understanding of how to best help students through targeted instruction. Technology Notes. These notes provide practical information about how technology can be used to help students learn the content in the section. Standards for Mathematical Practice Notes. Connections to the eight Standards for Mathematical Practice from the CCSS are highlighted in the margins. Expanded Lessons. The activities in the book are written in a brief format to avoid detracting from the flow of ideas. But in each chapter, one or more activities have been expanded it into a complete lesson plan, following the before, during, after structure described in Chapter 2. Common Core State Standards Appendices. The mathematical practices outlined in the CCSSs are described in Chapter 1; examples are highlighted throughout the content chapters in Part 2 through margin notes; and Appendix A outlines the eight Standards for Mathematical Practice. 

Invigorate learning with the Enhanced Pearson eText The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with the following multimedia features: Embedded videos throughout provide examples of students' misconceptions, expand on key concepts, and demonstrate how to implement strategies and techniques in real classrooms.Downloadable Teacher Resource and Activity Pages that support teaching activities such as formative assessment and team-building are now available in the Enhanced Pearson eText at the point of use.Downloadable Blackline Masters in Part 2 Chapters. Readers may download Blackline Masters that support the activities and Expanded Lessons by clicking on hyperlinks embedded in the Enhanced Pearson eText. Appendix E includes a list of the Blackline Masters and a thumbnail version of each. Students can experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book! Students, register for or purchase your eText at pearsonhighered.com/etextbooks/ted. Instructors, visit pearsonhighered.com/etextbooks/ted to register for your digital examination copy.   Key content changes include: The use of color in the figures, tables, and text helps to enhance and clarify the concepts presented.NCTM Teaching Practices Appendix. The Principles to Actions (NCTM, 2014) eight teaching practices are provided in Appendix C. These describe the actions that teachers  do to support student thinking and provide guidance on how to enact student-centered mathematics.Activities corresponding to the CCSS have been added. Numerous problem-based tasks, designed to engage students in doing mathematics, are presented in the activities and now connect to the appropriate CCSSs. Most include adaptation and accommodation suggestions for English Learners and students with special needs. Appendix D includes a table listing all of the activities at a glance.Tables of Common Errors and Misconceptions help readers avoid or move beyond common problems in learning mathematics. Each chapter in Part 2 includes a new table addressing chapter-related mathematical topics. The tables often include examples of student work or responses that reflect the common errors. Major changes to chapters in Part 1 include: Chapter 1: A new table that relates NCTM’s process standards (2000) and CCSS-M’s mathematical practices (CCSSO, 2010), clarification about the difference between modeling mathematics and modeling with mathematics, and an additional emphasis on the characteristics of productive classrooms that promote student understanding.Chapter 2: A new section on the eight mathematics teaching practices from Principles to Actions (NCTM, 2014); a new section on “Evaluating and Adapting Tasks”; a new section on growth versus fixed mindsets and their relationship to productive struggle and learning from mistakes; a new section on aspects of questioning that helps teachers think, in particular, about the level of questions asked and the pattern of questions used; and more detail pertaining to the three-phases (before, during, and after) to better highlight that these phases occur during (not after) the lesson.Chapter 3: A more detailed discussion about assessment for learning (AFL) on how to collect evidence from students on their progress, interpret that evidence, make informed decisions about the next instructional steps, and provide actionable feedback to students; and an expanded section on using writing to learn mathematics.Chapter 4: This chapter was revised to better highlight differentiated tasks for whole-classroom instruction. New team-building activities for working in groups are also included.Chapter 5: Twenty-two new references reflect research in the field, including increased attention to Culturally Responsive Mathematics Instruction (CRMI), developed around four key aspects and an expanded section on nurturing students’ mathematical identities.Chapter 6: Features several new tools, including: a printable set of cards, each with a Strategy for Making Math Accessible for learners who struggle, which can be used when planning core instruction modifications or interventions for students with special needs; and a Mathematics Integration Plan Template to support planning for gifted students or students with a high interest in exploring mathematical topics in relation to other subject areas or perspectives.Chapter 7: This chapter was significantly revised to focus on advocacy across stakeholders, including creased attention to communicating about CCSS Mathematics. The homework section was expanded, including new activities and games for families. Major changes in the chapters in Part 2 include: Chapter 8: Includes a new learning progression for counting that identifies increasingly sophisticated levels of reasoning and includes: Several new activities focusing on developing early counting skills, andA new section on thinking about zero.Chapter 9: Features an increased focus on helping children write equations from word problems, using both computational and semantic forms. Also included are: An improved section on helping children analyze contextual problems by detailing strategies that can help children prepare to solve problems, andA new section about helping children solve multistep problems, including the use of hidden questions to help children progress from one-step to multistep problems.Chapter 10: Includes an increased focus on assessing basic facts, presents the risks of using timed tests, and offers a collection of alternative assessment ideas.Chapter 12: Includes an expanded discussion of the written records of computing multiplication and division problems including lattice multiplication, open arrays, and partial quotients.Chapter 16: The geometry chapter is now reorganized around the four geometry strands (shapes and properties, location, transformations, visualization) to provide more cohesiveness. Examples of appropriate activities help clarify each level as it’s introduced.Chapter 17: The new addition of driving questions (Hourigan and Leavy) is introduced as a way to motivate involvement in the processes of doing statistics. There is an increased emphasis on helping children consider the shape of the data as they engage in the analysis and interpretation phases of doing statistics.