Directions: Using the digits 1 to 9, at most once each, fill in the boxes to make both expressions true.

What strategies did you use? How many different answers can you make?

Directions: Using the digits 1 to 9, at most once each, fill in the boxes to make both expressions true.

What strategies did you use? How many different answers can you make?

So a routine question I have when I tell people I work with OM is that Teachers want a better medium than an image to project on the screen. There have been many other awesome colleagues who have blogged or tweeted about taking an OM problem and making manipulatives of the choices to allow students to physically interact with the problem. Since I have also been kicking the coding side of the realm lately, I decided to start converting my OM problems into Scratch Interactive programs. Here is my first program

Trig Ratios:

https://scratch.mit.edu/projects/326596939/

I encourage and appreciate input on this new venture in making awesome OM problems more accessible for Students and Teachers.

Directions: Using the digits 1 to 9, at most once each, fill in the boxes in this two way frequency table to make the statements true.

1. Students were four times as likely to wear low athletic shoes than high casual shoes

2. Three-sevenths of the students who wear low shoes wear casual ones.

3. More students wore athletic high tops than casual shoes

Other Questions:

How many students were surveyed?

Can you find the probability that a student is wearing any of the shoe choices?

What does this data tell you?

Directions: Using the digits 0 to 7, at most once each time, fill in the blanks to create a scatter plot with line of best fit y= 1/2x + 4.

(___ , ___) (___ , ___) (___ , ___) (___ , ___)

Directions: Using the integers 2 to 8, at most once each time, fill in the boxes to make the graphic true.

Are there any places you know certain numbers have to be on the graphic? How do you know?

Directions: Using the digits 1-6, at most once each, fill in the boxes to make a true statement.

What would changing * f*(x) to ___ x – ___ do?

Directions: Using the digits 1 to 9, fill in the red and blue boxes to create two functions ** f**(x) and

Can you create two functions ** f**(x) and

Can you create two functions ** f**(x) and