Working in groups, students were asked to find solutions to the
problems presented at seven stations. They spent approximately
ten minutes at each station over a period of two days. The stations
were positioned in the classroom so that students could move from
station to station in a clockwise fashion.

**Station 1** - Pool Problem

Students are given the area of a circular pool and a distance
from the edge where a circular fence will be constructed. They
are to find the amount of fencing needed.

**Station 2** - National Park Problem

Students are given sufficient information to find the circumference
of a tree. They are to find the diameter of that tree.

**Station 3** - Shaded Region Problem

Students are given three sketches involving the same square with
a different number of circles within the square. They must determine
which sketch has more shaded area.

**Station 4** - Windshield Wiper Problem

Students are given the length of a windshield wiper, the length
of a rubber wiping blade and the central angle of the sector.
They must determine how much area is covered by the blade.

**Station 5** - Pizza Problem

Students are given the diameter and the calories, per square unit,
of a pizza. They must determine the measure of the central angle
of a slice, given a restriction of number of calories per slice.

**Station 6** - Tennis Can Problem

Students are given a tennis ball can filled with three tennis
balls. They are to determine a relationship between the circumference
of one tennis ball and the height of the can.

**Station 7** - Dart/Computer Problem

Students are given a paper bull's eye and darts. They are to determine
the probability, after 100 trials, that the dart will land in
the bull's eye. Then students will perform a simulation of this
problem using Geometer's Sketchpad.

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