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## December 2016 January 2017 Problems

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

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## Moving to a New City

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

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## Burgers and Fries: Exploring Equivalent Expressions

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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## November 2016 Problems

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

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## Selecting and Sequencing Students' Solution Strategies

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

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## Star Cups Forever

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

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## Welcome to the Real World

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

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## Football Field Mathematics

Students analyze football plays.

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## Is there an app for that?

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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## Nifty Nines and Repeating Decimals

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?.