Photo Gallery

Teachers work together to deepen their understanding of indirect measures, angles and the tangent ratio. (Summer 2011)
At every planning meeting and every day of the Summer Institute there is an opportunity to learn more mathematics. (Summer 2011)
Teachers work together to deepen their understanding of indirect measures, angles and the tangent ratio. (Summer 2011)
After experiencing the lesson that a team developed, teachers discuss how the activities in the lesson will support student learning. (Summer 2011)
At the Summer Institute, teachers work the problems in each other’s lessons and provide feedback for the revised versions. These teachers are using paper manipulative to see how fourth graders might approach the question,
Which one has more mass? (May 2011, Gr 7)
Is there any evidence that this student made exchanges when he or she finds multiple ways to show 50¢? (April 2011, Gr 1-2)
What does the student’s work show about his or her understanding of making collections of coins with a given value? (April 2011, Gr 1-2)
Will students make exchanges when finding more than one combination of coins with a value of 35¢? (April 2011, Gr 1-2)
Can you make one-half out of fourths? Can you make one-third out of fifths? What fractions can you use to make one-third, one-fourth, one-fifth? (March 2011, Gr 4)
What fractions sum to one whole? Line up different lengths of fraction rods and write a number sentence for it. (March 2011, Gr 5)
Can you make one-half out of tenths? What fractions can you use to make one-third, one-fourth, one-fifth? (March 2011, Gr 4)
How many shoes does the Cootie mother have to buy for the Cootie children who each have 7 legs? Will drawing diagrams and writing number sentences help students see the connection between multiplication and addition? (Jan. 2011, Gr 3)
How many shoes does the Cootie mother have to buy for the Cootie children who each have 7 legs? Will drawing diagrams and writing number sentences help students see the connection between multiplication and addition? (Jan. 2011, Gr 3)
How many different pizzas can you make using two ingredients for the toppings? Can students determine whether they have all of the combinations and have not duplicated any? (March 2011, Gr 3)
How many different pizzas can you make using three ingredients for the toppings? Can students determine whether they have all of the combinations and have not duplicated any? (March 2011, Gr 3)
Do I have enough money to buy the two items I want? Students attempted various strategies for counting the value of their money. (Jan.-Feb. 2011, Gr 2)
What are good strategies that you can use to determine how many handshakes will be exchanged if n people all shake hands with one another? (Jan. 2011, Gr 5)
What are good strategies that you can use to determine how many handshakes will be exchanged if n people all shake hands with one another? (Jan. 2011, Gr 5)
How many shoes does the Cootie mother have to buy for four (4) Cootie children who each have six (6) legs? Will drawing diagrams and writing number sentences help students see the connection between multiplication and addition? (Jan. 2011, Gr 3)
How many shoes does the Cootie mother have to buy for the Cootie children who each have 7 legs? Will drawing diagrams and writing number sentences help students see the connection between multiplication and addition? (Jan. 2011, Gr 3)
A variety of strategies were used by students for approximating the volume of the rectangular prism. (Dec. 2010, Gr 4)
This pair of students used cubes to determine the dimensions of a rectangular prism while looking for a relationship between the dimensions and the volume of the prism. (Dec. 2010, Gr 4)
The main question for this Gr 4 lesson was,
A 5th grade student was trying to find a way to find the common denominator by overlaying two sheets of patter paper. Teachers realized that asking what he was trying to do may help him develop his own idea. (April 2012, Gr 5)
How can we determine the surface area of a box? This student covered the box with grid paper and counted the square units. (March 2012, Gr 5)
Using non-standard units reveals whether students understand the basic steps involved in measuring length - where to begin and end the line of measurement and leaving no gaps or overlaps between units. (March 2012, Gr K)
When students show unanticipated responses to a given task, we learn more. Teachers realized that the concept of
What fraction did you model that is equivalent to 3/4? Students use fraction towers to compare fractions and find equivalent fractions. (March 2012, Gr 4)
Which is larger, 1/2 or 1/8? After cutting and comparing fractional parts of a circle, students use them to create
Do students use the multiplication facts chart when simplifying fractions? Do they divide by the greatest common factor or do they use multiple division steps to simplify the fraction? (Feb. 2012, Gr 5)
As students place decimal and fraction numbers in order on the number line, they discuss how to compare the numbers. (Feb. 2012, Gr 5)
Aha moments described on the cards through the reflection discussion at the end of the first cycle. (Jan. 2012, Gr 3-4)
Analysis of student work is important in the lesson study process. Teachers noticed that the picture did not help the student carrying out the two-digit subtraction correctly. (Dec. 2011, Gr 2)
The idea of
Teachers' careful decomposition of the mathematical concepts involved in the task of writing numbers through 100 million.