Draw on two simulations to introduce compound events and help your class make connections between experimental and theoretical probabilities.
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Rachel Levy
The mathematical concept of slope can be made real through a set of simple, inexpensive, and safe experiments that can be conducted in the classroom or at home. The experiments help connect the idea of slope with physical phenomena related to surface tension. In the experiments, changes in surface tension across the surface of the water, which correspond to greater slopes on the graph, lead to increased motion of the fluid. The mathematical content, targeted to middle school and high school students, can be used in a classroom or workshop setting and can be tailored to a single session of thirty to ninety minutes.
Terri L. Kurz and Barbara Bartholomew
To support mathematical investigations, use this framework to guide students in constructing art-based and technology-based literature.
Jennifer L. Jensen
Five problems—relating to gas mileage, the national debt, store sales, shipping costs, and fish population—require students to use functions to connect mathematics to the real world.
Christine Suurtam
Teachers can use data from a research project to enhance their classroom assessment practices.
Ben C. Sloop and S. Megan Che
This investigation builds on students' understandings of fairness as they explore chance using a set of nontraditional dice with special properties.
David Rock and Mary K. Porter
A monthly set of problems is aimed at a variety of ability levels.
Sue McMillen and Beth McMillen
Connecting stories to qualitative coordinate graphs has been suggested as an effective instructional strategy (Blubaugh and Emmons 1999; Maus 2005; NCTM 2000). Even students who are able to create bar graphs may struggle to correctly interpret them. Giving children opportunities to work with qualitative graphs can help them develop the skills to interpret, describe, and compare information from a graph even without the availability of numeric labels. This investigation addresses the Data Analysis and Probability Standard (NCTM 2000) and explores the value of connecting stories with qualitative bar graph instruction, which too often focuses on only counting, tallying, and creating bar graphs.
Lynn Columba, Thomas Hammond, and Lanette Waddell
What is in a name? Actually, quite a lot of math! Join us as “math by the month” challenges students to apply their knowledge of data analysis, geometry, and algebraic thinking to solve this collection of math problems.
Lyn D. English, Steve Humble, and Victoria E. Barnes
You, too, can design and implement math trails to promote active, meaningful, real-world mathematical learning beyond your classroom walls.
