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WODB great way to get kids talking about maths at any level

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with special thanks to Christopher Danielson and his Which One Doesn’t Belong - A Shapes Book.

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with special thanks to Christopher Danielson and his Which One Doesn’t Belong - A Shapes Book.

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K-12 resources to 3-act-maths tasks

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K-2 Recording Sheet
Want more of the good stuff? 3-5 Recording Sheet
Dan Meyer's (6-12) Robert Kaplinsky' (K-12) Mike Wiernicki (K-8) Andrew Stadel (6-12) Dane Ehlert (6-12) Kyle Pearce (3-12) Jon Orr (6-12) Catherine Castillo(K-5) Kendra Lomax (K-3) Kristen Acosta (K-5)

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K-2 Recording Sheet Want more of the good stuff? 3-5 Recording Sheet Dan Meyer's (6-12) Robert Kaplinsky' (K-12) Mike Wiernicki (K-8) Andrew Stadel (6-12) Dane Ehlert (6-12) Kyle Pearce (3-12) Jon Orr (6-12) Catherine Castillo(K-5) Kendra Lomax (K-3) Kristen Acosta (K-5)

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K-12 resources to 3-act-maths tasks

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K-2 Recording Sheet
Want more of the good stuff? 3-5 Recording Sheet
Dan Meyer's (6-12) Robert Kaplinsky' (K-12) Mike Wiernicki (K-8) Andrew Stadel (6-12) Dane Ehlert (6-12) Kyle Pearce (3-12) Jon Orr (6-12) Catherine Castillo(K-5) Kendra Lomax (K-3) Kristen Acosta (K-5)

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K-2 Recording Sheet Want more of the good stuff? 3-5 Recording Sheet Dan Meyer's (6-12) Robert Kaplinsky' (K-12) Mike Wiernicki (K-8) Andrew Stadel (6-12) Dane Ehlert (6-12) Kyle Pearce (3-12) Jon Orr (6-12) Catherine Castillo(K-5) Kendra Lomax (K-3) Kristen Acosta (K-5)

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K-12 resources to 3-act-maths tasks

# data[].attributes.attachment_link.readable_text
K-2 Recording Sheet
Want more of the good stuff? 3-5 Recording Sheet
Dan Meyer's (6-12) Robert Kaplinsky' (K-12) Mike Wiernicki (K-8) Andrew Stadel (6-12) Dane Ehlert (6-12) Kyle Pearce (3-12) Jon Orr (6-12) Catherine Castillo(K-5) Kendra Lomax (K-3) Kristen Acosta (K-5)

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K-2 Recording Sheet Want more of the good stuff? 3-5 Recording Sheet Dan Meyer's (6-12) Robert Kaplinsky' (K-12) Mike Wiernicki (K-8) Andrew Stadel (6-12) Dane Ehlert (6-12) Kyle Pearce (3-12) Jon Orr (6-12) Catherine Castillo(K-5) Kendra Lomax (K-3) Kristen Acosta (K-5)

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K-12 resources to 3-act-maths tasks

# data[].attributes.attachment_link.readable_text
K-2 Recording Sheet
Want more of the good stuff? 3-5 Recording Sheet
Dan Meyer's (6-12) Robert Kaplinsky' (K-12) Mike Wiernicki (K-8) Andrew Stadel (6-12) Dane Ehlert (6-12) Kyle Pearce (3-12) Jon Orr (6-12) Catherine Castillo(K-5) Kendra Lomax (K-3) Kristen Acosta (K-5)

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K-2 Recording Sheet Want more of the good stuff? 3-5 Recording Sheet Dan Meyer's (6-12) Robert Kaplinsky' (K-12) Mike Wiernicki (K-8) Andrew Stadel (6-12) Dane Ehlert (6-12) Kyle Pearce (3-12) Jon Orr (6-12) Catherine Castillo(K-5) Kendra Lomax (K-3) Kristen Acosta (K-5)

# data[].attributes.body
K-12 resources to 3-act-maths tasks

# data[].attributes.attachment_link.readable_text
K-2 Recording Sheet
Want more of the good stuff? 3-5 Recording Sheet
Dan Meyer's (6-12) Robert Kaplinsky' (K-12) Mike Wiernicki (K-8) Andrew Stadel (6-12) Dane Ehlert (6-12) Kyle Pearce (3-12) Jon Orr (6-12) Catherine Castillo(K-5) Kendra Lomax (K-3) Kristen Acosta (K-5)

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K-2 Recording Sheet Want more of the good stuff? 3-5 Recording Sheet Dan Meyer's (6-12) Robert Kaplinsky' (K-12) Mike Wiernicki (K-8) Andrew Stadel (6-12) Dane Ehlert (6-12) Kyle Pearce (3-12) Jon Orr (6-12) Catherine Castillo(K-5) Kendra Lomax (K-3) Kristen Acosta (K-5)

# data[].attributes.body
K-12 resources to 3-act-maths tasks

# data[].attributes.attachment_link.readable_text
K-2 Recording Sheet
Want more of the good stuff? 3-5 Recording Sheet
Dan Meyer's (6-12) Robert Kaplinsky' (K-12) Mike Wiernicki (K-8) Andrew Stadel (6-12) Dane Ehlert (6-12) Kyle Pearce (3-12) Jon Orr (6-12) Catherine Castillo(K-5) Kendra Lomax (K-3) Kristen Acosta (K-5)

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K-2 Recording Sheet Want more of the good stuff? 3-5 Recording Sheet Dan Meyer's (6-12) Robert Kaplinsky' (K-12) Mike Wiernicki (K-8) Andrew Stadel (6-12) Dane Ehlert (6-12) Kyle Pearce (3-12) Jon Orr (6-12) Catherine Castillo(K-5) Kendra Lomax (K-3) Kristen Acosta (K-5)

# data[].attributes.body
K-12 resources to 3-act-maths tasks

# data[].attributes.attachment_link.readable_text
K-2 Recording Sheet
Want more of the good stuff? 3-5 Recording Sheet
Dan Meyer's (6-12) Robert Kaplinsky' (K-12) Mike Wiernicki (K-8) Andrew Stadel (6-12) Dane Ehlert (6-12) Kyle Pearce (3-12) Jon Orr (6-12) Catherine Castillo(K-5) Kendra Lomax (K-3) Kristen Acosta (K-5)

# data[].attributes.attachment_link.description
K-2 Recording Sheet Want more of the good stuff? 3-5 Recording Sheet Dan Meyer's (6-12) Robert Kaplinsky' (K-12) Mike Wiernicki (K-8) Andrew Stadel (6-12) Dane Ehlert (6-12) Kyle Pearce (3-12) Jon Orr (6-12) Catherine Castillo(K-5) Kendra Lomax (K-3) Kristen Acosta (K-5)

# data[].attributes.body
K-12 resources to 3-act-maths tasks

# data[].attributes.attachment_link.readable_text
K-2 Recording Sheet
Want more of the good stuff? 3-5 Recording Sheet
Dan Meyer's (6-12) Robert Kaplinsky' (K-12) Mike Wiernicki (K-8) Andrew Stadel (6-12) Dane Ehlert (6-12) Kyle Pearce (3-12) Jon Orr (6-12) Catherine Castillo(K-5) Kendra Lomax (K-3) Kristen Acosta (K-5)

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K-2 Recording Sheet Want more of the good stuff? 3-5 Recording Sheet Dan Meyer's (6-12) Robert Kaplinsky' (K-12) Mike Wiernicki (K-8) Andrew Stadel (6-12) Dane Ehlert (6-12) Kyle Pearce (3-12) Jon Orr (6-12) Catherine Castillo(K-5) Kendra Lomax (K-3) Kristen Acosta (K-5)

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K-12 various lessons. Open ended tasks and many useful resources.

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K-12 various lessons. Open ended tasks and many useful resources.

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K-12 various lessons. Open ended tasks and many useful resources.

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K-12 various lessons. Open ended tasks and many useful resources.

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K-12 various lessons. Open ended tasks and many useful resources.

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K-12 various lessons. Open ended tasks and many useful resources.

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K-12 various lessons. Open ended tasks and many useful resources.

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K-12 various lessons. Open ended tasks and many useful resources.

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On this site you can go to the levels and look at your grade specifically.

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On this site you can go to the levels and look at your grade specifically.

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On this site you can go to the levels and look at your grade specifically.

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On this site you can go to the levels and look at your grade specifically.

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On this site you can go to the levels and look at your grade specifically.

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On this site you can go to the levels and look at your grade specifically.

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On this site you can go to the levels and look at your grade specifically.

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On this site you can go to the levels and look at your grade specifically.

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Estimation challenges to help students improve both their number sense and problem solving skills

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Estimation challenges to help students improve both their number sense and problem solving skills

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Estimation challenges to help students improve both their number sense and problem solving skills

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Years ago I came across Geogebra. As a teacher I thought it was pretty fantastic. It enabled me to create mathematical environments that I could never replicate on a whiteboard. Further, these environments could be utilized to promote powerful "what-if" scenarios that could promote deep discussion.

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Years ago I came across Geogebra. As a teacher I thought it was pretty fantastic. It enabled me to create mathematical environments that I could never replicate on a whiteboard. Further, these environments could be utilized to promote powerful "what-if" scenarios that could promote deep discussion.

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illustrative tasks and other resources for each standard

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Providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developers since 2011.

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illustrative tasks and other resources for each standard

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Providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developers since 2011.

# data[].attributes.body
illustrative tasks and other resources for each standard

# data[].attributes.attachment_link.description
Providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developers since 2011.

# data[].attributes.body
illustrative tasks and other resources for each standard

# data[].attributes.attachment_link.description
Providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developers since 2011.

# data[].attributes.body
illustrative tasks and other resources for each standard

# data[].attributes.attachment_link.description
Providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developers since 2011.

# data[].attributes.body
illustrative tasks and other resources for each standard

# data[].attributes.attachment_link.description
Providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developers since 2011.

# data[].attributes.body
illustrative tasks and other resources for each standard

# data[].attributes.attachment_link.description
Providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developers since 2011.

# data[].attributes.body
illustrative tasks and other resources for each standard

# data[].attributes.attachment_link.description
Providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developers since 2011.

# data[].attributes.body
Videos of lessons with "Number Talks"

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Number talks were developed for classroom teachers to engage students in "mental math" through grappling with interesting mathematics problems. Educators can use number talks regularly as introductions to the day's mathematical practice, as "warm ups" for other lessons, or as stand-alone extended engagements with mathematical concepts. The teachers in these videos are from schools participating in the Silicon Valley Mathematics Initiative.

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Number talks were developed for classroom teachers to engage students in "mental math" through grappling with interesting mathematics problems. Educators can use number talks regularly as introductions to the day's mathematical practice, as "warm ups" for other lessons, or as stand-alone extended engagements with mathematical concepts.

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Videos of lessons with "Number Talks"

# data[].attributes.attachment_link.readable_text
Number talks were developed for classroom teachers to engage students in "mental math" through grappling with interesting mathematics problems. Educators can use number talks regularly as introductions to the day's mathematical practice, as "warm ups" for other lessons, or as stand-alone extended engagements with mathematical concepts. The teachers in these videos are from schools participating in the Silicon Valley Mathematics Initiative.

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Number talks were developed for classroom teachers to engage students in "mental math" through grappling with interesting mathematics problems. Educators can use number talks regularly as introductions to the day's mathematical practice, as "warm ups" for other lessons, or as stand-alone extended engagements with mathematical concepts.

# data[].attributes.body
Videos of lessons with "Number Talks"

# data[].attributes.attachment_link.readable_text
Number talks were developed for classroom teachers to engage students in "mental math" through grappling with interesting mathematics problems. Educators can use number talks regularly as introductions to the day's mathematical practice, as "warm ups" for other lessons, or as stand-alone extended engagements with mathematical concepts. The teachers in these videos are from schools participating in the Silicon Valley Mathematics Initiative.

# data[].attributes.attachment_link.description
Number talks were developed for classroom teachers to engage students in "mental math" through grappling with interesting mathematics problems. Educators can use number talks regularly as introductions to the day's mathematical practice, as "warm ups" for other lessons, or as stand-alone extended engagements with mathematical concepts.

# data[].attributes.body
Videos of lessons with "Number Talks"

# data[].attributes.attachment_link.readable_text
Number talks were developed for classroom teachers to engage students in "mental math" through grappling with interesting mathematics problems. Educators can use number talks regularly as introductions to the day's mathematical practice, as "warm ups" for other lessons, or as stand-alone extended engagements with mathematical concepts. The teachers in these videos are from schools participating in the Silicon Valley Mathematics Initiative.

# data[].attributes.attachment_link.description
Number talks were developed for classroom teachers to engage students in "mental math" through grappling with interesting mathematics problems. Educators can use number talks regularly as introductions to the day's mathematical practice, as "warm ups" for other lessons, or as stand-alone extended engagements with mathematical concepts.

# data[].attributes.body
Videos of lessons with "Number Talks"

# data[].attributes.attachment_link.readable_text
Number talks were developed for classroom teachers to engage students in "mental math" through grappling with interesting mathematics problems. Educators can use number talks regularly as introductions to the day's mathematical practice, as "warm ups" for other lessons, or as stand-alone extended engagements with mathematical concepts. The teachers in these videos are from schools participating in the Silicon Valley Mathematics Initiative.

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Number talks were developed for classroom teachers to engage students in "mental math" through grappling with interesting mathematics problems. Educators can use number talks regularly as introductions to the day's mathematical practice, as "warm ups" for other lessons, or as stand-alone extended engagements with mathematical concepts.

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mathalicious lessons teach standards-based math through real-world topics that students care about.

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Mathalicious lessons teach standards-based math through real-world topics that students care about.

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mathalicious lessons teach standards-based math through real-world topics that students care about.

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Mathalicious lessons teach standards-based math through real-world topics that students care about.

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Mathematics Assessment Resource Services (MARS)

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Mathematics Assessment Resource Services (MARS)

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Classroom Challenges are lessons that support teachers in formative assessment. There are 100 lessons in total, 20 at each grade from 6 to 8 and 40 for 'Career and College Readiness' at High School Grades 9 and above. Some lessons are focused on developing math concepts, others on solving non-routine problems.

The Brief Guide for teachers and administrators (PDF) is recommended reading before using these lessons for the first time.

Each lesson is downloadable as an all-in-one PDF to print out, and a supporting PowerPoint presentation.

Finding a Lesson

There are several ways of navigating:

1. Use the menu on the left to browse by grade and topic area, or search for a key phrase.

2. Go to the Standards tab to find lessons linked to a particular content standard or practice.

3. The complete set of lessons is listed below in alphabetic order.

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Classroom Challenges are lessons that support teachers in formative assessment. There are 100 lessons in total, 20 at each grade from 6 to 8 and 40 for 'Career and College Readiness' at High School Grades 9 and above.

# data[].attributes.headline
Mathematics Assessment Resource Services (MARS)

# data[].attributes.subject
Mathematics Assessment Resource Services (MARS)

# data[].attributes.attachment_link.readable_text
Classroom Challenges are lessons that support teachers in formative assessment. There are 100 lessons in total, 20 at each grade from 6 to 8 and 40 for 'Career and College Readiness' at High School Grades 9 and above. Some lessons are focused on developing math concepts, others on solving non-routine problems.

The Brief Guide for teachers and administrators (PDF) is recommended reading before using these lessons for the first time.

Each lesson is downloadable as an all-in-one PDF to print out, and a supporting PowerPoint presentation.

Finding a Lesson

There are several ways of navigating:

1. Use the menu on the left to browse by grade and topic area, or search for a key phrase.

2. Go to the Standards tab to find lessons linked to a particular content standard or practice.

3. The complete set of lessons is listed below in alphabetic order.

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Classroom Challenges are lessons that support teachers in formative assessment. There are 100 lessons in total, 20 at each grade from 6 to 8 and 40 for 'Career and College Readiness' at High School Grades 9 and above.

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Tasks/Lessons Common Core Standards

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Tasks/Lessons Common Core Standards

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Tasks/Lessons Common Core Standards

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Tasks/Lessons Common Core Standards

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Tasks/Lessons Common Core Standards

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Tasks/Lessons Common Core Standards

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Tasks/Lessons Common Core Standards

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Tasks/Lessons Common Core Standards

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Welcome to the Early Years Foundation Stage homepage

Early Years Curriculum

Welcome to our set of Early Years Foundation Stage (EYFS) resources

Early Years activities
Early Years articles
Early Years useful documents

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The Nrich Maths Project Cambridge,England. Mathematics resources for children,parents and teachers to enrich learning. Problems,children's solutions,interactivities,games,articles.

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The Nrich Maths Project Cambridge,England. Mathematics resources for children,parents and teachers to enrich learning. Problems,children's solutions,interactivities,games,articles.

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The Nrich Maths Project Cambridge,England. Mathematics resources for children,parents and teachers to enrich learning. Problems,children's solutions,interactivities,games,articles.

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The Nrich Maths Project Cambridge,England. Mathematics resources for children,parents and teachers to enrich learning. Problems,children's solutions,interactivities,games,articles.

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The Nrich Maths Project Cambridge,England. Mathematics resources for children,parents and teachers to enrich learning. Problems,children's solutions,interactivities,games,articles.

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The Nrich Maths Project Cambridge,England. Mathematics resources for children,parents and teachers to enrich learning. Problems,children's solutions,interactivities,games,articles.

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The Nrich Maths Project Cambridge,England. Mathematics resources for children,parents and teachers to enrich learning. Problems,children’s solutions,interactivities,games,articles.

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The Nrich Maths Project Cambridge,England. Mathematics resources for children,parents and teachers to enrich learning. Problems,children’s solutions,interactivities,games,articles.

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Last month, I worked in Andrew Eller's amazing 4th grade classroom in Los Angeles that was beginning an exploration of factors and multiples using the game Prime Climb. If you have never played the game, PLEASE take a minute and think about their design. What do you notice and wonder about this chart? Can you predict what 30 would look like? 21? 60?

Image of the numbers 1 to 20

On the previous day, Mr. Eller led a notice and wonder on the first 20 numbers, then 100, and then the kids had time to explore the charts on their own. Some of the kids were using the colors/prime factors right away, others were not. What I realized was that these 4th graders had a lot of experience with finding factors, but only two factors. Like factor pairs. Thinking that the factors of 16 are 2, 4, 8, and 16, because 1 x 16 = 2 x 8 = 4 x 4 = 16. They didn't have a lot of experience thinking about 16 = 2 x 2 x 2 x 2. Which would make the colored circles harder to use when playing the game.

And those circles are the key to mathematizing the game, I think. In Realistic Mathematics Education (RME), we think about how particular mathematical models are worth investing in, because they shape how kids think about mathematics. The number line, for example, is not just a visual, but a tool that offers certain affordances in HOW you think about operations (and pretty much all of mathematics). But I could write an entire post about the difficulties of representing the associative property with number lines or arrays. It gets a bit convoluted . . .

That is where I think the colored circles have a really interesting and concrete role to play as a possible model for the deep structure of numbers as factors. To think of 60 not as the pairs of numbers that multiply, but the core factors, the prime factors, that is something that is challenging to represent in a way that it becomes intuitive for kids. But that is the genius of Prime Climb.

I wanted the number string to call attention to how the prime factors were related, so that kids could see the connections between related multiples. A number string is a beautiful way to call attention to mathematical patterns, since we do one problem at a time, and we focus on developing our collective noticing of emerging patterns.

I decided to focus on multiples of 5, since that would allow everyone to engage in thinking about the model, while feeling comfortable with the facts. We start pretty simple, with the basic- how do these colors work-problems. I noticed that there were a few kids who did not leave class the day before with that understanding- they just didn't use the colors at all. I thought this might make it more explicit for those kids. The string design focuses on kids not just multiplying, but visualizing and justifying the prime factors of the number, so I asked, "what did you get, and what colors will the circle be? Why?" I did not show the "answer" until kids have described it and justified why it would be any particular colors, and how many segments it would have.

Before I move on, here's what made me uncomfortable with this format. I really wanted to do a string with the circles, not just with the numbers, because I wanted the kids to start thinking WITH the factor/circles. But the best way I thought to do that was to make a powerpoint, so I could reveal the "answer." This was an awkward part of this number string- normally I represent multiple student answers, and here there is just one? Not sure how to resolve that . . .It seemed to work well in this group, since our discussion was mostly about strategies, not answers. But I wonder if others have thoughts. Is this format TOO constrained? Am I pushing this model too hard?

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Next we get to problems with more than two factors, which led us to equivalence, and the associative property.

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With problems with more than two factors, I explored if kids rearranged the factors to multiply, like if they decided to do 2 x 3, then 6 x 5, or did 2 x 5, then multiplied by 3. When I taught this, I didn't represent those, but in retrospect, I would note the various equations on the side of the board. 4 x 5 was a nice place for equivalence with factors, as kids noted, "That is the SAME ONE you just gave us!"

On the second slide, I went for another equivalence example, this time with 2 x 3 x 5 and 6 x 5. There was some great conversation on the relationship between the two.

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The problems end with more equivalence, but here I want to get kids to use what they noticed about multiplication from the previous problems to make a challenging problem simpler.

I recommend a turn and talk for the second to last problem, which is the stumper (last problem of a string, challenging, and has multiple ways to solve) here. Our discussion was around how kids dealt with multiple factors, some rearranging (using the associative property).

And then I asked what they think the last problem might be . . .

A good final question might be, how many ways can we make 60?

I have some ideas for other number strings that would build off the game: division could be very interesting, and perhaps repeating 2s for students to think about what patterns emerge when we multiply 2 x 2 x 2 x 2 x 2 . . . What else?

Here is the Google Slide of the string with animations.

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Last month, I worked in Andrew Eller's amazing 4th grade classroom in Los Angeles that was beginning an exploration of factors and multiples using the game Prime Climb. If you have never played the game, PLEASE take a minute and think about their design. What do you notice and wonder about this chart?

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Posts about 4th Grade written by Rachel Lambert and caldwellnicole

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For several years, across various school communities, a teacher will tell me, "My kids don't really have a strategy for multiplying decimals other than the 'stacking' algorithm." We talk some about how kids are stacking the numbers to be multiplied, using the whole-number algorithm and then "bumping back" the decimal point to reflect the problem at hand.

"Does the decimal point move?" I ask.

"I think so..." or "Not really, but that's the idea..." or "Wait! It doesn't move?" is what I usually hear.

"Could your kids predict the digits in this multiplication problem, without stacking to get the answer?" I wonder.

1.2 x .004

"No way," they say. And in those moments I developed the kernel of a really promising string, based on the idea of "trusting the digits" and not moving the decimal point. It goes something like this....

Good morning, mathematicians. I know you are working on some decimal operations and today I brought a number string to help us all think about those problems. You know that mathematicians often rely upon a story, or context, as a way to just make sense of what's going on. Since you are [5 th, 6 th, 7 th] graders, you already know many contexts that we could use. Today, that will be your job - to give us some stories that could help us make sense.

As usual, the number string will start really friendly and then I'll move us towards problems that will challenge all of us. Ya'll ready? Got your partner? Okay, let's go.

Here's our first problem.

I know, I know, we already know the answer. So that's not my question. My question is what's a story that would help us make sense of this. And what does the 7 and the 8 mean in your story? What does your answer mean in your personal story? Turn and tell your partner about your context, and then listen to find out about theirs. Go!

After a short turn and talk, I solicit at least three different stories, being sure to record each of them on chart paper.

Okay, so now we have 7 tanks of 8 mini-sharks. Super cool! Thanks for that, Daria. And we have 7 tables of 8 people each, thanks to Rodney. And finally, we have 7 packs of 8 sticks of gum, thanks to Imani. I'm going to record our answer on this place value chart:

What about now?

Let's take up these stories from Daria, Rodney and Imani to think about: What stayed the same in their story? And what changed?

[Think time, then turn and talk.]

So, what happened in these stories? You can share something you and your partner talked about.

Hector: We talked about how the answer is 560, just ten times more than the last one, but that some of the stories don't make sense any more.

Can you say more about that? Why is the answer ten times more? What caused that?

Hector: Yeah, so before you had 8 people at a table and now you have 80 people at a table. Ten times more people. But what my partner and were saying is that, that doesn't make sense - like you wouldn't have 80 people at a table.

David: But you could flip it.

What do you mean "flip it"?

David: So instead of 7 tables of 80 people, you could have 80 tables of 7 people.

What do you think, mathematicians? And what's the 560 in their story?

Maria: Number of people all together. At all of the tables.

Okay, sounds like you are saying we might need to modify some of the contexts to make them fit the numbers here, but that it can be done. Other ideas about this?

Franky: Well, I kinda think it's the same with Imani's story. It needs a flip.

Who understands what Franky is saying and can build on his idea?

Jackie: So 7 packs of gum with 80 sticks is, like, not really a thing. But you could have 80 packs of gum with 7 sticks in it. Even though, personally, I don't think they make gum in sevens.

Imani, what are you thinking about this? This was your story....

Imani: Yeah, I think packs of seven would be okay. Kinda small, but okay.

Alright, let's keep going. Think about this problem - and our stories - and what's happening to the numbers in these stories. Same questions: What's changing? What's staying the same?

Seems like lots of you want to check in with your partner? Yeah? Go ahead.

Okay, let's get a new voice in this conversation - that always helps us. Can someone just get us started with something they noticed? Or something they talked about with their partner? Renny?

Renny: Well, it's the same but different....The 7 and the 8 basically switched places and the answer stayed the same.

Who can say more about what Renny is saying?

Alina: 7 times 80 is the same as 8 times 70 because they are both like copies of 7 x 8.

Mmmmm....neat! Say more about this "copies" idea....

Alina: They both have 7 x 8 inside of them. And a ten.

Alina, let me try to capture your idea for all of us to make sense of....

7 x (10 x 8) = (7 x 10) x 8

[Depending on the class, the grade level and the goals we have for kids, I sometimes ask kids what this is called. Sometimes the associative property comes up, and when it doesn't, we just note that.]

Alright, hold onto your hats for this one. How about 7 x .8?

Could any of our stories work here? Why or why not? Do we need new stories for thinking about this one?

[Think time, then turn and talk]

What are we thinking now?

Deidre: None of the stories make sense because you can't have .8 of a mini-shark or a person or a stick of gum. Right?

So, sounds like the stories didn't carry over for us in a helpful way?

Let me ask a different question: do you have a story if I do this?

7 x $.80

[lots of "Ohhhs" here] What happened? What's the "ohhing" about?

Najee: You didn't say anything about money before. But, yeah, this could work.

Is the dollar sign helping anyone else to make up a story? Let's hear it!

Kristina: Yep, what about 7 packs of gum and you spent $5.60.

Okay, and where's the $.80 in your story?

Kristina: My bad. The gums are all eighty cents.

What do we think? Would that work?

Justin: Basically you could make a story where you were buying any 80-cent thing and for some reason you needed 7 of them.

That's pretty cool - "any 80-cent thing." Okay, so how about this one?

I'm hearing murmurs, which usually means a turn and talk is in order. Thirty seconds to check in with your partner. Go!

Marlene, will you share what you and Mariama were talking about?

Marlene: Uh-huh, you could use money again here.

Say more...

Marlene: But now you have 8 candy bars and they each cost 70 cents.

So, does that help you to find the answer to 8 times .7?

Andy: Basically, yes. because you could just add 70 cents eight times and that would give you $5.60.

Hmmm...is that true? Are you all convinced the 70 cents 8 times is $5.60. Lemme record that so that we can see...

70 + 70 + 70 + 70 + 70 + 70 + 70 + 70

140 + 140 + 140 + 140

560 cents

Rodney: Yeah, I'm good. I mean, I'm convinced. Whatever.

Can you say what convinced you, Rodney?

Rodney: I know that 560 cents is the same as 5 dollars and 60 cents.

560 cents = 500 cents + 60 cents

$5 + $.60

Mmm-hmmm. Because?

Rodney: 560 is like - 500 cents is 5 dollars and there's 60 cents left over.

Okay, so let's end with this problem:

[Think time, scanning the room] What happened? Why so many grumpy faces?

Josue: We don't like this one.

I'm with you. I don't love it either. Why not?

Josue: There isn't a good story.....so, like, let's say you use money. What does 70 cents times 80 cents even mean?

Totally. Well, this is interesting. It sounds like none of us have a great story for this problem - mini-sharks, tables, money, nothing. Be thinking about why that is.

So, let's pivot away from the story to look at the numbers. Why did I choose these numbers? What do you think is true about the answer, even if you are not totally sure what the answer is? Where is this answer on our place value chart? Let's turn and talk....

Anyone have an idea about this product? Who can get us started here?

Solomon: Well, we looked the "pink problems" and every single time there was a 7 and an 8 in your problems....and so there was always a 56 in our answer. Sometimes a big 56 and sometimes a smaller 56.

Interesting. Anyone understanding what Solomon is saying - "big 56" and "small 56"? Okay, add on...

Hector: Basically these are versions of 56, where the 56 is just going to the left or to the right depending on how many tens there were. You see? [pointing to the place value chart]

Are you saying that all of these problems has a 56 in it and it's just a question of where on the place value chart the 56 is?

Hector: Basically, yes.

So, where would this 56 be? How do we use what we know about number to know where to place the 56 on the chart?

Jemma: I personally think of those like fractions, like 7/10 and 8/10 so for me, it's like 56/100, the regular way, but then you divided by 10 twice.

Okay....and....

Jemma: And that means you move the 56 to the left two times. Divide by ten, divide by ten [gesturing to show the movement of digits to the left].

Let me record this, while someone else chimes in about what Jemma is saying.

Josue: Ooh, so she's saying that all of these problems are going to be 56, but some are whole numbers - kinda to the left - and others are decimals - kinda to the right.

Josue, here's a question for all of us, based on what you just said. Is the answer to .7 x 8. here? Or here? And how do we know?

I typically end the string by asking students to think about, write, or share (one of the following):

something that got clearer today

something they noticed that feels important (and why)

an idea someone said that felt important (and why)

a big looming question they had

In this string my purpose was to:

encourage students to use place value relationships to develop intuition about decimals products - to "trust the 56" in our case

support students to "look inside" the numbers to build some confidence about the digits - 1.2 x .004 will result in "some kind of 48," now we just need to reason about where that 48 will be on the place value chart and why

get students to decide/name how one problem was related to another

help students to see that the decimal point, in fact, doesn't move, the digits do - and when they move it means that we are multiplying or dividing by a power of ten

A follow-up string might look like this:
4 x 12

4 x 120

40 x 12

40 x 1.2

.4 x 12

.4 x 1.2

.4 x .12

Thanks to Leslie Hefez (MS 88, Brooklyn, NY), Amy Fitter (Parkway Schools, St. Louis, MO) and Mary Abegg (Hazelwood Schools, St Louis, MO) for feedback and lab-site ideas.

Poster from Leslie's 6th grade class (and an idea for another string)

# data[].attributes.attachment_link.description
For several years, across various school communities, a teacher will tell me, "My kids don't really have a strategy for multiplying decimals other than the 'stacking' algorithm." We talk some about how kids are stacking the numbers to be multiplied, using the whole-number algorithm and then "bumping back" the decimal point to reflect the problem at hand.

# data[].attributes.body
Open ended task with multiple thinking strategies

# data[].attributes.attachment_link.description
My growing list of free real world problem-based lessons for grades 2 through high school. Includes links to download multimedia and teacher guide.

# data[].attributes.attachment_link.description
My growing list of free real world problem-based lessons for grades 2 through high school. Includes links to download multimedia and teacher guide.

# data[].attributes.attachment_link.description
My growing list of free real world problem-based lessons for grades 2 through high school. Includes links to download multimedia and teacher guide.

# data[].attributes.attachment_link.description
My growing list of free real world problem-based lessons for grades 2 through high school. Includes links to download multimedia and teacher guide.

# data[].attributes.attachment_link.description
My growing list of free real world problem-based lessons for grades 2 through high school. Includes links to download multimedia and teacher guide.

# data[].attributes.attachment_link.description
My growing list of free real world problem-based lessons for grades 2 through high school. Includes links to download multimedia and teacher guide.

# data[].attributes.attachment_link.readable_text
Math Vocabulary Cards help students deepen their conceptual understanding of key terms in mathematics. Each card features three sections: a math term, a representative example or model, and a concise definition. Each section can be hidden or revealed providing multiple options for practice. Vocabulary cards can be selected individually or by category and switched seamlessly between English and Spanish.

This virtual version of our Word Resource Cards, is an open-ended educational tool ideal for elementary classrooms and other learning environments that use laptops, iPads, Chromebooks, and Windows devices.

These key mathematical terms and visual models are featured throughout Bridges in Mathematics, second edition. Online preview available.
App Features

Choose cards sets for grades K-2 or 3-5.

Select cards by category (e.g., fractions, geometry, etc.) or individually.

Cards are automatically sorted in random order.

Hide and reveal one or more sections of each card.

View terms and definitions in English or Spanish.

Related Products Acknowledgements
Math Vocabulary Cards was made possible by a generous donation from Dr. David Moursund.
Technical Support and Feedback
These apps were crafted by Clarity Innovations: "We improve teaching and learning by creating solutions that match promising technologies with the needs of education." For app support and feedback, contact them at www.clarity-innovations.com/apps.

© 2017 The Math Learning Center

# data[].attributes.attachment_link.description
Math Vocabulary Cards help students deepen their conceptual understanding of key terms in mathematics. Each card features three sections: a math term, a representative example or model, and a concise definition. Each section can be hidden or revealed providing multiple options for practice.

# data[].attributes.attachment_link.readable_text
Math Vocabulary Cards help students deepen their conceptual understanding of key terms in mathematics. Each card features three sections: a math term, a representative example or model, and a concise definition. Each section can be hidden or revealed providing multiple options for practice. Vocabulary cards can be selected individually or by category and switched seamlessly between English and Spanish.

This virtual version of our Word Resource Cards, is an open-ended educational tool ideal for elementary classrooms and other learning environments that use laptops, iPads, Chromebooks, and Windows devices.

These key mathematical terms and visual models are featured throughout Bridges in Mathematics, second edition. Online preview available.
App Features

Choose cards sets for grades K-2 or 3-5.

Select cards by category (e.g., fractions, geometry, etc.) or individually.

Cards are automatically sorted in random order.

Hide and reveal one or more sections of each card.

View terms and definitions in English or Spanish.

Related Products Acknowledgements
Math Vocabulary Cards was made possible by a generous donation from Dr. David Moursund.
Technical Support and Feedback
These apps were crafted by Clarity Innovations: "We improve teaching and learning by creating solutions that match promising technologies with the needs of education." For app support and feedback, contact them at www.clarity-innovations.com/apps.

© 2017 The Math Learning Center

# data[].attributes.attachment_link.description
Math Vocabulary Cards help students deepen their conceptual understanding of key terms in mathematics. Each card features three sections: a math term, a representative example or model, and a concise definition. Each section can be hidden or revealed providing multiple options for practice.

# data[].attributes.attachment_link.readable_text
Math Vocabulary Cards help students deepen their conceptual understanding of key terms in mathematics. Each card features three sections: a math term, a representative example or model, and a concise definition. Each section can be hidden or revealed providing multiple options for practice. Vocabulary cards can be selected individually or by category and switched seamlessly between English and Spanish.

This virtual version of our Word Resource Cards, is an open-ended educational tool ideal for elementary classrooms and other learning environments that use laptops, iPads, Chromebooks, and Windows devices.

These key mathematical terms and visual models are featured throughout Bridges in Mathematics, second edition. Online preview available.
App Features

Choose cards sets for grades K-2 or 3-5.

Select cards by category (e.g., fractions, geometry, etc.) or individually.

Cards are automatically sorted in random order.

Hide and reveal one or more sections of each card.

View terms and definitions in English or Spanish.

Related Products Acknowledgements
Math Vocabulary Cards was made possible by a generous donation from Dr. David Moursund.
Technical Support and Feedback
These apps were crafted by Clarity Innovations: "We improve teaching and learning by creating solutions that match promising technologies with the needs of education." For app support and feedback, contact them at www.clarity-innovations.com/apps.

© 2017 The Math Learning Center

# data[].attributes.attachment_link.description
Math Vocabulary Cards help students deepen their conceptual understanding of key terms in mathematics. Each card features three sections: a math term, a representative example or model, and a concise definition. Each section can be hidden or revealed providing multiple options for practice.

# data[].attributes.attachment_link.readable_text
Math Vocabulary Cards help students deepen their conceptual understanding of key terms in mathematics. Each card features three sections: a math term, a representative example or model, and a concise definition. Each section can be hidden or revealed providing multiple options for practice. Vocabulary cards can be selected individually or by category and switched seamlessly between English and Spanish.

This virtual version of our Word Resource Cards, is an open-ended educational tool ideal for elementary classrooms and other learning environments that use laptops, iPads, Chromebooks, and Windows devices.

These key mathematical terms and visual models are featured throughout Bridges in Mathematics, second edition. Online preview available.
App Features

Choose cards sets for grades K-2 or 3-5.

Select cards by category (e.g., fractions, geometry, etc.) or individually.

Cards are automatically sorted in random order.

Hide and reveal one or more sections of each card.

View terms and definitions in English or Spanish.

Related Products Acknowledgements
Math Vocabulary Cards was made possible by a generous donation from Dr. David Moursund.
Technical Support and Feedback
These apps were crafted by Clarity Innovations: "We improve teaching and learning by creating solutions that match promising technologies with the needs of education." For app support and feedback, contact them at www.clarity-innovations.com/apps.

© 2017 The Math Learning Center

# data[].attributes.attachment_link.description
Math Vocabulary Cards help students deepen their conceptual understanding of key terms in mathematics. Each card features three sections: a math term, a representative example or model, and a concise definition. Each section can be hidden or revealed providing multiple options for practice.

# data[].attributes.attachment_link.readable_text
Math Vocabulary Cards help students deepen their conceptual understanding of key terms in mathematics. Each card features three sections: a math term, a representative example or model, and a concise definition. Each section can be hidden or revealed providing multiple options for practice. Vocabulary cards can be selected individually or by category and switched seamlessly between English and Spanish.

This virtual version of our Word Resource Cards, is an open-ended educational tool ideal for elementary classrooms and other learning environments that use laptops, iPads, Chromebooks, and Windows devices.

These key mathematical terms and visual models are featured throughout Bridges in Mathematics, second edition. Online preview available.
App Features

Choose cards sets for grades K-2 or 3-5.

Select cards by category (e.g., fractions, geometry, etc.) or individually.

Cards are automatically sorted in random order.

Hide and reveal one or more sections of each card.

View terms and definitions in English or Spanish.

Related Products Acknowledgements
Math Vocabulary Cards was made possible by a generous donation from Dr. David Moursund.
Technical Support and Feedback
These apps were crafted by Clarity Innovations: "We improve teaching and learning by creating solutions that match promising technologies with the needs of education." For app support and feedback, contact them at www.clarity-innovations.com/apps.

© 2017 The Math Learning Center

# data[].attributes.attachment_link.description
Math Vocabulary Cards help students deepen their conceptual understanding of key terms in mathematics. Each card features three sections: a math term, a representative example or model, and a concise definition. Each section can be hidden or revealed providing multiple options for practice.

# data[].attributes.attachment_link.readable_text
Math Vocabulary Cards help students deepen their conceptual understanding of key terms in mathematics. Each card features three sections: a math term, a representative example or model, and a concise definition. Each section can be hidden or revealed providing multiple options for practice. Vocabulary cards can be selected individually or by category and switched seamlessly between English and Spanish.

This virtual version of our Word Resource Cards, is an open-ended educational tool ideal for elementary classrooms and other learning environments that use laptops, iPads, Chromebooks, and Windows devices.

These key mathematical terms and visual models are featured throughout Bridges in Mathematics, second edition. Online preview available.
App Features

Choose cards sets for grades K-2 or 3-5.

Select cards by category (e.g., fractions, geometry, etc.) or individually.

Cards are automatically sorted in random order.

Hide and reveal one or more sections of each card.

View terms and definitions in English or Spanish.

Related Products Acknowledgements
Math Vocabulary Cards was made possible by a generous donation from Dr. David Moursund.
Technical Support and Feedback
These apps were crafted by Clarity Innovations: "We improve teaching and learning by creating solutions that match promising technologies with the needs of education." For app support and feedback, contact them at www.clarity-innovations.com/apps.

© 2017 The Math Learning Center

# data[].attributes.attachment_link.description
Math Vocabulary Cards help students deepen their conceptual understanding of key terms in mathematics. Each card features three sections: a math term, a representative example or model, and a concise definition. Each section can be hidden or revealed providing multiple options for practice.

# data[].attributes.body
#MTBoS Lots of different sites about maths

# data[].attributes.attachment_link.readable_text
What are you getting ready to teach? Whatever it might be, the MTBoS has probably blogged about it. To find what you're looking for, just type into the search below! Or, if you're not sure what you want and are looking for some inspiration, hit the random button.

Feeling Mathematically Lucky? Get A Random Post
Most Popular Search Results
The MTBoS Search Engine

I've been wanting something like this for a long time, but finally got around to making it. This is a search engine that only combs through Math Teacher blogs. There are some missing. No, there are plenty that are missing. Please let me know and I'll add them as soon as I can. Anyways, simply click on the Google Search bar above this paragraph and away you go.

HUGE hat tip to Robert Kaplinsky for creating this one that's all about lessons.
Also, add yourself to the MTBoS Directory, courtesy of Jed Butler.

Who's on the list? Check it out below. Should you be on there?
Just send me a message on Twitter - @jstevens009

# data[].attributes.body
#MTBoS Lots of different sites about maths

# data[].attributes.attachment_link.readable_text
What are you getting ready to teach? Whatever it might be, the MTBoS has probably blogged about it. To find what you're looking for, just type into the search below! Or, if you're not sure what you want and are looking for some inspiration, hit the random button.

Feeling Mathematically Lucky? Get A Random Post
Most Popular Search Results
The MTBoS Search Engine

I've been wanting something like this for a long time, but finally got around to making it. This is a search engine that only combs through Math Teacher blogs. There are some missing. No, there are plenty that are missing. Please let me know and I'll add them as soon as I can. Anyways, simply click on the Google Search bar above this paragraph and away you go.

HUGE hat tip to Robert Kaplinsky for creating this one that's all about lessons.
Also, add yourself to the MTBoS Directory, courtesy of Jed Butler.

Who's on the list? Check it out below. Should you be on there?
Just send me a message on Twitter - @jstevens009

# data[].attributes.body
#MTBoS Lots of different sites about maths

# data[].attributes.attachment_link.readable_text
What are you getting ready to teach? Whatever it might be, the MTBoS has probably blogged about it. To find what you're looking for, just type into the search below! Or, if you're not sure what you want and are looking for some inspiration, hit the random button.

Feeling Mathematically Lucky? Get A Random Post
Most Popular Search Results
The MTBoS Search Engine

I've been wanting something like this for a long time, but finally got around to making it. This is a search engine that only combs through Math Teacher blogs. There are some missing. No, there are plenty that are missing. Please let me know and I'll add them as soon as I can. Anyways, simply click on the Google Search bar above this paragraph and away you go.

HUGE hat tip to Robert Kaplinsky for creating this one that's all about lessons.
Also, add yourself to the MTBoS Directory, courtesy of Jed Butler.

Who's on the list? Check it out below. Should you be on there?
Just send me a message on Twitter - @jstevens009

# data[].attributes.body
#MTBoS Lots of different sites about maths

# data[].attributes.attachment_link.readable_text
What are you getting ready to teach? Whatever it might be, the MTBoS has probably blogged about it. To find what you're looking for, just type into the search below! Or, if you're not sure what you want and are looking for some inspiration, hit the random button.

Feeling Mathematically Lucky? Get A Random Post
Most Popular Search Results
The MTBoS Search Engine

I've been wanting something like this for a long time, but finally got around to making it. This is a search engine that only combs through Math Teacher blogs. There are some missing. No, there are plenty that are missing. Please let me know and I'll add them as soon as I can. Anyways, simply click on the Google Search bar above this paragraph and away you go.

HUGE hat tip to Robert Kaplinsky for creating this one that's all about lessons.
Also, add yourself to the MTBoS Directory, courtesy of Jed Butler.

Who's on the list? Check it out below. Should you be on there?
Just send me a message on Twitter - @jstevens009

# data[].attributes.body
#MTBoS Lots of different sites about maths

# data[].attributes.attachment_link.readable_text
What are you getting ready to teach? Whatever it might be, the MTBoS has probably blogged about it. To find what you're looking for, just type into the search below! Or, if you're not sure what you want and are looking for some inspiration, hit the random button.

Feeling Mathematically Lucky? Get A Random Post
Most Popular Search Results
The MTBoS Search Engine

I've been wanting something like this for a long time, but finally got around to making it. This is a search engine that only combs through Math Teacher blogs. There are some missing. No, there are plenty that are missing. Please let me know and I'll add them as soon as I can. Anyways, simply click on the Google Search bar above this paragraph and away you go.

HUGE hat tip to Robert Kaplinsky for creating this one that's all about lessons.
Also, add yourself to the MTBoS Directory, courtesy of Jed Butler.

Who's on the list? Check it out below. Should you be on there?
Just send me a message on Twitter - @jstevens009

# data[].attributes.body
#MTBoS Lots of different sites about maths

# data[].attributes.attachment_link.readable_text
What are you getting ready to teach? Whatever it might be, the MTBoS has probably blogged about it. To find what you're looking for, just type into the search below! Or, if you're not sure what you want and are looking for some inspiration, hit the random button.

Feeling Mathematically Lucky? Get A Random Post
Most Popular Search Results
The MTBoS Search Engine

I've been wanting something like this for a long time, but finally got around to making it. This is a search engine that only combs through Math Teacher blogs. There are some missing. No, there are plenty that are missing. Please let me know and I'll add them as soon as I can. Anyways, simply click on the Google Search bar above this paragraph and away you go.

HUGE hat tip to Robert Kaplinsky for creating this one that's all about lessons.
Also, add yourself to the MTBoS Directory, courtesy of Jed Butler.

Who's on the list? Check it out below. Should you be on there?
Just send me a message on Twitter - @jstevens009

# data[].attributes.body
#MTBoS Lots of different sites about maths

# data[].attributes.attachment_link.readable_text
What are you getting ready to teach? Whatever it might be, the MTBoS has probably blogged about it. To find what you're looking for, just type into the search below! Or, if you're not sure what you want and are looking for some inspiration, hit the random button.

Feeling Mathematically Lucky? Get A Random Post
Most Popular Search Results
The MTBoS Search Engine

I've been wanting something like this for a long time, but finally got around to making it. This is a search engine that only combs through Math Teacher blogs. There are some missing. No, there are plenty that are missing. Please let me know and I'll add them as soon as I can. Anyways, simply click on the Google Search bar above this paragraph and away you go.

HUGE hat tip to Robert Kaplinsky for creating this one that's all about lessons.
Also, add yourself to the MTBoS Directory, courtesy of Jed Butler.

Who's on the list? Check it out below. Should you be on there?
Just send me a message on Twitter - @jstevens009

# data[].attributes.body
#MTBoS Lots of different sites about maths

# data[].attributes.attachment_link.readable_text
What are you getting ready to teach? Whatever it might be, the MTBoS has probably blogged about it. To find what you're looking for, just type into the search below! Or, if you're not sure what you want and are looking for some inspiration, hit the random button.

Feeling Mathematically Lucky? Get A Random Post
Most Popular Search Results
The MTBoS Search Engine

I've been wanting something like this for a long time, but finally got around to making it. This is a search engine that only combs through Math Teacher blogs. There are some missing. No, there are plenty that are missing. Please let me know and I'll add them as soon as I can. Anyways, simply click on the Google Search bar above this paragraph and away you go.

HUGE hat tip to Robert Kaplinsky for creating this one that's all about lessons.
Also, add yourself to the MTBoS Directory, courtesy of Jed Butler.

Who's on the list? Check it out below. Should you be on there?
Just send me a message on Twitter - @jstevens009

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WODB great way to get kids talking about maths at any level

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with special thanks to Christopher Danielson and his Which One Doesn’t Belong - A Shapes Book.

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with special thanks to Christopher Danielson and his Which One Doesn’t Belong - A Shapes Book.

# data[].attributes.body
WODB great way to get kids talking about maths at any level

# data[].attributes.attachment_link.authors[].name
with special thanks to Christopher Danielson and his Which One Doesn’t Belong - A Shapes Book.

# data[].attributes.attachment_link.description
with special thanks to Christopher Danielson and his Which One Doesn’t Belong - A Shapes Book.

# data[].attributes.body
WODB great way to get kids talking about maths at any level

# data[].attributes.attachment_link.authors[].name
with special thanks to Christopher Danielson and his Which One Doesn’t Belong - A Shapes Book.

# data[].attributes.attachment_link.description
with special thanks to Christopher Danielson and his Which One Doesn’t Belong - A Shapes Book.

# data[].attributes.body
WODB great way to get kids talking about maths at any level

# data[].attributes.attachment_link.authors[].name
with special thanks to Christopher Danielson and his Which One Doesn’t Belong - A Shapes Book.

# data[].attributes.attachment_link.description
with special thanks to Christopher Danielson and his Which One Doesn’t Belong - A Shapes Book.

# data[].attributes.body
WODB great way to get kids talking about maths at any level

# data[].attributes.attachment_link.authors[].name
with special thanks to Christopher Danielson and his Which One Doesn’t Belong - A Shapes Book.

# data[].attributes.attachment_link.description
with special thanks to Christopher Danielson and his Which One Doesn’t Belong - A Shapes Book.

# data[].attributes.body
WODB great way to get kids talking about maths at any level

# data[].attributes.attachment_link.authors[].name
with special thanks to Christopher Danielson and his Which One Doesn’t Belong - A Shapes Book.

# data[].attributes.attachment_link.description
with special thanks to Christopher Danielson and his Which One Doesn’t Belong - A Shapes Book.

# data[].attributes.body
WODB great way to get kids talking about maths at any level

# data[].attributes.attachment_link.authors[].name
with special thanks to Christopher Danielson and his Which One Doesn’t Belong - A Shapes Book.

# data[].attributes.attachment_link.description
with special thanks to Christopher Danielson and his Which One Doesn’t Belong - A Shapes Book.