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To support students' development of concepts in mathematics, the use of technology is often encouraged (Common Core State Standards Initiative [CCSSI] 2010). Technology can contextualize learning and provide a meaningful setting for mathematical ideas. Most teachers are supportive regarding the use of technology to encourage learning and understanding in mathematics. However, using technology can present many challenges. Particularly, technology training is not as strong as it could be in supporting teachers' growth and ability to create lessons, and most teachers would like support in using technology in the classroom. To address this concern, this article presents a guide for an activity using graphing calculators and Calculator-Based Ranger™ 2 (CBR) as the technology to support understanding of position/time graphs with preservice elementary school teachers. This activity supports a grade 6 standard from the Common Core State Standards for Mathematics (CCSSM) that encourages students to see the relationship between variables in real-world situations. Students should "analyze the relationship between the dependent and independent variables using graphs and tables". This activity allows students to experience how their distance from the CBR (dependent variable) changes the graph as related to time (independent variable). CBRs are sonic motion detectors designed to be used with graphing calculators (specifically the TI-83 Plus and the TI-84) and can collect data on motion, including distance, velocity, and acceleration. Additionally, one of the preservice teachers taught the same lesson individually to a fifth-grade student who sometimes struggles in mathematics. The teacher's reflections are included. A bibliography is included.

Earth Day is celebrated annually on April 22. Teachers often commemorate Earth Day with their classes by planting trees, discussing important conservation topics (such as recycling or preventing pollution), and encouraging students to take care of planet Earth. To promote observance of Earth Day in an intermediate elementary school classroom, this article presents the integration of sustainability with the hopes of preserving Earth and its resources for as long as possible. This article describes a six-week unit that integrated sustainability and mathematics at the intermediate elementary school level. Students explored a topic and identified solutions that would support preserving resources for the betterment of our planet. The iSTEM (Integrating Science Technology Engineering in Mathematics) authors share ideas and activities that stimulate student interest in the integrated fields STEM in K-grade 6 classrooms.

In 2000, the "National Council of Teachers of Mathematics" recommended that Algebra Standards, "instructional programs from prekindergarten through grade 12 should enable all students to use mathematical models to represent and understand quantitative relationships." In this article, the authors suggest the "Balance" as one such tool to model quantitative relationships of an algebraic equality. It models an equation by illustrating the meaning of equal because the center of the balance (the "fulcrum") can be correlated to the "equal sign." For the balance to stay steady at its center, values must be equal on both sides. The use of a balance to help students develop algebraic understanding and a deeper meaning of "equal" has been shown to be beneficial to student learning. The authors then recommend "balance tools" available online for students from Pre-K through grade 12 to afford students the opportunity to visualize how their manipulation of numbers or items sways or impacts the balance.

To improve access to STEM curriculum, an activity was planned that presents the opportunity to design and build using gears and other tools. In this challenge, preservice elementary school teachers were asked to mathematically analyze gears and create an amusement park ride that uses gears to spin. Although this lesson was implemented with preservice teachers, it was designed to embed elementary school curriculum within the context of learning content. The Amusement Part Ride challenge offers the chance to explore STEM within the context of future curriculum that elementary school teachers may teach. The lesson can easily be explored with students in intermediate elementary grades as well.

Do manufacturers' claims about water projectile toys measure up? It is one thing to assert that a Super Soaker[R] shoots thirty linear feet, but can it really shoot that far? This lesson gives students an opportunity to test the claims, experience measurement in a meaningful context, and analyze data within that context. Although measurement can be a challenging task to teach and learn (Clements 1999), using water toys makes this investigation topic interesting, exciting, feasible--and fun. By integrating measurement and data analysis, students have the opportunity to test manufacturers' claims. This investigation focuses on the grades 3-5 Standard in which students are expected to "understand measurable attributes of objects and the units, systems, and processes of measurement" as well as "the need[s] for measuring with standard units and becom[ing] familiar with standard units in the customary and metric systems." Expectations for K-grade 2 include understanding "how to measure using nonstandard and standard units" (NCTM 2000). This Super Soaker investigation includes extensions (for grades 5-8) and modifications (for grades 1-4) for other investigations using water projectiles.

This article describes a structure to help preservice teachers get invaluable field experience by aligning theory with practice supported by the integration of elementary school children into their university mathematics methodology course. This course structure allowed preservice teachers to learn about teaching mathematics in a nonthreatening environment without the formal observations and evaluations common in student teaching situations. It also allowed teachers to view lessons and to teach using appropriate framework to produce optimum problem-based learning. In addition, teachers experienced the proper use of manipulatives and discovered how manipulatives support student learning. (Contains 1 figure.)

The article discusses the scientific concepts related to shadows. Topics discussed include the relationship between shadows and the size of objects as well as shadows and the position of light, evidence-based claims regarding shadows using observations, measurement data and graphs. The Common Core State Standard for Mathematics (CCSSM) suggests that students should be able to generate measurement data using rulers to measure lengths and to display data by making graphs.