### Volume 1, Number 11

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 ``` 16 December 1996 Vol. 1, No. 11 Vermont Portfolio | Polyhedra | Adult Numeracy | Four 4's Puzzle THE MATH FORUM INTERNET NEWS MATHEMATICS PROBLEM SOLVING CHALLENGES http://plainfield.bypass.com/~union/problems.html An Ant is at the bottom of a 12-foot-deep well and is trying to get to the top. During the day it climbs four feet but at night it slides back two feet. How long does it take for it to get out of the well? The Vermont Portfolio Program invites students to use creative strategies to solve story questions. Students choose a problem to solve and send in a solution showing how they found it; assessments of their efforts are returned via e-mail. Questions are provided to help guide students toward finding a strong solution, along with suggestions for problem-solving and communication skills, and solution strategies. This site is the Forum's DECEMBER HOT SPOT: http://mathforum.org/~steve/steve/current.html -|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|- POLYHEDRA IN THE CLASSROOM http://mathforum.org/alejandre/workshops/unit14.html Suzanne Alejandre's new Web unit introduces students to the surface area of polyhedra, focusing on the importance of measurement. She supplies numerous nets in the form of handouts to be cut out and folded in the classroom. Students calculate the surface area of a rectangular prism; name the characteristics (number of edges, faces, vertices, and the shape of the face) of six specific polyhedra (cube, tetrahedron, octahedron, dodecahedron, icosahedron, and cuboctahedron); demonstrate their understanding of these characteristics; and explore polyhedra in the real world through crystalline structures and 'buckyballs'. Writing samples and suggestions for student activities are provided, and all objectives are coordinated with the NCTM Standards. -|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|- WHAT IS NUMERACY? Numeracy can be defined as "...the aggregate of skills, knowledge, beliefs, dispositions, and habits of mind - as well as the general communicative and problem-solving skills - that people need in order to effectively handle real-world situations or interpretative tasks with embedded mathematical or quantifiable elements." -Iddo Gal, "Big Picture: What Does "Numeracy" Mean?" Reprinted from the Sept./Oct. 1995 issue of _GED Items_, http://mathforum.org/teachers/adult.ed/articles/gal.html The Math Forum hosts a page with links to related Web sites, mailing list information, and a selection of articles on the subject: ADULT NUMERACY: RESOURCES FOR TEACHERS http://mathforum.org/teachers/adult.ed/ On the Adult Numeracy mailing list participants engage in lively, focused discussion. The Math Forum provides searchable archives of this list: NUMERACY DISCUSSION ARCHIVES http://mathforum.org/epigone/numeracy To subscribe to the Adult Numeracy list, send e-mail to majordomo@world.std.com. The body of your message should say "subscribe numeracy" (just the words, not the quotation marks). You may leave the subject line blank. -|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|- RUTH CARVER'S FOUR 4'S PUZZLE http://mathforum.org/ruth/four4s.puzzle.html The 1996 Puzzle featured in our last newsletter filled up so fast we thought we'd offer another similar test of your ingenuity. Here's the challenge: using four 4's and any operations, try to write equations that have the numbers from 0 to 100 as the answer. As this is the first announcement of our Four 4's Puzzle, if you act quickly you should find plenty of open slots. Please send answers using the e-mail link on the Web page. -|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|- CHECK OUT OUR WEB SITE: The Math Forum http://mathforum.org/ Ask Dr. Math http://mathforum.org/dr.math/ Problem of the Week http://mathforum.org/pow2/ Internet Resources http://mathforum.org/~steve/ Join the Math Forum http://mathforum.org/join.forum.html Send comments to the Math Forum Internet Newsletter editors _o \o_ __| \ / |__ o _ o/ \o/ __|- __/ \__/o \o | o/ o/__ /\ /| | \ \ / \ / \ /o\ / \ | \ / | / \ / \ ```

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