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"There are so many virtual iPad tools that I love using with my students (base ten blocks, sticky notes, geoboard, atlas, glossary, dry erase board…). One free app that can substitute a ruler is Ruler for iPad and iPhone. Have students place an item on their iPad screen or measure distance between two points they tap on the plane."

"On the second floor of Morgan State University's engineering building, Jacob Walker, 12, is putting the finishing touches on a ruler he's just created. Not yet an actual ruler. One he's designing on the computer. He just needs to add his initials - then it's time to produce it on a 3-D printer. Jacob starts seventh grade in the fall and has big dreams. Building this ruler is all part of the plan. "When I was a child," he says, "I loved to play with Legos, and it inspired me to be an engineer when I get older." Jacob is one of some 50 boys in this free, four-week camp at Morgan State. It's called the Minority Male Makers Program - paid for by Verizon."

"With some thick cardboard, a cutting knife, some hot glue, a ruler, and probably a bit of trial and error, you can create your own DIY coin sorting machine. The key to the sorting "mechanism" is to cut the right size holes in the correct order-smallest to largest. Watch this how-to video from The Q."

I vividly remember how I first learned to take notes. My sixth grade geography teacher lectured in outline style: "Roman Numeral one - China. A - Qin Dynasty. 1 - Rulers . . . " We wrote down precisely what he said, and to this day, I still take notes in outline form. However, consider Sunni Brown's TED Talk, "Doodlers Unite." She argues that engaging in sketching while listening to complex ideas further supports learning.

"The students in Molly James's kindergarten classroom were tasked with creating a mathematical art gallery. They had each drawn a number and then searched for two types objects they could use to compose a visual number sentence - such as two rulers plus three scissors to equal five objects. After photographing and mounting their pictures on the wall in numerical order, the students sat on the floor with their sketchbooks and began to draw and talk. "I had expected them to learn something about number composition," James said, "but I didn't expect the remarkable observations they began to have about the photographs." For example, when one girl looked at a picture of two red scissors and three blue scissors (2+3=5), she noticed that the direction of the handles gave rise to a new number sentence: 4 scissors pointing left + 1 scissor pointing right = 5 scissors. James, who recently published a paper about creativity in the classroom, said moments like these remind her that "creativity is not fluff or an add-on, but is instead an essential part of what it means to be a mathematician."  In fact, she believes creativity is the key to helping her students become confident and skilled mathematical thinkers."

"Evaluating a student's understanding of a topic is like taking a measurement. However, it requires measuring something that is difficult to see. It's not like I can stick a ruler into a student's brain to determine the size of their physics stuff. Now, most teachers use indirect means, usually a multiple-choice test or an exam in which students work through a problem. These are poor measures of student understanding. Someone could simply guess, or flub the answer through a silly mistake. So how can I accurately assess a student's understanding of physics? Until someone invents a way of reading a student's mind, I must do something else. I use a combination of written tests and video assessments."

"AS A PHYSICS professor, I have two jobs. The first, obviously, is to help students understand physics. That makes me something of a coach. But I want to talk about my second job: evaluating what students understand about physics. You might call this grading them. Evaluating a student's understanding of a topic is like taking a measurement. However, it requires measuring something that is difficult to see. It's not like I can stick a ruler into a student's brain to determine the size of their physics stuff. Now, most teachers use indirect means, usually a multiple-choice test or an exam in which students work through a problem. These are poor measures of student understanding. Someone could simply guess, or flub the answer through a silly mistake. So how can I accurately assess a student's understanding of physics? Until someone invents a way of reading a student's mind, I must do something else. I use a combination of written tests and video assessments."