Resources Needed: Four computers with Internet access, Hyperstudio, coloring materials (utensils and paper), pencils and paper for solving problems. Bulletin boards of small facts on how math is used in everyday life.

Exposition:

1. Begin by saying you understand that students have been saying they don't see why math is important, or why and how this pertains to their life.

2. Brainstorm as a group using Hyperstudio how math is used in every day life, and why it's important. Discuss topics that arise.

Experience/Interactive learning:

3. Break into 4 groups with 4 students in each, with roles and responsibilities such as recorder, typer/mouse user, interpreter, encourager.

4. Each group is assigned a different web site to explore and experience. The Four Color site goes directly to Game 1, which then gives directions on how to play the game. This game requires the students to draw their own maps, so they will need pens/pencils, paper, and markers. The site also has other games to explore, which the students may do if time allows. The Chocolate Bar exercise is more advanced in language. For the solution, simply scroll down the site to Proof #2. It is also helpful for the students to read the Follow Up. Other games and applications are available after that to explore. The baseball site is long. Students need to read the introduction, as well as the link to sabermetrics. There are 14 short activities, so choose specifics out of those to fit the class and interests. I recommend the first 4. The Eye Opener site is also more advanced in its explanation, but it is good to help students try to figure it out on their own. It opens right from this site. The other activities offered here don't pertain as much to this lesson.

5. Each group will complete their activity and any other activity or exploring from their site they wish to do.

Critical Thinking:

6. In groups, they will discuss what they have learned from the site, especially how this knowledge is used in every day life.

7. Once the class has rejoined, put all the website information on the board/overhead to be shared.

8. Each group reports their site, what it consisted of, what they did, and especially what they learned and how that pertains to life.

Activity:

9. Class will then break into groups again, and come up with their own activity showing how math relates to life following from the activity they experienced over the web for the rest of the class. They will also come up with a group definition of what math is in light of their activity.

Resources:

Breaking Chocolate Bars: http://www.cut-the-knot.com/proofs/chocolad.html

Math, Baseball, and the San Francisco Giants: http://www.kn.pacbell.com/wired/baseball/

Eye Opener: http://www.cut-the-knot.com/pythagoras/tricky.html

Four Color Map Problem: http://www.math.ucalgary.ca/~laf/colorful/4colors.html