Solutions to a previous Solve It problem are discussed, and the procedures used with problem solving are explored.
big solutions to little problems
Edited by Jo Ann Cady and Pamela J. Wells
Susan A. Peters, Victoria Miller Bennett, Mandy Young, and Jonathan D. Watkins
A sequence of five activities, progressing from concrete to abstract, can help students develop deep understandings of the mean.
little problems with big solutions
Jo Ann Cady and Pamela J. Wells
To elicit creative student thinking, this open-ended problem asks solvers to analyze area and perimeter.
Robin S. O'Dell
Using a rule as a seesaw helps students steady their understanding of the mean.
Lynn G. Patterson and Kadie L. Patterson
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.
Jane M. Wilburne and Ashley Kulbacki
A sixth-grade teacher's word task uncovers higher-level thinking and engages her students in the Standards for Mathematical Practice.
Carmen Petrick Smith and Kris Kenlan
Students investigate how well an online game helps them learn.
George J. Roy, Thomas E. Hodges, and LuAnn Graul
Students' mathematical intuition about estimation can serve as an entry point for tasks exploring measures of center.
This month's problem engages students in statistics, namely descriptive statistics. During the lesson, students will work with two measures of central tendency, the mean and the mode.
To address student misconceptions and promote student learning, use discussion questions as an alternative to reviewing assessments.