12 of 17 Items .... Course: PREALG
Problems, Questions, and Puzzles to spark discussion and argument in the maths classroom.
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What percent is orange? Green?
.: [PREALG], [Dan Anderson], [Geometry Snacks].
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Q1: How many different ways are there to shade this to show \(\frac{1}{4}\)?
Q2: How might kids shade this to show \(\frac{1}{4}\)?
.: [PREALG], [David Wees], [How Many Ways?].
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What do you see?
What do you wonder?
.: [PREALG], [David Wees], [Notice, Wonder].
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The houses on River Road are numbered consecutively from 10 to 132. Each house number is made with brass digits.
#105 would take 3 digits, for example.
1. How many brass digits are needed to form all the house numbers?
2. The numbers can be purchased for $2.29 each or $20.95 per dozen (of the same digit). What is the cheapest combination of numbers that you can arrange?
.: [PREALG], [Aldo Bianchi], [Find the Pattern].
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"The Wisconsin Republican's remarks, which received a standing ovation, started with the Badger State governor touting his middle class credentials. Before the speech, he had stopped by Kohl's Department Store and used Kohl's coupons to buy his sweater from the 70 percent off rack for one dollar.
Walker said he considered Kohl's successful low-price strategy a model for reforming the tax code so that more people pay taxes, but the tax rate is much lower."
What the easiest way to find out the original cost of that sweater?
From another site: "If you’ve ever shopped at Kohl’s, you know that it’s the store that generally always has a sale. Take a clearance item, apply a 15 percent off coupon with some Kohl’s Cash, and on the surface, Walker’s claim isn’t totally outrageous."
.: [PREALG], [internet], [Notice, Wonder].
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What question do you want to ask?
.: [PREALG], [T.R.Milne], [Notice, Wonder].
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Here are my three brackets:
Which of these is most useful in determining how many people are playing?
How jealous are you right now?
.: [PREALG], [T.R.Milne], [Notice, Wonder].
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How can we approach this beast of a problem without finding LCM?
\(\dfrac{1}{1} - \dfrac{5}{6} + \dfrac{7}{12} - \dfrac{9}{20} + \dfrac{11}{30} - \dfrac{13}{42} + \dfrac{15}{56} - \dfrac{17}{72} + \dfrac{19}{90} = \dfrac{a}{b}\)
.: [PREALG], [T.R.Milne], [Number Theory].
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Is that diagram correct?
What if the question were \( 13 \div 5 = 2 R3 \)? Could we diagram it in the same way?
.: [PREALG], [T.R.Milne], [Find the Error].
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Dear Students:
- Which of the following "tricks" was helpful to you in learning and understanding what was going on?
- Which ones just got you confused when the problem changed form slightly?
- Did you ever confuse \(\dfrac{3}{5}*\dfrac{1}{5}\) with \(\dfrac{3}{5} = \dfrac{x}{5}\) with \(\dfrac{3}{5} + \dfrac{1}{4}\)?
Which "tricks" should teachers stop using?
.: [PREALG], [T.R.Milne], [Notice, Wonder].
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If it takes me 60 minutes to cook dinner by myself, and 90 minutes if one of my kids is "helping" me, how long would it take her to do it herself?
.: [PREALG], [Matt Enlow], [Notice, Wonder].