Moving beyond memorization of probability rules, the area model can be useful in making some significant ideas in probability more apparent to students. In particular, area models can help students understand when and why they multiply probabilities and when and why they add probabilities.

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### Kelly Hagan and Cheng-Yao Lin

April 2020's GPS department provides tasks for each grade band that invite students to reason with age-appropriate number theoretic concepts.

### Erell Germia and Nicole Panorkou

We present a Scratch task we designed and implemented for teaching and learning coordinates in a dynamic and engaging way. We use the 5Es framework to describe the students' interactions with the task and offer suggestions of how other teachers may adopt it to successfully implement Scratch tasks.

### Erin E. Baldinger, Matthew P. Campbell, and Foster Graif

Students need opportunities to construct definitions in mathematics. We describe a sorting activity that can help students construct and refine definitions through discussion and argumentation. We include examples from our own work of planning and implementing this sorting activity to support constructing a definition of linear function.

### Patrick Sullivan

Is the “Last Banana” game fair? Engaging in this exploration provides students with the mathematical power to answer the question and the mathematical opportunity to explore important statistical ideas. Students engage in simulations to calculate experimental probabilities and confirm those results by examining theoretical probabilities

### Karen S. Karp, Sarah B. Bush, and Barbara J. Dougherty

Try these meaningful alternative approaches to helping students make sense of word problems.

### Stefanie D. Livers, Kristin E. Harbour, and Lindsey Fowler

In our attempts to make a concept easier, we may hinder student learning.

### Stephen Phelps

### Edited by Anna F. DeJarnette

A monthly set of problems targets a variety of ability levels.