Posts tagged as: Marilyn Burns

Thinking, Reasoning and Making Sense of Mathematics

by Math Solutions Professional Learning Team, April 04th, 2019

Join Marilyn Burns, Founder of Math Solutions and Patty Clark, Sr. Director of Content Development, Math Solutions as they celebrate the past 35 years of Math Solutions. Listen as Marilyn speaks about helping kids think, reason and make sense in math. “Structure the teaching so no kid feels deficient, not appreciated…”. I want it to…



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Celebrating 35 years of Math Solutions

by Math Solutions Professional Learning Team, April 01st, 2019

Join Marilyn Burns, Founder of Math Solutions and Patty Clark, Sr. Director of Content Development, Math Solutions as they celebrate the past 35 years of Math Solutions. As Marilyn shares “Math Solutions is a community. We learn together, from each other, and with each other. You have to be a learner to be a teacher.…



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Place Value: How to Assess Students’ Understanding

by Math Solutions Professional Learning Team, February 20th, 2019

If you’re familiar with Cooks Illustrated magazine, you know that they use their test kitchen to tinker with recipes and improve on them. In each issue, they report on all of the attempts they make and then finally present a recipe they recommend. In a way, I feel as if my search for a way to assess…



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An Important Teacher Decision: When and When Not to Give the Answer?

by Math Solutions Professional Learning Team, February 02nd, 2018

The fourth graders I’ve been working with this year have recently been learning about fractions. Last week I began a lesson by drawing two representations on the board (as shown above) and writing a question. I gave the students about five minutes to do a “quick write” to answer the question and explain their thinking.…



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Marilyn Burns on the Importance of Listening to Students

by Math Solutions Professional Learning Team, December 06th, 2017

Marilyn shares her insight and wisdom on the importance of listening to students in the math class, and offers advice for getting around avoidance techniques students often use in class.



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Math at the Deli

by Math Solutions Professional Learning Team, October 10th, 2017

My friend Ann sent me an email about her unsettling experience at the supermarket deli counter. Ann has never felt particularly confident with her math ability, and I was pleased (and amused) that she asserted herself in this situation. Also, Ann’s comment to me about the work we face as math teachers rang true.



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An Unusual Word Problem: “Dealing in Horses”

by Math Solutions Professional Learning Team, January 10th, 2017

After I told Steven, the man seated next to me on an airplane, that I was a math teacher, he described the Dealing in Horses problem that he was given at a corporate management training session. The problem has been one of my teaching staples ever since.



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Why I Like Using Open Number Lines (Though I Don’t Like the Name)

by Math Solutions Professional Learning Team, December 13th, 2016

This post is about subtraction, which is typically difficult for students to learn and for teachers to teach. Think about 503 – 398, for example. To estimate the answer, I can change the problem to 500 – 400 (rounding 503 to 500 and 398 to 400). That gives me an estimate of 100, which I know is close. But how can I know if the actual answer to 503 – 398 is greater or less than 100? I raised this question with third graders.



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3 Tips for Developing Students’ Numerical Understanding and Skills

by Math Solutions Professional Learning Team, November 21st, 2016

There’s more to math instruction than teaching and learning procedures. Math Solutions founder Marilyn Burns has more than fifty years of teaching experience. To impact the way math is taught in the classroom, she believes the focus must be taken off the teacher and placed on the students. Here are three tips she shared in…



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Post from Marilyn’s Blog: The 1–10 Card Investigation

by Math Solutions Professional Learning Team, June 03rd, 2016

The 1-10 Card Investigation has a big payoff with students. It engages their interest, involves them with making sense of a problem and persevering to solve it, and gives them experience with evaluating their progress and changing course as necessary. Plus it has a playful aspect that too often is lost in math class.



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