Engaging students in worthwhile learning requires more than a knowledge of underlying principles of good teaching. It demands considerable practice as well as images of what good teaching in particular situations and for particular purposes might look like. This volume provides these images. These cases were written from authentic, unrehearsed lessons taught by upper-elementary classroom teachers to diverse groups of real students in intact classrooms. Each lesson contains elements of sound instructional practice from which both preservice and in-service teachers can benefit. Cases are not meant to be ideal, but rather to evoke ways of seeing and thinking about good classroom instruction for all learners. Accompanied by analytic commentaries from experts representing a particular perspective, such as special education and ESOL, these unrehearsed cases are written with the understanding that teaching is complex and multi-dimensional. The cases are drawn from a four-year study of 4th and 5th grade mathematics instruction of culturally diverse classrooms with relatively high rates of students from low-income families. Following a Preface, Alternative Thematic Frameworks, the book is divided into two parts. Part I, contains the following cases: Case 1: Promoting One of the Meanings of Multiplication: Requesting Alternate Methods in Order to Foster Understanding; Case 2: Fractions, Decimals and Percents: Evoking Student Reasoning Commentary: A Teacher Educator Perspective; Case 3: Getting a Sense of Grams: Building Conceptual Understanding Commentary: A Teacher Educator Perspective; Case 4: Converting Among Customary Units of Measure: Attending to Students' Developmental Levels Commentary: A Teacher's Perspective; Case 5: Converting Units Within a System of Measurement: Encouraging Resourcefulness Commentary: An English for Speakers of Other Languages (ESOL) Perspective; Case 6: Distinguishing Between Area and Perimeter: Using Multiple Representations to Aid Discrimination; Case 7: Exploring the Meanings of "Volume": Recognizing a Word's Everyday Meaning and its Mathematical Meaning Commentary: An English for Speakers of Other Languages (ESOL) Perspective Commentary: A Teacher's Perspective; Case 8: The Importance of Sample Size: Posing High Level Questions to Build Understanding Commentary: A Teacher's Perspective; and Case 9: Continuous versus Discrete Data: Using Concept Attainment to Define Mathematical Terms. Part II: Perspectives on Teaching - Commentaries contains the following: (1) Learner-Centered Psychological Principles; (2) Moral Perspectives on Teaching; (3) Perspective from the Special Education Math Literature; and (4) A Principal's Perspective. Also contains references, and a list of contributors.