SamizdatMath

This is a set of activities that uses the raw data from each state in the 2016 United States Presidential Election, including the number of votes for each candidate, the number of "eligible" voters and the number of voters who "did not vote." What students will find out that if "did not vote" was a candidate, it would have "won" by one of the largest landslides in history. This is based on data used on the following website: https://brilliantmaps.com/did-not-vote/ The first activity explains som

This has been very successful for me both as an assessment and an activity that students can do at centers or at home. There are 10 different story problems, and a board with 10 spots to place them: each one states the operation you would use to solve it. Your students cut out the cards, they read the problems and then tape or glue the correct problem with the operation or operations that would be used to solve it. Most are single step problems, but some require two steps. A fun thing to do in c

Our hero Samantha Sagacious: Number Detective, returns with 10 new mysteries, but this time she has a new tool at her disposal: the 1 - 100 chart. Your students will love solving each of these mysteries one at a time, either solo or in pairs at learning centers. Comes complete with answer key, and a set of "Do It Yourself" riddles that your students can create (and send to me!) for publication. Samantha Sagacious Rocks!

Ben and Ilene are having an argument: they are looking at a number line with a 0 on one end, and 1 million on the other end. The question is: where would 1 thousand be? Ben & Ilene have different insights into the problem: Ben says that 1,000 is a large number and so is a million, so it must be close to that side. Ilene says that 1 thousand is much smaller than 1 million, and it belongs closer to 0. Is either of them correct, or is one of them "more correct" than the other? I've included 5 exam

It is difficult to show a use for multiplying fractions that seems both fun and real. In this activity, students learn about a "multi-ray" which changes the size of an object. When the multi-ray is set to more than 1, it is enlarged. When it is set to between 0 and 1, it is made smaller. This activity starts by teaching the concept of scaling by whole numbers, then scales a whole number by a fraction, then a fraction by a whole number, and finally a fraction by a fraction. This activity includes

Are you interested in developing your students' understanding of decimals and statistics using baseball? This activity focuses on the skills of computing and comparing batting averages, as well as seeing what effect a "hit" can have on a player's average; that is, a player with fewer "at bats" will get a bigger "bump" from a hit, than a player with many at bats. This activity encourages students to see that a single statistic cannot tell you everything about the quality of a baseball player.

Tired of the old "make a flat" game? Do you want your kids to enjoy learning about and using place value? Close to a Flat challenges children to think about place value when planning strategy to win a game: in 5 rounds a student chooses between cubes and rods to get as close to making a flat as possible, or in 6 rounds, choosing cubes, rods and flats to make a thousand cube. This game includes puzzles for kids to take home, as well as mats to keep track of cubes, rods and flats. There is also a

Do you have pattern blocks? Traditionally, we know the triangles as sixths, rhombi as thirds and trapezoids as halves. But what if we changed this a bit? Suppose the trapezoid was not 1/2, but 1/4? What would that make the green triangles? What would "1" look like? If you want to deepen your students' understanding of fractions using manipulatives and having children work together on a very engaging and challenging set of tasks, then you'll want to buy this. This unit, complete with lesson pla