Marsha Stanton Livres

From the Book 2 is suitable for fourth graders and contains 8 chapters -- place value, fractions, multiplication, division, decimals, geometry, measurement, and probability. The chapters are made up of "skinny" (1-2 page) lessons, each introducing a concept that builds on the one taught in the previous lesson. Each lesson begins with an example equation or problem with the steps for completing it written out. Many examples are illustrated for visual reinforcement of the concept. Students are often asked to seek and write down "patterns" or "secrets" they notice in these examples that may help them when they are completing the exercises that follow.

Building Mathematical Thinkingtakes each concept from the mathematics curriculum for grades 3-6 and breaks it down into a series of small easy-to-grasp increments, called "skinny concepts." Each skinny concept is simple enough that students can discover it on their own or in collaboration with their peers. Completing these short lessons daily gives students a sense of accomplishment. Students are challenged to think "mathematically" rather than mechanically when they discover, test, and share their own theories. Through active participation in the discovery of several skinny concepts, students learn and understand the larger concepts that constitute the mathematics curriculum. Though manipulatives (such as base ten blocks) are suggested, they are not required to teach the lessons.

Building Mathematical Thinkingtakes each concept from the mathematics curriculum for grades 3-6 and breaks it down into a series of small easy-to-grasp increments, called "skinny concepts." Each skinny concept is simple enough that students can discover it on their own or in collaboration with their peers. Completing these short lessons daily gives students a sense of accomplishment. Students are challenged to think "mathematically" rather than mechanically when they discover, test, and share their own theories. Through active participation in the discovery of several skinny concepts, students learn and understand the larger concepts that constitute the mathematics curriculum. Though manipulatives (such as base ten blocks) are suggested, they are not required to teach the lessons.