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Stephan Pelikan, Anna F. DeJarnete, and Stephen Phelps

A monthly set of problems is aimed at a variety of ability levels.

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E. Fanny Sosenke and Tala Councilman

A real-world problem about the cost of moving one's household from one city to another.

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Frieda Parker and Vida Treviño

This activity engages students in a lesson about algebraic relationships concerning groupings of hamburgers and French fries, coupled with full-page activity sheets.

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Stephan Pelikan, Anna F. DeJarnette, and Stephen Phelps

A monthly set of problems is aimed at a variety of ability levels.

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Erin M. Meikle

For orchestrating whole-class discussions, note these suggestions to fine tune problem-solving techniques into cognitively challenging tasks.

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Aina K. Appova

Students analyze the probability of receiving a lifetime of free coffee.

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A cartoon exploring a problem about salaries, wages, and percentages is coupled with a full-page activity sheet.

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James Metz

Students analyze football plays.

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Travis A. Olson and Melfried Olson

This regular department of the journal features collections of short activities focused on a monthly theme. These articles aim for an inquiry or problem-solving orientation that includes four activities each for grade bands K–2, 3–4, and 5–6. Perhaps thinking of the more than fifty national food days that are celebrated in the month of October has tickled your students' taste buds enough to work up an appetite with these word problems and learn about all the foods that our nation celebrates this month.

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Scott A. Brown

The traditional technique for converting repeating decimals to common fractions can be found in nearly every algebra textbook that has been published, as well as in many precalculus texts. However, students generally encounter repeating decimal numerals earlier than high school when they study rational numbers in prealgebra classes. Therefore, how do prealgebra students in the middle grades convert repeating decimals to fractions without using the age-old algebraic process (multiplying and finding the difference of two “stacked” equations) or without applying the precalculus approach of treating repeating decimal digits as an infinite geometric series?.