In the previous sections, you focused on a variety of connections embedded in rich mathematical problems, reflected on student problem-solving processes, used connections to solve a problem, and examined ways that connections can help in the teaching of skills.

Working on problems that arise from contexts outside of mathematics can help make advanced understanding and problem solving possible. A fourth-grade teacher, Mr. Levy, developed a woodworking project for his students, in which they made wooden pencil boxes. In the course of the project, students were asked to figure out the amount and cost of the stain that would be used to color the interior and exterior of all of the boxes. In order to do this, the fourth-graders explored the surface area of rectangular and circular prisms and performed unit conversions and calculations all without initial formal instruction about what the problem required.

Now that you are more familiar with the Connections Standard and some of its aspects, we'd like you to apply your new awareness of connections. You will now have an opportunity to look for the connections imbedded in a project similar to the one Mr. Levy set for his students.

  Consider a problem