# Session Style: Multiple Representations

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• Integrates Technology (10)
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Mathematical Practices
Mathematical Practices
• MP1 - Make sense of problems and persevere in solving them. (24)
• MP2 - Reason abstractly and quantitatively. (22)
• MP3 - Construct viable arguments and critique others' reasoning. (23)
• MP4 - Model with mathematics. (21)
• MP5 - Use appropriate tools strategically. (11)
• MP6 - Attend to precision. (15)
• MP7 - Look for and make use of structure. (27)
• MP8 - Look for and express regularity in repeated reasoning. (18)

### Hungry for Change: Food Deserts in CT

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In this lesson, we are tasked with determining a location for a new supermarket to address a possible “food desert” problem in Glastonbury. You will use these diagram to guide your analysis along with tools in Desmos and Geogebra. To qualify as “low access” in urban areas, at least 500...

### Mural Mathematics

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Students will explore existing equity themed murals to identify themes, and the mathematics necessary to plan/create a city mural. Students will utilize Google maps tools to begin connecting Mathematical representations to precisely interpret circle properties and apply them to the mural design.

### Racial Profiling

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To investigate situations in the real world, we sometimes create a mathematical model. A mathematical model is a simplified version of the real world that allows us to understand the real world a little better. Over time we can change this model so that it gets closer and closer to...

### Modeling a Pandemic

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How can mathematics help us understand the phenomenon of a pandemic? What factors impact the spread of a disease like Covid-19? Which of these factors can we influence? (society, in schools) How can mathematics help us act during a pandemic toward better outcomes?

### Cup Stacking

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Begin with a row of cups and end with all of the cups in a single stack. Rules: 1. Count the number of cups in a stack. That stack must jump that number of spaces. For example, 1 cup can only move 1 space; 2 cups have to move 2...

### Balance Beans

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If you start with some beans on a seesaw and you’re given certain additional beans to place on the seesaw, can you do it so the seesaw balances? In this activity, students start by trying to solve various challenges involving different arrangements of beans on the seesaw and then design...

### Magic, Latin, & Sudoku Squares

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Squares and numbers, numbers and squares. There is something very satisfying about arranging numbers in a square formation, following specific rules, whether it is a Magic Square, Latin Square or Sudoku. This is probably why Sudoku puzzles are so popular. This session touches on some of the deep mathematics behind...

### Mathematical Magic for Muggles

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Presented are several easy-to-perform feats that suggest supernatural powers such as telepathy, “seeing fingers,” predicting the future, photographic memory, etc. Each trick uses simple mathematical ideas that allow information to flow effortlessly and sneakily, among them simple, efficient “coding” parity and other invariants symmetry probability One can approach these activities...

### Piece of Cake; Delectable Fractions and Decimals

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While exploring the relationship between fractions and decimals, participants will have the opportunity to practice operations with fractions, notice and explain patterns, review understandings of place value and number sense, and justify their reasoning. You can get a taste of math research by repeating these two steps: Think about an...

### Pick’s Theorem

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Austrian mathematician Georg Pick first stated this theorem in 1899. However it wasn’t brought to broad attention until 1969. In this exploration, participants will use rates of change to aid them in discovering Pick’s famous formula by finding a relationship between the area of the figure, the number of perimeter...