Samantha purchased subway tokens from a machine. The instructions said that, for any amount of money you insert, you would receive the maximum number of tokens your money can purchase, along with your change.

Samantha put a $20 bill into the machine. She received 12 tokens and $2.60 in change.

]]>*The very first Mathematical Practice, “make sense of problems”, includes many ideas that have long been foci of literacy instruction. Yet when “math” starts, both teachers and students often leave those good habits behind. We’ll look at examples of this and explore how to translate literacy routines into good mathematical practices.*

Download the handout [pdf]

Download the PowerPoint slides [pdf]

Visit the Math Forum’s NCSM & NCTM conference web page to learn more about our talks, view videos that support Max’s book *Powerful Problem Solving*, download free samples of our Problems of the Week support materials, and more!

*The very first Mathematical Practice, “make sense of problems”, includes many ideas that have long been foci of literacy instruction. Yet when “math” starts, both teachers and students often leave those good habits behind. We’ll look at examples of this and explore how to translate literacy routines into good mathematical practices.*

Download the handout [pdf]

Download the PowerPoint slides [pdf]

Visit the Math Forum’s NCSM & NCTM conference web page to learn more about our talks, view videos that support Max’s book *Powerful Problem Solving*, download free samples of our Problems of the Week support materials, and more!

There are eight teams in the Northern New Jersey High School Soccer League. Here are the recent results:

- Eastside beat Clifton, Montclair, Nutley, and Kennedy High Schools.
- Montclair beat Nutley.
- Bloomfield beat Don Bosco, Clifton, Eastside, Nutley, Kennedy, and Montclair.
- Hackensack beat Bloomfield, Don Bosco, Eastside, Clifton, Montclair, and Kennedy.
- Nutley beat Hackensack.
- Don Bosco beat Eastside, Nutley, Clifton, Kennedy, and Montclair.
- Clifton beat Kennedy, Nutley, and Montclair.

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The Algebra and Geometry classes at Mathland Hgh School are planning to play a game of Capture the Flag in the woods behind the school. They’ve been discussing how to fairly divide the woods into two territories.

They’ve drawn a map of the woods and added a coordinate plane. The Algebra class will put their base at (-8, 15). The Geometry class will put their base at (4, -3).

]]>Welcome:

- What do you know about the Math Forum?
- What’s a goal you have around
**problem-solving**or**communication?** - Anything else you’re looking/hoping for?

Three of my favorite open Math Forum resources:

- Ask Dr. Math: http://mathforum.org/dr.math
- Math Tools: http://mathforum.org/mathtools
- Teacher Exchange: http://mathforum.org/te

The Math Forum Problems of the Week (membership provided by Colonial School District)

- Finding
*good problems*: http://mathforum.org/pows/- Find the “Problems of the Week Library” tab
- Find the “Write Math: PoWs by Standard” tab

- Using the
*online submissions*to collect student work and support student communication:- http://mathforum.org/pows/
- Find “My PoW Work”
- Find “Manage My Purchase”
- Create Class
- Create Students
- Now what’s different about My PoW Work?
- Now what’s different about the PoWs you view?

- Tracking and responding to student work
- Each PoW has a “My Students’ Work” link
- My PoW Work as a Teacher also has ways to view students’ work
- I Notice, I Wonder responses
- Rubrics

I am 3 feet tall.

My dad is 6 feet tall.

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What do you notice? What do you wonder?

]]>As the author/editor of that FAQ I thought I should take a few moments to check the links since as happens with many webpages, some go offline. I found a few to remove from the **Resources on the Web** section and I added a link to Scott Steketee’s recent **π Day 2014** blog post — great Sketchpad resources! And as I was checking the various resources I started to think about ways that I might use them if I were transported back in time to my middle school classroom (a position I left fourteen years ago).

**IDEA 1: I Notice, I Wonder™**

Before first period begins I’d set up my computer and video projector or SMARTBoard to Scott’s page. I’d scroll down to have **Jaws of π **displayed:

When the first student arrives (throughout the day) I’d ask him/her to be the “driver” and click on “Unroll and Fill Arcs” and “Separate Arcs and Roll Up” as needed. That would leave me time to ask students “What do you notice?” and call on them as they had a response. After a few minutes I would ask them “What do you wonder?” In all I might give 5 minutes for this activity. No conclusions — just food for thought!

**IDEA 2: I Notice, I Wonder™ in Pairs in a Computer Lab or Using iPads**

My last classroom was a computer lab – it is natural for me to imagine having a few students who drop in before school help me set up the computers to this webpage, add it as a “favorite” or “bookmark” so that when my first math class enters I would have the students work in pairs and have notice/wonder conversations with each other. This same idea would work well with iPads (I just checked to make sure that Scott’s resources work on an iPad — they do!)

Both Idea 1 and Idea 2 might be something I would do as part of a Pi Day celebration. As I was looking over the T2T® **FAQ: Pi Day ****it occurred to me that the resources we link to could be thought of as appropriate to be included:**

- during a one day celebration
- as an aftermath of that celebration (or possibly next year as something leading up to the celebratory day)

**ONE DAY CELEBRATION RESOURCES**

Besides the idea of having students engage with Scott’s Sketchpad resources, here are some of my “oldie but goodie” favorites linked from the FAQ:

- Pi Day Songs that Carolyn M. Morehouse shared with us (first in 2002 and then added some in 2003 and again in 2006) : http://mathforum.org/te/exchange/hosted/morehouse/
- The Derivation of (Pi) a Math Forum Web Unit that Jon Basden wrote in 2002.
- Pi Day: Making a Pi Necklace an activity developed by Diana Funke in 2000.

**AFTERMATH IDEAS**

I am assuming that it takes time and exposure for many middle school students to develop an appreciation of the significance of π. Like many math topics we can present an idea to students but until they have a chance to make the ideas something meaningful to them, they haven’t really learned. Maybe they’ve been “taught” but they’ve not chosen to “learn.” Here are some activities that I’ve been thinking about:

*AFTERMATH IDEA ONE*

Extend the initial I Notice, I Wonder™ experience of Scott’s Sketchpad activities. Have students work in pairs to explain what is really going on in the activity. How do the four compare? How are they alike? How are they different?

*AFTERMATH IDEA TWO*

Use one of the **Problems of the Week linked from the FAQ*******. For example, How Fast Is a Minute? One of the teacher resources is the Teacher Packet and I just took a screenshot of Rishi’s solution. It’s not something students who haven’t had practice problem solving and communicating will write automatically … but … it’s an example of what we want them to work toward!

*****If you are a PoW member you have access to the Problems of the Week listed on the FAQ. If you are not a member, know that you can sign up for a (free) Trial Account. For 21 days you’ll have free access to the Current Problems and you can view up to 5 problems from the Library!

* * *

Are you planning any Pi Day AfterMath ideas? Do you have any blog posts or resources pages to suggest that I add to the FAQ: Pi Day page?

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