Clips about paper folding and lottery numbers inspire questions about exponential growth and probability.
Jason Silverman, Gail L. Rosen, and Steve Essinger
Use digital signal processing to capitalize on an exciting intersection of mathematics and popular culture.
Nicholas H. Wasserman
The practice of problem posing is as important to develop as problem solving. The resulting explorations can be mathematically rich.
Processes using linear measurement can be adapted to teach complex topics such as polynomial multiplication, rational exponents, and logarithms.
Yee-Min Cha and Scott A. Brown
Students analyze items from the media to answer mathematical questions related to the article. Linear and exponential models for population growth are explored, and dimensional analysis is used.
Laura M. Crowley
A favorite lesson is presented by a teacher. This lesson involves student participation in planning post-secondary school financing. Compound interest and the present and future value formulas are the mathematical basis for the lesson.
Helen M. Doerr, Donna J. Meehan, and AnnMarie H. O'Neil
Building on prior knowledge of slope, this approach helps students develop the ability to approximate and interpret rates of change and lays a conceptual foundation for calculus.
Edited by Randy F. Hall
Students analyze items from the media to answer related mathematical questions. The mathematics involved in this month's clips includes percent loss and gain, proportional reasoning, and the application of Kepler's laws, which involve exponential equations and regression.
Human Rights Education, or HRE, can be applied to allocation of scarce resources, such as food production.
Stephen F. Bismarck, Jeremy Zelkowski, and Jim Gleason
“How much do you think gas will cost when I graduate from high school?” Like many commodities, the price of gasoline continues to rise, and these price changes are readily observed in gas stations' signage. Moreover, algebraic methods are well suited to model price change and answer the student's question. Over the course of one ninetyminute block or two forty-five-minute classes, students build functions and interpret them in context. This article presents the activity, describes its implementation, provides sample student work, and discusses its relationship to the Standards for Mathematical Practice from the Common Core State Standards. Data used in the activity are available at http://data.bls.gov/cgi-bin/surveymost?ap.