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Investigations 3 @inv3math.bsky.social · 14d

If you're curious what a conversation like this might sound like, check out this Dialogue Box that shows how it went in a 2nd grade field test classroom.

p1 of a Dialogue Box showing how one grade 2 conversation about Near Doubles went

p2 of a Dialogue Box showing how one grade 2 conversation about Near Doubles went

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Investigations 3 @inv3math.bsky.social · 14d

Later, kids get Fact Cards for this set of facts. These cards focus on using what you know to solve the ones you don't yet know. Kids sort them into envelopes of Facts I Know and Facts I'm Still Working On.

An image of a "Fact Card" for 6+7 and 7+6 where a child has filled in the clue line: "6+6+1"

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Investigations 3 @inv3math.bsky.social · 14d

After working through two sets of related problems, they talk about what they might call them, and generate other examples.

An image from the Investigations curriculum showing more of the conversation about Near Doubles, how the class comes to name them, and generate more problems that might count as Near Doubles or Doubles Plus or Minus 1.

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Investigations 3 @inv3math.bsky.social · 14d

The teacher models kids' thinking with cubes.

An image from the Investigations curriculum that shows how kids might see and use the relationship between 4+4 and 4+5 and how the teacher might show those ideas with cubes.

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Investigations 3 @inv3math.bsky.social · 14d

In Investigations 3, students encounter the Near Doubles after they've worked with the Doubles facts. The focus, as throughout, is on using what you know. The teacher posts and the class discusses a set of related problems like 4+4 and 4+5 and then 4+3.

A screenshot from the Investigations curriculum, showing how students first encounter the Near Doubles, as a class of problems.

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Reposted by Investigations 3

Forum for Equity in Elementary Mathematics @mathequityforum.bsky.social · 15d

"Across contexts, cold call often created a culture of negativity, pulled time away from the main goal of the class, & didn’t do much to get kids paying attn." Read @dylanpkane.bsky.social on 4 alternatives to cold calling that "are underused, not too hard to learn, & less likely to backfire."

Why I'm Not a Fan of Cold Call

It's done badly more often than it's done well

fivetwelvethirteen.substack.com

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Investigations 3 @inv3math.bsky.social · 16d

"We may favor the idea of all students completing problems the same way using the same method because it might save time, be less confusing, and guarantee that all students have at least one method that “works every time”. But is this the actual result? And at what cost?" /3

Investigations 3 @inv3math.bsky.social · 16d

"How many times do we as Ts try to make things easy & efficient for Ss by sharing a favorite method?...How often do we declare how simple this is w/ my clear & easy to follow steps? Do we model something...& make it look so easy that it might be embarrassing if others don’t 'get it' right away?" /2

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Investigations 3 @inv3math.bsky.social · 16d

A lovely reflection on folding laundry, teaching division & "figuring out what Ss already know & determining how to build, connect, generalize & solidify [&] finding ways to make Ss’ thoughts & ideas visible & accessible to others for investigating, revising & sense making." @jsandford.bsky.social

https://jsandfordmath.ca/2025/08/31/lessons-in-laundry/"How

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Investigations 3 @inv3math.bsky.social · 16d

The only time time is a factor is in assessing students' fluency, not during instruction or practice. /3
investigations.terc.edu/grade-3-qa-a...

A Grade 3 Q&A: Assessing the Multiplication Facts - Investigations3

investigations.terc.edu

Investigations 3 @inv3math.bsky.social · 16d

Instead of going "in order" the work focuses on: related sets (doubles, then doubles +/-1 or x5 and x10) over time, using what you know (& writing hints based on it), tracking "facts I know" & "facts I'm still working on" & big ideas like whether order matters or how to break up numbers. /2

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Investigations 3 @inv3math.bsky.social · 16d

"The goal is to help Ss connect the facts they’re working on to ideas they already know, provide a lot of support as Ss begin working on a fact family, & gradually pull back & ask Ss to retrieve facts from memory."

While it looks different, Inv 3 designs work w/ the facts in much the same way. /1

Karen Campe @karencampe.bsky.social · 16d

The latest excellent post from @dylanpkane.bsky.social ... how to incrementally help Ss learn multiplication facts, without timing them (much potential harm w/out clear benefits) & comments on how AI helped/didn't help prep the practice sheets.
#iTeachMath #MTBoS
substack.com/home/post/p-...

Incremental Fact Fluency

Sorry, I can't think of a better name

substack.com

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Investigations 3 @inv3math.bsky.social · 16d

"Schools still serve as a filter for the maths & math-nots. We still cast too many kids as capable/incapable of math learning at multiple levels. I’ve had countless ppl tell me 'I wish I had someone like you teach me b/c I would've gotten it' or" I didn't get why math mattered until I was an adult.

Jose Vilson, PhD @thejosevilson.com · 16d

What are we missing when we talk about NYC Solves or any math education initiative? How about culture and outcomes?! Read on for more here!

Why Teaching Math for Test Results Is Not Enough

Over the last year, New York City has had a fascinating discussion about teaching math. In particular, NYC Department of Education has started to implement a program called NYC Solves, a parallel program to the lauded NYC Reads initiative. NYC Solves hopes to narrow the math achievement gap through a uniform curriculum for the nation's largest public school system. On the one hand, a common language with a narrow funnel for support and training…

thejosevilson.com

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Investigations 3 @inv3math.bsky.social · 17d

About how much are these counters "worth"? How do you know?

Jonathan Hall @studymaths.bsky.social · 17d

In #MathsToday I did this as a starter on estimation.

With the aim of getting pupils to consider which counters are the 'significant' ones.

Investigations 3 @inv3math.bsky.social · 17d

"Graphs & data visualizations are all around us—charting our steps, our election results, our favorite sports teams’ stats & trends ... If we want students to thrive in a data-rich world, they need opportunities to develop strong data habits: slowing down, thinking deeply & constructing meaning."

Edutopia @edutopia.org · 19d

By revealing graphs piece by piece, teachers can build student curiosity and guide them to more effectively make sense of data! 📊

#DataLiteracy #EduSky #MathSky

The Power of Slow Reveal Graphs

Teachers can leverage students’ curiosity to explore visual representations of data in an engaging way.

edut.to

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Investigations 3 @inv3math.bsky.social · 22d

"How many ways might children think their way through the most-missed multiplication fact, 8 × 7?" These strategies are at the heart of multiplication instruction in Investigations.

Denise Gaskins @denisegaskins.com · 22d

Mental Math: Early Multiplication

With mental math, students master the true 3R’s of math: to Recognize and Reason about the Relationships between numbers.

#mtbos #homeschooling #homeeducation #letsplaymath #iteachmath

Mental Math: Early Multiplication

Children learn best through interaction with others, and mental math prompts can lead to fascinating conversations, listening as our kids apply their creativity to the many ways numbers interact. With mental math, students master the true 3R’s of math: to Recognize and Reason about the Relationships between numbers. And these 3Rs are the foundation of algebra, which explains why flexibility and confidence in mental math is one of the best predictors of success in high school math and beyond.

denisegaskins.com

Reposted by Investigations 3

Annie Forest @annieforest.bsky.social · 22d

Love a video like this for a #howmany prompt in math.

Learning about multiplication? Show this! Starts with 1 then folds over to make 2, then 4, then 8…

Or a BTC-style prompt, “how many total noodles can he make from this?”

www.tiktok.com/t/ZP8S5BQmk/

We are aiming to have a small 6-8 person noodle dinner party tomorrow Wednesday Sept 17 at 7pm here! The restaurant’s max capacity is 100. If we cant eat together tomorrow, maybe next week! I will com...

TikTok video by Kevin Tao

www.tiktok.com

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Reposted by Investigations 3

Mike Flynn @mikeflynn55.bsky.social · 23d

Happy Consecutive Squares Day! Thanks to @justinaion.bsky.social for alerting me to this special mathematical day.

The slide says Happy Consecutive Squares Day! and shows the date 9/16/25 as well as a 3x3, 4x4, and 5x5 square.

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Investigations 3 @inv3math.bsky.social · 24d

Read @martamath0901.bsky.social on "co-creating...clear, actionable classroom agreements that help foster mathematical learning & equitable participation" & learn how Investigations 3 supports the same.
investigations.terc.edu/role-of-clas...
investigations.terc.edu/developing-n...

4 images of classrooms surrounding the text "Starting the School Year: Establishing Agreements for Math Class"

Investigations 3 @inv3math.bsky.social · Sep 9

How does Investigations 3 support teachers in establishing classroom agreements (or norms) that support the development of an equitable and inclusive mathematics learning community? This blog shares some of the ways a curriculum can incorporate and support this work.

Developing Classroom Agreements in the Investigations 3 Classroom - Investigations3

investigations.terc.edu

Investigations 3 @inv3math.bsky.social · Sep 9

"Our agreements send messages about what mathematics is & what it means to be mathematically 'capable.' They can promote both autonomy & interdependence, & support teachers as they work with students to" disrupt negative beliefs about what math is & who can learn it. - @martamath0901.bsky.social /2

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Investigations 3 @inv3math.bsky.social · Sep 9

As school begins, "our goal is creating an equitable math learning community that promotes equal status interactions. An important aspect of this is co-creating, practicing, and establishing clear, actionable classroom agreements that help foster mathematical learning & equitable participation." /1

A New Class, A New Year: The Role of Classroom Agreements - Investigations3

investigations.terc.edu

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Investigations 3 @inv3math.bsky.social · Sep 5

These documents help teachers use structures like partner work, whole class discussions & Math Workshop as ways to develop & support identity & agency in all students, from the start of the year. Suggestions are grade level specific, and tied to Unit 1.
investigations.terc.edu/equity/#equi...

Equity - Investigations3

investigations.terc.edu

Investigations 3 @inv3math.bsky.social · Sep 5

The beginning of the year is a good time to think about the importance of an equitable math learning community, and how the curriculum can help you achieve it.

Establishing an Equitable Learning Community in the Investigations Classroom - Investigations3

investigations.terc.edu

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Investigations 3 @inv3math.bsky.social · Sep 2

About how many? How did you think about it?

Kathy H @kathyhen.bsky.social · Sep 2

I feel like this should be a #HowMany #ITeachMath #MTBoS @ecologycenter.bsky.social #Berkeley

Cherry tomatoes of various colors in small green baskets in a 4x5 array.

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