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```        MATH TOOLS NEWSLETTER - DECEMBER 4, 2004 - No. 21

Your eyes do not deceive you: the photographs on the Math
started to rotate them on a weekly basis, and have added
a third graphic that features a tool.

Do you have a favorite tool that you'd like us to feature?
Let us know! Do you have photographs of students or teachers
using a math tool? Use our "Contribute a photo" link:

http://mathforum.org/mathtools/contribute.html

***FEATURED TOOL
Tool: Willy the Watchdog
Harcourt School Publishers
http://mathforum.org/mathtools/tool/16243/
Two players take turns telling time in this game that
combines chance and skill. The spaces on the game board
show different clock times. Roll the die to move to a new
position on the board, then turn the gear to move the hands
on the clock face to the time shown. Answer incorrectly,
and you lose your next turn.

***FEATURED TOOL
Tool: Simultaneous Equation Solver
Texas Instruments
http://mathforum.org/mathtools/tool/16323/
Calculate solutions (unique, representation of the infinite
solutions, or no solution) for linear systems up to 30x30.

***FEATURED TOOL
Tool: Let's Do Math Checkerboard
Cynthia Lanius
http://mathforum.org/mathtools/tool/15504/
As a problem solving activity, students determine how many
squares are on a checkerboard. Students drag highlighted
squares of various sizes around the board to count the number
of squares. They enter the values in a table and submit to

***FEATURED DISCUSSION
Left Right Translation of Functions
Susan asks, "Most students have no problems understanding a
real world application that shows a vertical shift in a
function. What is so much harder to explain is the horizontal
shift. Does anyone have a good way to explain this?"

***FEATURED DISCUSSION
Research concerning most beneficial amount of time spent on math
Tara posts the question, "We are wondering if there is
significant research about the most beneficial amount of time
that should be spent per day on math."

***FEATURED DISCUSSION
Pick-a-block tool (middle level)
Tackweed writes, "I am curious as to whether I should include
the simulated experimental probability and the theoretical
probability as part of the summary, or should I leave it for
student calculation."

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