The Kindergarten Think Math!
curriculum recognizes that
children are problem solvers by
nature and celebrates the
observations, generalizations,
and knowledge they can figure out
on their own. In this picture,
Kindergarten students are sorting
objects by attributes, recording
the amount in each group, and
completing a number sentence.

"This is a good age for
children to be developing
language, including their
mathematical language--seeing
things and putting them into
words (including words about
shape and placement and quantity
and comparison). Think Math!
takes advantage of this natural
aptitude of young children."

(Think Math! Information Exchange)

First grade students use the
number line to build and extend
their understanding of addition
and subtraction.

"The number line is a
geometry "model" of all real
numbers. At the beginning,
children may sometimes use the
number line to find answers to
arithmetic problems, but that is
never the purpose. We don't rely
on the number line for getting
answers-for that, we want children
to know basic facts and methods
to use in their heads--but we do
use the number line to understand
things about the operations
(addition & subtraction)and to
understand what the answers
mean."

(Think Math Information Exchange)

Second grade students explore the
topic of measurement, learning to
measure with non-standard and
standard units of measure.
Students use rulers to measure to
the nearest inch and centimeter,
while making comparisons among
objects and relating various units
of measure.

Third grade students are introduced
to length, area, and volume. In
this lesson, students build boxes
with centimeter cubes. As students
build boxes with cubes, they begin
to see the relationships between
the volume (the number of cubes)
and the length, width, and height
of the box.

Fourth grade students participate
in learning about the "Eraser
Store" early in the school year.
Student learning is focused on
packing and unpacking (grouping
and regrouping) erasers using
base ten flats, rods, and units.
This lesson helps to prepare
students for understanding
algorithms.

"Fourth graders in preparation for
learning an algorithm for
multidigit multiplication, need to
see how place value serves
computational algorithms. It does
this by representing a systematic
grouping, giving us a systematic
way to ungroup and to use the
principle of aggregating things
that are of like groups
(collecting hundreds with
hundreds, tens with tens, etc.)
and then regroup if necessary."

(Think Math Information Exchange)

In this picture, fifth grade
students are participating in a
whole class math discussion and
responding to what Think Math!
calls a Head Line Story. Head
Line stories are open-ended
situations that are similiar to
word problems without the
question. Head line stories are
presented in all grades K-5 and
give students an opportunity to
have thoughtful math
discussions. Head Line stories
promote the use of mathematical
language and develop a students
ability to describe mathematical
ideas.