In this study, we examine how the Educational Leadership Program for Aspiring

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Typically, third graders are expected to associate common fractions with shaded parts of equally divided whole regions. Giving simple experience with probability to children of this age can extend their understanding of the need for fraction in everyday life. If the correspondence of equal chances to equal parts of a figure is emphasized. then fairly difficult problems can be approached through diagrams. The following activities involving probability and combinations build on language-arts experiences and incorporate concepts in multiplication. graphs, and fractions.

The topic of coordinate graphing is often introduced as an isolated textbook topic for students in the third grade. Children's current fascination with stickers can be incorporated into an inte resting approach to graphing in the middle elementary grade. The following activities were organized to meet the need for experience in graphing skills, as well a to integrate practice in symmetry and the recognition of shape. A sugge ted enrichment activity concern the need for three coordinates to locate points in physical spaces.

“New York State Plans Fish Census” read the title of the newspaper article. The tagging method of doing an animal or fish census provided an interesting idea for a lesson with my seventh and eighth graders on estimation, proportion, central tendencies, and structured sampling. It was also an occasion for using food in a mathematics lesson, which was always a welcome treat.