In the previous sections, you looked at student representations of problems dealing with estimation and number, you used representations to explore the concept of area, and you studied characteristics of student representations in pre-kindergarten through second grade.

Now that you are familiar with the Standard and some of its aspects, it is time for you to apply it while doing some mathematical problem solving of your own! In this section, we will also see how Tim Sears, a teacher of a combination first/second-grade class, helps his students use representations to explore the concept of chance. But first, you will consider a problem similar to the one Mr. Sears sets for his students.

  Consider a problem