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### 4.1 Creating, Describing, and Analyzing Patterns

Pre-K-2

Encourage students to use
visualization, spatial reasoning, and geometric modeling to build their own
patterns or recreate one from given square arrays.### 4.6.1 Estimating Scoops

Pre-K-2

Present an
estimation task and reflect on teaching decisions.### 4.6.3 Estimating Cranberries

Pre-K-2

Estimate the number of cranberries rather than the number of scoops.### 5.1.2 The Role of the Teacher

3-5

Two video clips illustrate communication about mathematics among a teacher and her students.### 5.1.3 Communication among Students

3-5

Use communication as a tool to deepen their understanding of mathematics.### 5.1.4 Reflecting on Practice

3-5

The teacher reflects on her own mathematical learning.### Area of Triangles

3-5, 6-8

To find the area of a triangle, try to make a parallelogram using a copy of the triangle.

### Handshakes

3-5, 6-8

When the nine justices of the Supreme Court meet, they greet one another with a handshake to show harmony of purpose, even though their views may differ. How many handshakes occur? In general, how many handshakes occur when there are n people?

### Bunny Times

Pre-K-2, 3-5

Become confident in facts up to 12 x 12 using visual models that stress the conceptual aspects of multiplication.