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## A Grade 5 Q&A: Percents

Question: Why was the work with percents taken out of the 5th grade curriculum in the 3rd edition? Answer: In the 1st and 2nd editions of Investigations, there was a unit (Name that Portion and What’s That Portion?) that included lessons that connected what 5th...

## A Grade 2 Q&A: The Size of the Numbers

Question: If the CCSS indicates that Grade 2 students are supposed to be working with numbers to 1,000, why doesn’t this work begin sooner? Why are students still working with numbers under 20 and numbers under 100 for so much of the year? Answer: The Common...

## Q&A: The Order of the Units

Question: Can the Investigations units be taught in a different order than suggested?Answer: The first edition of Investigations was written as a “replacement unit” model where individual units within a grade were somewhat less dependent on previous units, and schools...

## Q&A: Mathematical Vocabulary in Investigations 3

Question: How does Investigations approach the teaching and learning of mathematical vocabulary?Answer: In Investigations 3, mathematical vocabulary is introduced as a natural part of the conversation during activities and discussions, along-side students’ own words....

## Q&A: The Definition of a Trapezoid

Question: Why did you decide to use the exclusive definition of a trapezoid?Answer: As the question suggests, there is more than one definition of a trapezoid. Mathematicians define trapezoids in one of two ways:Using the inclusive definition, all parallelograms...

## Q&A: Quizzes in Investigations 3

Question: The Quizzes in Investigations 3 are new to us. We are used to assessing the benchmarks with the Meeting/Partially Meeting/Not Meeting system outlined in the Assessment Teacher Notes. Can you help us get a better sense of how to use the Quizzes as they relate...

## A Grade 3 Q&A: Assessing the Multiplication Facts

Question: Why do the assessments of the multiplication facts in Grade 3 include a time limit?Answer: In Investigations, the overwhelming majority of students’ work with the facts is focused on making meaning of the operation of multiplication, building connections...
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