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Book Resource—Get It Together
 Resource Get It Together Erickson, T. Berkley, CA: Equals Lawrence Hall of Science 1989 Grade Level This group problem-solving resource is written for students in grades 4-12. Problem Solving Get It Together is a supplemental mathematics problem-solving resource that contains a collection of group problem-solving activities. The problems span a wide range of mathematics topics. Students are challenged to use critical thinking and reasoning skills as they work together to arrive at a solution. Description The problems presented in Get It Together cover a number of mathematics topics: logic, number, geometry, algebra, probability, measurement, and functions. The problems are organized in "families" and each family of problems either have similar types of solutions, involve a specific subject, or are appropriate for a particular grade level. A topics grid, located at the back of the book, offers an "at a glance" view of the math topics and grade levels that relate to each family of problems. Generally, problems at the beginning of a family are considered easier, and problems towards the end are considered more difficult. Problems in this series are presented in the same format. Every problem has 4 to 6 clue cards written on a single reproducible page. Students begin working on the problems by passing out clue cards to each member of the group. Members take turns reading their own clue to the group, without showing the clue to another member. Since each member's information is important, the group must work together to solve the problem. Some problems contain a question that has more than one solution. Other problems require the group to answer more than one question, and the questions are distributed among several clues in the given problem. Appeal and User Friendliness The wide range of grade levels and topics present good opportunities for differentiation. The teacher notes found at the beginning of each family of problems list key vocabulary and provide wonderful debriefing questions to help stimulate class discussions that focus on student strategies and understandings gleaned from the activities. The comments also provide excellent rationale and background information concerning the mathematical skills and concepts that relate to the problems. Helpful tips for facilitating cooperative groups and assessing student work are also given. It is recommended that teachers attempt the problems before assigning them to students. Teachers may want to limit the group size to two students, rather than four, to encourage full participation from each member in the group. Sample Problem Four Kids with Beans, page 30.

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