Teachers praise new approach to math instruction

By: 
Erin Sommers Graphic-Advocate Editor

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On a December morning in Andy Wuebker’s third-grade class, students arrived to find a multidisciplinary lesson on the white board.
The cursive writing task on the board included a math component – they were to calculate how many pockets a teacher’s jacket had, if they were able to evenly split 18 tickets into groups of three, with three tickets going in each pocket.
Then, students moved on to four sets of numbers, single digits that in some way could be calculated to equal 24.
“There are other things you can do with these numbers,” Wuebker told the students. “Remember, add, subtract, multiply and divide.”
The deceptively simple task gives students practice with order of operations and checks to see how well they can perform all four operations. The four problems are differentiated – some are harder than others, which allows students of different ability levels to pick one they can understand and solve. 
Read more in the Jan. 11 edition. 

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