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Transcript of C and SkillS Guide - Scholasticteacher.scholastic.com/scholasticnews/magazines/... · 4–5 Line Up...
May/June 2011 • DynaMath • T1
Teacher’s ediTion
May/June 2011Vol. 29, No. 8
ISSN 0732-7773
A SupplemeNt to Dynamath
scholastic DynaMath557 Broadway, room 474
new York, nY 10012(212) 343-6458
sUBscriPTion/deLiVerY inQUiries:
1-800-schoLasTic(1-800-724-6527)
www.scholastic.com/custsupport
Thank you for subscribing to DynaMath. We hope you’ll renew for next school year. Not only will you get great articles that bring
math to life, with new correlations to the common core standards, but we will relaunch our Web site with more
features—FOR SUBSCRIBERS ONLY!With your print subscription,
you’ll get digital, whiteboard-ready versions of every article, videos of math instructions, and more.
See you in September!Mathematically yours,
Matt Friedman, Editor
What’s new in September
Content and SkillS Guidedifficulty Level: H = Easy HH = On-Level HHH = Challenging
PaGe arTicLe TiTLe,diFFicULTY LeVeL
PriMarY MaTh sKiLL sUPPLeMenTarYsKiLLs/aPPLicaTions
ncTM sTandards(see below for details)
cover “Cars” Goes Far! HH rate Computation ÷ 1, 6, 8
2–3 Numbers in the News HH Mixed skills Decimal, time computation 1, 4, 7, 8. 9
4–5 Line Up to Celebrate! HH Making a logic line Problem solving 6, 7, 8, 9, 10
6–7 Movie Mathness HH Year-end skills review Crossnumber puzzle 1, 2, 3, 4, 7–9
8–9 Spin and Win? HH Probability Consumer math, fractions 1, 5, 6, 7, 8, 9
10–11 Small Wonders! HH equivalent units of measure Scale, computation ÷ 1, 4, 7, 8, 9
12–13 Planet of the Cubics HHH Volume of irregular shapes Computation +, 5 1, 3, 4, 8
14–15 Camp for Robots HH issue skills review Test-taking practice 1, 3, 4, 5, 6, 8
16 Positively Nick! HH Positive & negative integers Reading a number line 1, 8
T4 Count on Vocabulary! H Year-end vocabulary review pp. 6–7 extension 1, 8
T5 Play With Probability H Probability activity pp. 8–9 extension 5, 8, 9
T6 Cubics’ Box Business H calculating volume pp. 12–13 extension 1, 3, 8
issue dates: 9/10 10/10 11–12/10 1/11 2/11 3/11 4/11 5-6/11
need Funding for DynaMath?Go to www.scholastic.com/classmags and click on new Funding to learn how DynaMath qualifies for funding opportunities such as Title I.
ncTM standards 1. Number and Operations 2. Algebra 3. Geometry 4. Measurement 5. Data Analysis & Probability
6. Problem Solving 7. Reasoning and Proof 8. Communication 9. Connections 10. Representation
Standards listed above in a bold box (such as 1) indicate that the article also connects with a new NCTM Curriculum Focal Point.
Your StudentS can Win a dYnaMath t-Shirt!ask your students to be on the lookout for interesting events or places that they’d like DynaMath to feature in “numbers in the news.” have them mail a copy of, or a Web link to, their news idea. if we use it in the magazine, they’ll win a DynaMath T-shirt. Mail entries to the address at the top of this page.
coVer: “cars” Goes Far!
eXTension: BonUsBased on the answer from the
activity, how much longer would it
take to travel the same distance at
60 mph than at 180 mph? (Answer:
It would take 60 hours longer at 60
mph than at 180 mph.)
2–3: nUMBers in The neWs
sTraTeGY: . . . MoUsTacheHave students construct a 3-by-3
grid. They should label each column
with one competitor’s name, and
label each row with one category.
The chart can be used as a logic box
to organize the information.
eXTension: Wind UP and Go!
Use a sticky note to mark the height
of the “Wind Up” on the wall. Have
students compare their heights with
the height of the car.
eXTension: QUiTe a racKeT
Bonus question: The Major
League Baseball game that
took the longest to play lasted
8 hours, 6 minutes. How much
longer did the record-setting
Wimbledon match last? (Answer:
2 hours, 59 minutes longer)
4–5: Line UP To ceLeBraTe!
sTraTeGY: sTicKY noTesHave students write each event on a
sticky note or a small piece of paper.
They can arrange these events
according to the given clues.
eXTension: More LoGic Lines
Have students work in small groups
to research other unusual summer
holidays. Have them create logic-
line puzzles using clues such as
those given in the article. Have each
group share its puzzle with the rest
of the class.
8–9: sPin and Win?
sTraTeGY: ProBaBiLiTYAsk students to describe their
understanding of probability. Ask
them to name real-life applications
of probability, such as a coin toss
at a ball game or the roll of dice in a
board game.
eXTension: ProBaBiLiTY FUn
Enlarge and photocopy the
probability wheel for questions
2 and 3. Have students work in
pairs. Give each pair a copy of the
probability wheel and a paper clip
to use as a spinner. (They can use
a pencil to hold the paper clip at
the center of the spinner.) Have
the students spin the paper clip
18 times, recording the results of
each spin. Have them compare the
results of the experiment with the
predicted results from the answers
to question 2.
12–13: The PLaneT oF . . .
VocaBULarY: VoLUMeVolume is the amount of space
enclosed in a 3-D shape. Volume is
measured in cubic units.
sTraTeGY: MaKe ModeLs
Have students use small cubes to
construct models of each pictured
object. Have them separate the layers
to find the total number of cubes. Ask
why a cube, as opposed to a cylinder
or a cone, is the best solid shape to
use when measuring volume.
14–15: caMP For roBoTs
sTraTeGY: TesT TiP Be certain that the unit label of your
answer matches the question.
16: PosiTiVeLY nicK!
sTraTeGY: nUMBer LineHave students use a number line
to compare the values of integers.
Encourage students to use the
terms “greater” and “lesser” when
comparing the values of numbers,
rather than “bigger” and “smaller”
or “higher” and “lower.”
eXTension: inTeGer GUess
Write down a “secret integer” from –20 to 20. Have the class work
together to ask you 7 yes-or-no
questions in an attempt to identify
your integer. (For example, “Is your
integer greater than –2?” or “Is your
integer a prime number?”) By the
seventh question, students should
be able to identify the integer.
Lesson plans
T2 • DynaMath • May/June 2011
—dale Beltzner
Mr. Beltzner is the Math Subject Area
Leader for the Southern Lehigh School
District in Bethlehem, Pennsylvania.
Teachers: Make one copy per student, or assign one problem each day to start your math lesson!
Prob
lem
of
the
Day
Try
one
of
thes
e qu
ick
exer
cise
s ea
ch d
ay a
s a
fast
, fun
way
to
star
t yo
ur m
ath
less
on!
Nam
e __
____
____
____
____
____
____
____
____
____
SK
iLL
S P
aG
e
problem of the Day by Dale Beltzner. Scholastic Inc. grants teachers permission to reproduce this page. ©2011 by Scholastic. All rights reserved.
da
Y 1
W
hich
thr
ee o
f th
ese
num
ber
s ha
ve a
sum
of
1,4
92?
622
, 50
8, 3
97,
473
da
Y 6
Fi
ll in
the
nex
t tw
o nu
mber
s in
the
pa
tter
n:
6, 1
2, 2
4, 3
0, 4
2, 4
8,
60
, 66
, 78
, ___
, ___
da
Y 1
1 W
hich
is
the
long
er
per
iod o
f ti
me?
A
2 h
ours
and
14
min
utes
O
R
B 2
14 m
inut
es
da
Y 1
6W
hat
shap
e is
for
med
w
hen
3 eq
uila
tera
l tr
iang
les
are
pla
ced
side
by s
ide
wit
h ed
ges
touc
hing
?
da
Y 2
A
n eq
ual n
umbe
r of
8-e
yed
bugs
and
6-e
yed
bugs
are
in a
roo
m.
The
y ha
ve a
tot
al o
f 70
ey
es. H
ow m
any
of e
ach
type
of bu
g ar
e th
ere?
da
Y 7
W
hat
pos
itiv
e in
tege
r n
mak
es t
he fol
low
ing
equa
tion
tru
e?n
+ n
= n
5 n
+ n
da
Y 1
2
July
20, 20
11, is
the
42nd
ann
iver
sary
of
th
e firs
t m
anne
d
land
ing
on t
he m
oon.
In
wha
t ye
ar d
id t
he
land
ing
take
pla
ce?
da
Y 1
7Fi
nd t
he m
issi
ng
num
ber
: 6
5 (
7 –
3) –
3 =
__
5
3
da
Y 3
Fil’s
Fer
ris
whe
el
rota
tes
755
feet
in
5
min
utes
. H
ow m
any
feet
per
min
ute
doe
s
it a
vera
ge?
da
Y 8
The
film
Kar
ate
Koa
la
pla
ys e
very
2 h
ours
an
d 1
2 m
inut
es. If
the
firs
t sh
ow is
at 1
2:0
5 p.
m.,
whe
n doe
s th
e fo
urth
sho
w s
tart
?
da
Y 1
3
A +
B =
10
A is
not
zero
or
odd.
B >
7W
hat
is t
he v
alue
of
A?
da
Y 1
8
Mat
t’s fat
her
is t
wic
e
as o
ld a
s M
att. M
att’s
so
n is
hal
f M
att’s
age
. The
sum
of
thei
r ag
es
is 1
40
yea
rs. H
ow o
ld
is e
ach
per
son?
da
Y 4
W
hat
is t
he b
est
m
etri
c un
it t
o us
e to
m
easu
re t
he len
gth
of
a sh
arpen
ed p
enci
l?
da
Y 9
Fi
ll in
all
the
bla
nks
wit
h th
e sa
me
dig
it t
o m
ake
this
equa
tion
tru
e.__
__
__ 5
__
__ _
_ =
12
,32
1
da
Y 1
4
Rid
e tick
ets
cost
$2.
25.
An
unlim
ited-
ride
pas
s co
sts
$12
. If yo
u w
ant
to tak
e 5
ride
s, w
hich
sh
ould
you
buy
? H
ow
muc
h w
ill y
ou s
ave?
da
Y 1
9
Whi
ch t
wo
frac
tion
s bel
ow h
ave
a su
m o
f 7 __ 8 ?
1 __
4
5
__
16
3 __ 8 15
__
24
da
Y 5
S
witch
tw
o dig
its
so
that
the
sum
of
ever
y ro
w, co
lum
n, a
nd
dia
gona
l is
15.
da
Y 1
0
List
as
man
y m
ath-
rela
ted w
ords
as y
ou
can
thin
k of
tha
t st
art
wit
h th
e le
tter
s.
da
Y 1
5
Wha
t tw
o fa
ctor
s of
60
hav
e a
sum
of
17?
da
Y 2
0
Wha
t is
the
pro
babi
lity
of s
pinn
ing
“whi
te”?
May/June 2011 • DynaMath • T3
42
89
51
37
6
Name ______________________________________
Count on Vocabulary!
Act
ivity
by D
ale
Bel
tzne
r. S
chol
asti
c In
c. g
rant
s te
ache
rs p
erm
issi
on t
o re
pro
duc
e th
is p
age.
©20
11 b
y S
chol
asti
c In
c. A
ll ri
ghts
res
erve
d.
review activity
T4 • DynaMath • May/June 2011
Word Bankacute 17,492 angle 28,490 area 3,546 decimal 2,100 estimation 3,222 expanded form 94,575 fraction 45,284greatest common factor 6,810hundredths 31,688improper fraction 9,073 intersecting 5,045 least common multiple 29,108 mean 6,209 obtuse 96,600 parallel 3,700 pattern 1,139 perimeter 44,600 perpendicular 8,425 quotient 155,000 right 32,005rounding 77,480 tenths 5,760thousandths 11,923 word 7,610
3 Now, look at all of the uncircled numbers. Use a calculator to find their sum.
3 Turn the calculator upside down to fill in the answer to this riddle!
What do you name a turtle that likes to stay indoors?
Brush up on your math vocabulary: Match math words with their definitions to find the answer to a silly riddle.
What to Do3 Read each definition in Clues. 3 Find the word that matches it in the
Word Bank. 3 Circle the word and the number next to it.3 After you’ve found every word’s match,
follow the instructions below the Word Bank.
cluesa. two lines that never meet or cross
B. Division answer
c. Angle greater than 90º but less than 180º
d. place value 10 times greater than hundredths
e. Distance around a polygon
F. 9 is the ________ of 27 and 36
G. A reasonable judgment
h. For example, (6 5 100) + (5 5 10) + (3 5 1)
i. two lines crossing at right angles
J. the average
K. 90º angle
L. Number that shows a part of a whole
M. place value between tenths and thousandths
n. Adjusting a number to a given place
o. Numerator greater than denominator
P. 12 is the ________ of 4 and 6
Name _____________________________________
Play With Probability
Act
ivity
by D
ale
Bel
tzne
r. Ill
ustr
atio
n by
Dav
e C
lug.
Sch
olas
tic
Inc.
gra
nts
teac
hers
per
mis
sion
to
repro
duc
e th
is p
age.
©20
11 b
y S
chol
asti
c In
c. A
ll ri
ghts
res
erve
d.
extension activity
On pages 8 and 9, we show that, when playing wheel games, probability—not luck—decides your
chances of winning. Still don’t believe us? Play with a simple spinner to see probability in action.
There’s a high probability that you’ll like it!
May/June 2011 • DynaMath • T5
1Which number is yours? Fill in its circle.A 1 B 2
2 If you spin the spinner, what is the probability that the spinner will land on your
number? (Write the probability as a fraction.)
3 If you spin the spinner 20 times, how many times should it land on your number?
4 each player spins the paper clip 10 times. tally (for example, IIII) all 20 spins’ results
on a separate piece of paper.a. How many times did both players combined land on your number?
b. Was this number close to the number of times you predicted in question #3?
talk it over: Compare your pair’s results with those of other pairs of students in the class. What observations can you make? Add up the results of all the pairs in your class. How close are the entire class’s results to your prediction from #3? Discuss why you think that is.
1 2
What to DoPlay the game below with one partner.
Assign one player the number 1 on the spinner. The other player is assigned the number 2. To use the spinner, spin a paper clip around a pencil as shown.
Name _____________________________________
Cubics’ Box Business
Illus
trat
ion
by R
on B
arre
tt. A
ctiv
ity
by D
ale
Bel
tzne
r. S
chol
asti
c In
c. g
rant
s te
ache
rs p
erm
issi
on t
o re
pro
duc
e th
is p
age.
©20
11 b
y S
chol
asti
c In
c. A
ll ri
ghts
res
erve
d.
extension activity
T6 • DynaMath • May/June 2011
4 the Cubics’ Box Company is shaped like a huge box. It is 200 m long, 150 m wide, and
40 m tall. What is the volume of the building?
5 the Cubics make boxes to ship kick-cubes. each box is 20 cm on each side. What is the
volume of one box?
supermath
Boxbie dolls come in boxes that are 5 cm long, and 7 cm wide, and have volumes of 630 cubic cm. What is each box’s height?
The Cubics (from pages 8 and 9) are the best box-makers in the universe! Use the volume formula to help the Cubics calculate the size of their big boxes!
Volume FormulaVolume of a rectangular prism =
length 5 width 5 heightTh e formula can also be written as
V = l 5 w 5 h
1 one box at the Cubics’ factory was 5 cm long, 4 cm wide, and 3 cm high.
a. What equation would you use to find its volume?
b. What was the box’s volume?
2 the Furniture Factory needs boxes to ship chairs. each box needs to be 12 decimeters
(dm) long, 6 dm wide, and 7 dm high. What is each box’s volume?
3 the Cubics’ Beach Business needs boxes to ship Boogie Boards. the boxes need to be
90 cm long, 50 cm wide, and 10 cm high. What is each box’s volume?
What to DoCalculate the volume of each rectangular
prism in the questions. Be sure to write your answers in cubic units.