This activity shows how reading a mathematics problem three times, with a different focus question each time, can help students make sense of a problem.
Draw three-dimensional figures on two-dimensional isometric dot paper. Try holding the cubes in different orientations so you can see the possibilities in both the three-dimensional "real world" and the two-dimensional representations on paper.
Measure the length of the notepad and desk in millimeters and centimeters and their mass in kilograms and grams. Notice how the precision and accuracy differ for each measuring device.
Create several rectangles with areas of 16 square units and calculate the perimeter. Predict how the length and width of the rectangle affects the perimeter.
What opportunities for learning are offered by having students work on a problem using both arrays and fractions?
Decide whether or not using an array is the best way to solve a problem.
Learn to convert measurements from metric to English and vice versa, by learning the symbols used in both systems for properties such as mass, length, volume, and temperature.
Classify the different types of numbers we use, and learn how numbers and operations relate to one another. Start with counting numbers and then add integers, rationals, algebraic, and, finally, real numbers to the line.
Find out how many different combinations of four-legged chairs and three-legged stools you can have after covering each leg with one of 30 tennis balls to silence the chairs whenever they're moved.
Investigate, make conjectures, and develop proofs about triangular and square numbers. Compare numbers whose corresponding figures have similar base lengths.
Statistical analysis allows us to organize data in different ways to draw out potential patterns in the variation. Review and compare data represented in a bar graph and accompanying tables depicting relative and cumulative frequency.
Control the slope of lines passing through the origin (0, 0). Keep track of what changes when the slope becomes positive or negative, and when slope is larger or smaller than 1.
Do figures with the same area have the same perimeter? Arrange and rearrange 12 square tiles on a grid, and then measure the perimeter of each shape you create.