An engaging activity analyzing the average age of U.S. presidents not only integrates history and mathematics but also examines measures of central tendency and its appropriate uses.

### Rick A. Hudson

Innovative, technology-enhanced tasks can help students construct robust understandings of the mean.

## Mathematical Explorations: Interpreting Box Plots with Multiple Linked Representations

### classroom-ready activities

### S. Asli Özgün-Koca and Thomas G. Edwards

A box plot activity is driven by a TI-Nspire calculator.

### Lisa A. Brooks and Juli K. Dixon

A second-grade teacher challenges the raise-your-hand-to-speak tradition and enables a classroom community of student-driven conversations that share both mathematical understandings and misunderstandings.

### 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.

### Drew Polly

**How Long Can** You Stand on One Foot? is a classic problem that has variations in a range of mathematics and physical education curricula. This problem allows students to go through the statistical investigation PCAI process (posing a question, collecting data, analyzing data, and then interpreting data).

### Kimberly Sipes Hartweg

Building a rod raft allows students to make mathematical connections among a model, a table, a formula, and a graph.

### Lyn D. English

Help first-grade students learn to competently generate, test, revise, and represent data before being formally taught to do so.

### Lyn D. English

Three core components in developing children's understanding and appreciation of data—establish a context, pose and answer statistical questions, represent and interpret data—lay the foundation for the fourth component: use data to enhance existing context.

### Lanee Young

This activity engages students in a probability lesson that highlights the Pass the Pigs® game.