A Cherry Syrup problem can build links between ratio and graphing.
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Signe E. Kastberg, Beatriz S. D'Ambrosio, Kathleen Lynch-Davis, Alexia Mintos, and Kathryn Krawczyk
Readers Write – November 2013
letters from our readers
The letters-to-the-editor section.
Patterns on a Calendar
big solutions to little problems
Jo Ann Cady and Pamela J. Wells
Solutions to a previous Solve It problem are discussed, and the procedures used with problem solving are explored.
Jennifer L. Zakrzewski
There are increased calls to incorporate technology into classrooms, which have led to the adoption of the iPad® in many classrooms around the country. This tablet computer is often chosen as the medium for technology integration because it is user-friendly, lightweight, and wireless. It also allows access to inexpensive applications. Although iPads may be considered expensive, they afford access to online textbooks that can be updated annually, thereby reducing costs over time.
Solve It! Picking and Packing Strawberries
little problems with big solutions
Sherry L. Bair and JoAnn Cady
To elicit creative student thinking, this open-ended problem asks solvers to calculate fractional parts of crates of strawberries.
Solve It! Student Thinking: Aunt Martha's Cupcakes
big solutions to little problems
Sherry L. Bair and Edward S. Mooney
Solutions to a February 2013 Solve It! problem are discussed, and the procedures used with problem solving are explored.
Aunt Martha's Cupcakes
little problems with big solutions
Sherry Bair and Edward S. Mooney
The problem involving partial sums invites students to devise their own model and strategies.
Donna Christy, Christine Payson, and Patricia Carnevale
Various works of literature are explored in light of the math that can be gleaned from their pages; includes activity sheets.
Angela Marie Frabasilio
Let students find the connecting thread to create, illustrate, and share word problems to bridge school math and real-life math.
Meghan Riling and Leslie Dietiker
Although new teachers are often prepared to teach using reform practices, they may be given traditional curriculum materials. Learn how these traditional materials can be adapted to reflect reform practices and teaching goals.
