Ohio Journal of School Mathematics: Number 63 (Spring 2011)

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https://kb.osu.edu/handle/1811/78075

Front Matter
pp. 1-4
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Is Deal or No Deal Cheating Its Contestants?
Shifflet, Daniel R. pp. 5-10
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Area or Perimeter: Using Representations for the Real World
Espejo, Tracy; Deters, Ashley pp. 11-16
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Exploring Irrational Numbers with TI-Nspire™
Klespis, Mark; Jones, Dustin pp. 17-21
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OCTM Membership: Twenty-five Years and Counting -- An Insider’s View
Sharp, Mary Theresa pp. 22-24
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Using Warm-Ups to Support and Develop Mathematical Ideas
Johanning, Debra I.; Weber, William B., Jr.; LaCourse, Julieanne pp. 25-31
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Applying Mathematics Through Floor Plan Design
Bolognese, Chris pp. 32-37
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Linear Relationship Activities
Laub, Mike pp. 38-41
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Problem Solving is About Seeing Relationships
Flick, Michael; Kuchey, Debbie pp. 42-44
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Back Matter
pp. 45-46
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Now showing 1 - 10 of 10

Front Matter (Number 63, Spring 2011)
(Ohio Council of Teachers of Mathematics, 2011)
Is Deal or No Deal Cheating Its Contestants?
(Ohio Council of Teachers of Mathematics, 2011) Shifflet, Daniel R.
As fans of fair contests, we are lead to believe that game shows proceed with mathematical consistency. However, a slight anomaly in this basic assumption can be found while watching the game play of Deal or No Deal. During certain situations it seems like the show is cheating its contestants. Could any mathematician let this question go without further analysis? Of course not! So began an investigation into our hypothesis. Using simple statistical notions like expected value and linear regression, we show how to isolate this mathematical irregularity and provide some evidence of its existence. What does this mean? Is foul play afoot? Read on to find out.
Area or Perimeter: Using Representations for the Real World
(Ohio Council of Teachers of Mathematics, 2011) Espejo, Tracy; Deters, Ashley
Teachers in third through eighth grade teach area and perimeter simultaneously to their students every year and expect the students to know the difference. Recognizing the concern that teachers have for the lack of knowledge for area and perimeter, as well as their units, we share a lesson that allows the students to connect the terminology and mathematics to the real world. Specifically, we use an enactive, iconic, and symbolic lesson to find the cheapest fence for our garden.
Exploring Irrational Numbers with TI-Nspire™
(Ohio Council of Teachers of Mathematics, 2011) Klespis, Mark; Jones, Dustin
This article describes some activities for approximating irrational numbers with partial sums of infinite series that have been used with preservice elementary teachers and adapted for the TI-Nspire™. The idea for the article came from an 8th grader's question about how people knew the correct digits of π. Before discussing irrational numbers, some examples of rational numbers approximated by an infinite series are given. Information using the TI-Nspire™ to facilitate student understanding, including keystrokes is presented. This is followed by a discussion of approximating π using one of Euler's well-known series. Finally, there is also a discussion of the limitations of technology in displaying decimal approximations beyond the number of significant digits stored in the Nspire.
OCTM Membership: Twenty-five Years and Counting -- An Insider’s View
(Ohio Council of Teachers of Mathematics, 2011) Sharp, Mary Theresa
The goal of the historical perspective presented in this article is to explore in some detail the evolution of OCTM membership processing during the twenty-five years Sister Mary Theresa Sharp, S.N.D. has been privileged to serve as Membership Secretary of the Ohio Council of Teachers of Mathematics since her appointment by OCTM President, Bill Hunt, on December 6, 1985. The article describes advancements in the areas of (1) backups, (2) hardware and software, (3) communications, and (4) membership numbers and total membership income. For example, backups were performed using increasingly efficient media, advancing from taking approximately one hour in 1985; hardware and software sophistication improved beginning with using the DB Master software on the Apple IIe in 1985; and communication limited to phone calls and OCTM's standard communication through the United States Postal Service, in recent years included email as a third way to communicate with members. Membership numbers during the past twenty-five years are presented in a bar graph. Total membership income approaching one million dollars for the past twenty-five years is reported, thus providing evidence of the professional commitment to mathematics education, as well as the sustained dedication, of dues-paying OCTM members.
Using Warm-Ups to Support and Develop Mathematical Ideas
(Ohio Council of Teachers of Mathematics, 2011) Johanning, Debra I.; Weber, William B., Jr.; LaCourse, Julieanne
In the course of a school year teachers are faced with a full calendar of mathematics to cover. Every minute matters. Engaging students in mathematical activity as soon as they enter the door increases the number of minutes they spend studying mathematics in a year. Warm-ups can be used to review and practice skills. They can be used to build new ideas and forms of mathematical thinking. This paper shares three different sets of warm-ups that can be used with middle school students to encourage different types of mathematical thinking and reasoning. This article was supported by the Middle Grades Mathematics Initiative project funded by The Ohio Board of Regents Improving Teacher Quality Grant No. 08-39.
Applying Mathematics Through Floor Plan Design
(Ohio Council of Teachers of Mathematics, 2011) Bolognese, Chris
Architectural design allows a landscape (literally) for students to learn and apply mathematics. Through floor plan design, students showcase their understanding of an array of topics such as unit conversion, area and volume calculations, and transformations on various curves. This article describes two particular floor plan activities appropriate to two different levels (Geometry and Precalculus) that utilize two free technologies: Google Sketchup and Mac Grapher software. Readers are invited to explore both of these technologies in their own classroom instruction.
Linear Relationship Activities
(Ohio Council of Teachers of Mathematics, 2011) Laub, Mike
Problem Solving is About Seeing Relationships
(Ohio Council of Teachers of Mathematics, 2011) Flick, Michael; Kuchey, Debbie
Back Matter (Number 63, Spring 2011)
(Ohio Council of Teachers of Mathematics, 2011)

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