Surprise! Turn Routine Problems into Worthwhile Tasks
Richard Caulfield, Shelly Sheats Harkness and Robert Riley
December 2003, Volume 9, Issue 4, Page 198
This article describes what happened in the classroom when teachers "modified" a traditional textbook problem related to probability and turned it into meaningful mathematical investigations. The "modified" problem had multiple entry points and enough challenge so that students used their own prior knowledge of mathematics as they made conjectures, explored possible solutions, and engaged in rich discourse. Two tasks and an activity sheet are included.
Problem Solving / Problem Posing
Ratios / Proportions