Title

Mastery multiplied

Document Type

Article

Journal/Book Title/Conference

Educational Leadership

Volume

71

Issue

4

Publication Date

1-1-2014

First Page

73

Last Page

76

Abstract

Being able to find the correct answer to a math problem does not always indicate solid mathematics mastery. A student who knows how to apply the basic algorithms can correctly solve problems without understanding the relationships between numbers or why the algorithms work. The Common Core standards require that students actually understand mathematical relationships in order to achieve mastery. Jessica F. Shumway and Joan Kyriopoulos suggest that teachers help students develop this knowledge by incorporating simple number-sense activities into their instruction each day. One such activity, called Count Around the Circle, requires students to go around a circle counting aloud in a sequence, for example, counting by tens starting with the number 54. When students in Joan Kyriopoulos's 5th grade classroom participated in this activity to explore decimal relationships, they were able to build their understanding of place value and to see how tenths, hundredths, and wholes were related to each other.

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