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See below for Rio de Janeiro forms, examples, etc...

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See items below from the Amazing Race Math Edition

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Check here for the answers

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Which were most evident?

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Math Practices 7&8

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This problem is yuuuge...

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Mathematical Process Standard Anchor Charts - Lessons - Tes Teach

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Student Friendly Posters .Posters Mathematical Practices.#1 Make Sense of Problems & Persevere.#2 Reason abstractly and quantitatively.#2 Reason Abstractly.#3 Construct Viable Arguments.#3 Construct Viable Arguments.#4 Model with Mathematics.#4 Model with Mathematics.#5 Use Tools Stategically.#5 Use Tools Strategically.#6 Attend to Precision.#6 Attend to Precision.#7 Make Use of Structure.#7 Make Use of Structure.#8 Repeated Reasoning.#8 Repeated Reasoning.Math Practice Standards - Debbie Waggoner

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[In the United States] Teachers act as if student interest will be generated only by diversions outside of mathematics. (The Teaching Gap, p. 89)

Schema Activation: Journal Jot

Focus: Changing the Script

Activity: Find the exact decimal representation for three-nineteenths

[The follow represents how learners have engaged with this activity.]

This seems like a fairly straightforward exercise. Why not just plug the numbers into a calculator? The converting-a-fraction-to-a-decimal procedure requires us to divide the numerator by the denominator until the decimal either repeats or terminates. Three divided by nineteen - easy. Except, the quotient displayed on the calculator screen does not provide enough information since it does not show enough places.

Maybe using a different calculation tool would help. What about an Excel spreadsheet?

This seems to suggest that three-nineteenths terminates. And it matches the calculator's answer. A problem solver would not simply accept these and be done - would she?

What other strategies could apply?

Work the division out by hand

See if another related fraction might shed some light on the decimal

1/19 since 1/19 multiplied by 3 is 3/19

16/19 since this would be the complement of 3/19

Multiply 0.157894736842105 by 19 to see if the product is 3

[Learners often explore these approaches with various levels of success. Having monitored their own progress, the learners often turn to other strategies or decide to seek a solution to other related problems. They do not want to be stuck trying the same approach over and over again.

WolframAlpha has added a wrinkle to this activity as it provides an exact decimal representation for three-nineteenths. Originally, we thought this would be problematic as it gives a clear answer to the original question. It is interesting, however, that focusing on a problem solving approach generates similar alternative/extension problems whether or not the answer has been found.]

Which fractions repeat and which terminate? Why?

Can we predict the period of the decimal representation of a given fraction?

[Answers to these alternative/extension question rarely are answered in the time available to the workshop. Learners are encouraged to continue exploring the problems if they are interested. Even though they have not come to any firm conclusions, they usually have some interesting answers to the reflection questions.]

Reflection: Mathematician's Chair

What did you do as it relates to the mathematical practices?

So what was important about this work?

Now what might you do the next time you encounter a problem?

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In the United States] Teachers act as if student interest will be generated only by diversions outside of mathematics. (The Teaching Gap , p. 89) Schema Activation: Journal Jot Focus: Changing the Script Activity: Find the exact decimal representation for three-nineteenths [The follow represents how learners have engaged with this activity.]