MATH
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Table of Contents
Sessions 1 & 2 Science: Physics: Forces & Motion WildRides.. . . . . . . . . 4 Roller Coaster Rush . . . . . . 8 Full Speed Ahead. . . . . . . . 9
Sessions 9 & 10 Science: STEM Jobs: Conservation Avian Artist . . . . . . . . . . .28 Design a Museum Exhibit. . . . 31
Sessions 11 & 12 Math: Algebra: Equations
Sessions 3 & 4 Math: Algebra: Expressions
Super Ball Champs! . . . . . . . 32 Simplifying Expressions. . . . 34 ExitSlip........... 35
Create It With Code . . . . . . . 10 Program Problems. . . . . . 12 Conditional Statements. . . . 13 ExitSlip........... 14 Bonus! Living Wall . . . . . . . .15 Sessions 5 & 6 Math: Financial Literacy: Budgets It’s Slime Time! . . . . . . . . . 16 Slime Savings . . . . . . . . 18 Working With Sales Tax . . . . 19 ExitSlip........... 20 Bonus! Jetpack for Sale ......21 Sessions 7 & 8 Math: Algebra: Scientific Notation 12,867,872,400 Miles and Counting! . . . . . . . . . .22 Scientific Spacecraft ......24 Writing Negative Exponents. . . 25 ExitSlip........... 26 Bonus! Out of This World Names . . .27
Sessions 13 & 14 Math: Algebra: Equations
Extreme Science .........36 Extreme Data. . . . . . . . . 40 The Constant of Proportionality. .41 ExitSlip........... 42 Bonus! Getting Stung for Science . . 43 Sessions 15 & 16 Math: Statistics & Probability: Line Graphs Robot Dog vs. Real Dog. . . . . 44 PriceyPets. . . . . . . . . .46 Reading a Line Graph. . . . . 47 ExitSlip...........48 Bonus! Wild Spies ........ 49 Sessions 17 & 18 Science: Biology: Health & Disease Sugar Coating the Truth ......50 Sweet Chemistry. . . . . . . . 52 Analyzing Scientific Research . . .53
2
Sessions 19 & 20 Math: Ratios & Proportions
Sessions 27 & 28 Math: Geometry: Two-Dimensional Shapes
From Model Toys to Mars . . . . .54 ScalingUp!. . . . . . . . . .56 Areas of Scale Drawings . . . . 57 ExitSlip...........58 Bonus! Pineapple Pavilion .....59 Sessions 21 & 22 Math: Statistics & Probability: Graphs Fake News, Fake Data . . . . . . 60 Deceptive Data. . . . . . . . 64 Drawing a Circle Graph, 1. . . . 65 Drawing a Circle Graph, 2. . . . 66 ExitSlip........... 67
Wind Power! ...........78 As the Turbine Turns. . . . . . 80 Drawing Circles. . . . . . . . 81 ExitSlip...........82 Bonus! Bison . . . . . . . . . . 83 Sessions 29 & 30 Math: Financial Literacy: Budgets Getting Into Character . . . . . . 84 Superhero Savings . . . . . . 86 Adding on a Number Line. . . . 87 ExitSlip...........88 Bonus! Frankenstein . . . . . . . . . . . . . 89 Sessions 31 & 32 Math: Algebra: Number & Operations The Eagle Huntress . . . . . . . 90 History of Huntresses. . . . . 94 Distributing Negatives . . . . . 95 ExitSlip........... 96
Sessions 23 & 24 Math: Algebra: Inequalities
These Drones Save Lives! . . . . .68 Flying Ranges . . . . . . . . 70 Solving Inequalities. . . . . . 71 ExitSlip...........72 Bonus! San Antonio, Texas . . . . 73
Sessions 25 & 26 Science: Engineering
All About Emojis . . . . . . . . .74 Emotive Emoji . . . . . . . . 76 Making Faces. . . . . . . . . . . . . . . . 77
3
A pink origami pineapple has Pavilion
over the frame and coated to make it weatherproof. Pineapples have historically been grown at Berrington
SCHOLASTIC MATH , VOL. 38, NO. 10 Executive Editor: Karina Hamalainen Senior Editor: Lauren McCrone Associate Editor: Jennifer Hackett Art Director: Yoana Yelin Photo Editor: Lois Safrani Production Editor: Allan Molho Online Editor:
Sessions 21 & 22 Math: Statistics & Probability: Graphs
Many phony stories are obviously untrue, but some contain partial truths or distortions of fact that make the falsehoods harder to spot. Because the internet provides anonymity, anyone with a computer can launch a news site and pass it off as legitimate. That includes a person trying to help or harm a political candidate, an amateur blogger, or someone trying to make money from paid ads on his or her fake news site. MISLEADING MATH More than 90 percent of fake news articles contain a graph or some kind of mathematical data. That statistic sounds alarming, but the more alarming thing is that Charles Seife, a professor of journalism at New York University, made it up. “We think of
S ome people called 2016 the year of fake news. False articles with gripping headlines about everything from the demise of Taco Bell to Hillary Clinton’s selling weapons to ISIS took social media by storm. Millions of people clicked, read, and shared these stories that had no basis in fact. But it’s not just the articles that can be false. Many fake news sites use bad data or misleading graphs. Even mainstream media outlets are guilty of creating graphs that exaggerate or understate results. Bad graphs and inaccurate data can cause readers to draw the wrong conclusions.
These invented stories supported by bad data are part of a new trend. Fake news websites—many with official-sounding names and professional-looking designs—are multiplying. Experts warn that fake news sites are weakening the public’s ability to distinguish between fact and fiction. HARD TO SPOT Part of the problem is that fake news can be difficult to identify. A study from Stanford University in California found that more than 80 percent of middle school students couldn’t distinguish between real news stories and “sponsored content” ads that look like news.
60 Sessions 21 & 22
stories or target audiences with news that’s skewed toward one political viewpoint. With shorter news cycles, the fact-checking process used by many news outlets might be skimped on or skipped altogether in the rush to deliver news before competitors. Most people can agree on this: It will take a concerted effort by the public and the media to fix the problem of misinformation and slow the spread of fake news. And it appears that the effort is already working. Many sites with viral stories that have been proved false by fact- checkers have already shut down, like the Boston Tribune and Denver Guardian . But many more have popped up in their place. “Users on social media need to call out people who are sharing this stuff, and journalists need to continue to adhere to professional standards,” says Anthony Adornato, a media professor at Ithaca College in New York. “It’s a team effort.” —Carl Stoffers & Jennifer Hackett DO THE MATH ON THE NEXT PAGE
where most graphs start, to make a change seem more significant than it is. Alternatively, graphs that show data where small changes have a big impact might purposefully start at 0 to make significant changes look small. Statistics and graphs are powerful tools that can quickly communicate information, but they’re only as good as the people who create them. CRUMBLING STANDARDS Fake or highly distorted news is nothing new. The earliest American newspapers were often used by political parties to spread lies about opposing candidates. It wasn’t until the 20th century that objectivity and accuracy became the standard for professional news outlets. But those standards have weakened in recent years with the huge growth of the internet, social media, and cable news. All three make it easier to share made up
numbers as something other than human,” he says. “But numbers that we use in the everyday world are very much human and they’re created, manipulated, and presented by humans.” According to Seife, there are several common ways that people use numbers and graphs to mislead. You have already seen an example of the easiest and most frequently used one: simply making up numbers. Even when percentages are supported by polls, it’s important to determine what they represent. Ask who was polled and what specific questions were asked. You want to make sure you fully understand what’s being evaluated or measured. Graphs can also easily be used to mislead. By changing the scale on a graph, “we can make big effects look small and small effects look big,” says Seife. Graphs might also start at a point other than 0, which is
Sessions 21 & 22 61
Sessions 21 & 22 (cont.) Math: Statistics & Probability: Graphs
MISLEADING GRAPHS
Graphs can be a powerful way to share data with the public. But not all graphs are created equal. Choosing the wrong graph type, mislabeling axes, or using an inappropriate or inconsistent scale can affect the way data appears—which can lead readers to misinterpret the data.
EXAMPLE: How is the graph below misleading? What argument might someone who created the graph want to make?
Analyze It
Look for clues like the wrong graph type, mislabeled axes, or a scale that’s too big or small.
CAREERS TEENS SAY THEY WANT TO PURSUE
100 120 140 160
CAREERS TEENS SAY THEY WANT TO PURSUE
40 60 80 100 120 140 160
DOCTOR
ATHLETE
TEACHER
SCIENTIST
CAREER
40 60 80
CAREERS TEENS SAY THEY WANT TO PURSUE
150
Here’s what we did to fix it: We started the y -axis scale at 0 and made sure all bars follow it. More respondents do want to pursue a career as a scientist instead of as an athlete but the difference isn’t as dramatic as the original graph depicts. 120 SCIENTIST TEACHER DOCTOR ATHLETE
Check It
CAREER
90
CAREERS TEENS SAY THEY WANT TO PURSUE
30 120 60 150
0 90
DOCTOR
ATHLETE
TEACHER
SCIENTIST
CAREER
60
30
0
DOCTOR
ATHLETE
TEACHER
SCIENTIST
CAREER
62 Sessions 21 & 22
1,200
900
600
500
300
Use this information to find the inaccuracies in the graphs that follow. Write all your answers on a separate piece of paper. 0
KIDS
TEENS
TWEENS
AGE GROUP
1 A. What is wrong with this bar graph?
STUDENT DRINK PREFERENCE
1B. How does the error affect the appearance of the graph’s data? What argument could the graph’s creator be trying to make?
1C. How would you fix or change the graph to make it accurate?
WATER MILK JUICE SODA TEA
DRINK TYPE
2 A. What is wrong with this circle graph?
PET OWNERSHIP BY GRADE
63% 6TH GRADE
2B. How do the problems affect the appearance of the graph’s data? What argument might the graph’s creator be trying to make? 2C. How would you fix or change the graph to make it accurate?
26% 8TH GRADE
50% 7TH GRADE
3 A. What is wrong with this double-line graph?
BOB’S TEST SCORES IN 2017
85%
3B. How do the problems affect the appearance of the graph’s data? What argument could the graph’s creator be trying to make? 3C. How would you fix or change the graph to make it accurate? 4 Why might fake news stories intentionally use misleading graphs?
84%
83%
82%
81%
80%
JANUARY FEBRUARY
TEST DATE MARCH
APRIL
MAY
Sessions 21 & 22 63
200 Sessions 21 & 22 (cont.) Math: Statistics & Probability: Graphs
150
Where Math Gets Real
100
50
Where Math Gets Real
Deceptive Data In “Fake News, Fake Data” you identified the errors in misleading graphs and explained how those inaccuracies changed how readers interpret the data . Use what you learned toansw er five more questions about errors in the graph below. Where Math Gets Real 0
MONTH
Where Math Gets Real
*with white behind logo
200 150 100 50 0
250
1. What are the problems with this graph?
4. How would you fix or change this graph so that it displays the data in the most straightforward and accurate way?
2. How do the problems change the appearance of the graph? How does that change the viewer’s understanding of the data displayed?
5. On a separate piece of paper, create a more accurate graph to show the data displayed above.
3. What argument could the graph’s creator be trying to make with this graph?
, Fake Data > DATA ANALYSIS
Fake News
64 Sessions 21 & 22
Where Math Gets Real
Where Math Gets Real
Drawing a Circle Graph In “Fake News, Fake Data” you learned how to analyze graphs for accuracy. Circle graphs can be simple and accurate ways to display data es,pecially categorical data Ci.rcle graphs show how each value in a data set compares with the whole population. You can use proportional reasoning to find the size of each sector of the graph.
Where Math Gets Real
*with white behind logo EXAMPLE: A middle school includes students in Grades 5 through 8. Draw a circle graph to represent the number of students in each grade. MIDDLE SCHOOL GRA D E NUMBER O F STUDENTS Grade 5 320 Grade 6 416 Grade 7 480 Grade 8 384 TOTAL Step 1: Find the total number of students in the school. 320 + 416 + 480 + 384 = 1,600 students Where Math Gets Real Step 2: Set up a proportion for each grade. Compare these ratios: (1) the number of students in a grade to the total number of students, and (2) the number of degrees of the central angle of the sector ( x ) to the total number of degrees in a circle (360). The central angles you find should add up to 360°.
Step 3: Use cross multiplication—or another method—to solve for x in each proportion.
Grade 5:
Grade 6:
416 � 360 1,600
320 � 360 1,600
x =
= 93.6°
= 72°
x =
Grade 7:
Grade 8:
480 � 360 1,600
384 � 360 1,600
x =
= 108°
x =
= 86.4°
Step 4: Add your central angles to check that they add up to 360°.
72° + 93.6° + 108° + 86.4° = 360°
Step 5: Use a protractor to draw the appropriate- sized sectors for each grade within a circle graph, and add a title.
Step 6: The final graph should look like this:
Students in Each Grade
Grade 5:
Grade 6:
320 1,600
x 360 =
416 1,600
x 360 =
GRADE 5
GRADE 6
Grade 7:
Grade 8:
480 1,600
x 360 =
384 1,600
x 360 =
GRADE 8
GRADE 7
continued on next page
Fake News, Fake Data > GRAPHING DATA, p. 1
Sessions 21 & 22 65
Sessions 21 & 22 (cont.) Math: Statistics & Probability: Graphs
Where Math Gets Real
Where Math Gets Real
Drawing a Circle Graph
Where Math Gets Real
YOUR TURN ✎ Find the missing totals to complete the table data. Then set up your proportions to find the appropriate number of degrees for each slice of your circle graph. The circles to the right have 24 slices marked in 15° increments. Use that to estimate sector sizes (or a protractor) to complete the circle graphs.
TITLE: _____________________________________________________
Where Math Gets Real
*with white behind logo
1. A school system surveys its students about the types of communities they live in (urban, suburban, or rural).
TYPES OF COMMUNITIES
NUMBER OF STUDENTS
Urban
932
Suburban
3,029
Rural
699
TOTAL
TITLE: _____________________________________________________
2. A zoo counts the number of mammals it houses.
MAMMAL ORDER NUMBER OF ANIMALS Artiodactyla 80 Carnivora 39 Chiroptera 84 Marsupiala 24 Monotremata 45 Primate 76 Rodentia 102 TOTAL
Fake News, Fake Data > GRAPHING DATA, p. 2
66 Sessions 21 & 22
Complete one of these Exit Slips. Don’t forget to report on your understanding.
Where Math Gets Real
EXIT SLIP A
NAME:
SEPTEMBER 25, 2017 > p. 8 Fake News, Fake Data > DATA ANALYSIS
Where Math Gets Real
COST OF MOVIE TICKETS
4 6 8 10
Where Math Gets Real
Where Math Gets Real
*with white behind logo
0 2
1987
1997
2007
2017
YEAR
1. What about this graph is misleading, and how does that change how the graph is interpreted?
Where Math Gets Real
EXIT SLIP B
NAME:
SEPTEMBER 25, 2017 > p. 8 Fake News, Fake Data > DATA ANALYSIS
Where Math Gets Real
COST OF MOVIE TICKETS
4 6 8 10
Where Math Gets Real
Where Math Gets Real
*with white behind logo
0 2
1987
1997
2007
2017
YEAR
1. Re-create the misleading graph above so that it is a more accurate graph. Be sure to address all parts of the graph that are incorrect or incomplete.
Sessions 21 & 22 67
Sessions 23 & 24 Math: Algebra: Inequalities
Firefighters with the Bureau of Land Management prepare a drone for flight.
68 Sessions 23 & 24
I n the fall of 2018, northern California was shrouded in smoke. The Camp Fire, as it came to be called, raged in Butte County for two weeks. Hazardous air quality forced schools—some up to 100 miles away—to close for several days. It was the sixth deadliest wildfire in U.S. history, leaving 18,000 structures destroyed, 5 firefighters injured, and at least 85 people dead. As firefighters got the blaze under control, they turned to their newest tool: drones. A team of firefighters, police, rescue personnel, and private companies used the remotely operated aerial vehicles to take over 70,000 images of the scorched areas. Then they combined all this data to map the damage. Many fire departments have also started using drones during wildfires. Traditionally, fire departments send piloted helicopters and aircraft to get aerial views of a forest fire. But flying these larger crafts can be extremely expensive and put the operators’ lives in danger. “There’s less risk and it’s much cheaper for me to operate a drone,” says Paul Roberts, the division chief of special operations at the Boise Fire Department. They were authorized to use drones last summer. But wildfires aren’t the only places where drones can help in an emergency. People are using them to quickly assess damage from earthquakes and flooding. They also scan disaster areas to help search- and-rescue parties. For example, if a building’s roof is about to collapse, drones can quickly relay that information to emergency response teams. “All the real-time information is extremely valuable for us to make critical decisions with limited time,” says Roberts. Read on to learn more about lifesaving drones taking to the skies! —Lauren J. Young
GRAPHING RANGES An inequality compares quantities. Instead of an equal sign, inequalities use one of the four symbols in the chart below. You can also use inequalities to show ranges of values for categories. EXAMPLE: The U.S. Federal Aviation Administration says that drones must fly at an altitude from at least ground level (0 feet) to fewer than 400 feet. Express the height regulation as a range using inequalities where h represents the drone’s height. h < 400 Identify the larger value and which symbol to use to write this inequality.
Identify the smaller value and its symbol and place it to the left of the inequality.
0 ≤ h < 400
Graph it on a number line using the corresponding inequality symbols for each end of the range.
0 400
So the range of heights drones can fly is 0 ≤ h < 400.
SYMBOL MEANING WORD CLUES GRAPHING SYMBOL < less than below, fewer than, almost > greater than above, more than, over ≤ less than or equal to no more than, at most, maximum ≥ greater than or equal to no less than, at least, minimum
Use this information to write and graph the ranges related to operating drones as inequalities.
1 The Boise Fire Department likes to fly drones over a wildfire at an altitude above 200 but less than 400 feet high. Express the range as an inequality where h is the height of the drone.
2 Graph the inequality on the number line below.
Sessions 23 & 24 69
Sessions 23 & 24 (cont.) Math: Algebra: Inequalities
Where Math Gets Real
Flying Ranges In “These Drones Save Lives!” you graphed inequalities to show ranges of values related to operating drones that are used to help people . Use what you learned to answer five more questions about the flight capabilities of a standard commercial drone.
1. A commercial drone can fly at speeds from more than 0 miles per hour up to a maximum of 45 miles per hour. Express this range as an inequality using the variable s , and graph it on the number line below.
4. Commercial drones can operate safely in outdoor temperatures above 14 degrees Fahrenheit, up to a maximum of 104 degrees. Express this range as an inequality, using the variable t , and graph it on the number line below.
2. Most commercial drones can detect objects greater than 1.5 feet and less than 65 feet away to prevent collisions. Express this range as an inequality, using the variable b , and graph it on the number line below.
5. An operator can fly a commercial drone from up to 11 miles away. What is the range of distances the drone can be from the operator? Express this range as an inequality using the variable d , and graph it on the number line below.
3. A commercial drone can fly through winds that reach speeds no more than 24 miles per hour. Express this range as an inequality, using the variable w , and graph it on the number line below.
These Drones Save Lives! > GRAPHING RANGES
70 Sessions 23 & 24
Where Math Gets Real
Solving Inequalities An inequality compares quantities. Instead of an equal sign, inequalities are indicated by the symbols >, <, ≤ or ≥. Sometimes variables in inequalities have coefficients or are paired with another number. These inequalities require addition, subtraction, multiplication, or division to solve. You can use inverse operations to isolate and solve for the variable.
INEQUALITY
OPERATION
INVERSE OPERATION ISOLATING THE VARIABLE SOLUTION
b + 7 > 2 – 7 – 7
b + 7 > 2
addition
subtraction
b > -5
k – 6.2 ≤ 5.01 + 6.2 + 6.2
k – 6.2 ≤ 5.01
subtraction
addition
k ≤ 11.21
21 p 21
84 21
≥
p ≥ 4
21 p ≥ 84
multiplication
division
m ÷ 2.5 < -12 × 2.5 × 2.5
m ÷ 2.5 < -12
division
multiplication
m < -30
NOTE: If you have to multiply or divide by a negative number in order to isolate the variable, you will need to switch the direction of the sign.
less than
reater than or equal to
-4.25 s -4.25
14.45 -4.25
y ÷ -9 ≥ -6 × -9 × -9 y ≤ 54
< s > -3.4
reater than
less than or equal to
YOUR TURN ✎
4. g ÷ 7.2 > 8.5
1. h ÷ 24 ≤ 6
5. 126 ≥ -12 n
2. q + 7.3 > -13.2
6. 13.3 – z < 30
3. 2.4 d ≥ 23.4
These Drones Save Lives! > INVERSE OPERATIONS
Sessions 23 & 24 71
Sessions 23 & 24 (cont.) Math: Algebra: Inequalities
Complete one of these Exit Slips. Don’t forget to report on your understanding.
EXIT SLIP A
NAME:
MARCH 11, 2019 > p. 8 These Drones Save Lives! > GRAPHING RANGES
Where Math Gets Real
1A. RTS Lab in Iran uses drones to deliver life preservers to drowning swimmers near shore or in open seas. Depending on how far out a swimmer is, it takes the drone at least 5 seconds and no more than 70 seconds to deliver a life preserver. Express this range as an inequality using the variable p .
1B. Graph the inequality on the number line below.
CHECK YOUR UNDERSTANDING:
❑ Want help
❑ Need practice
❑ Almost there
❑ Got it!
EXIT SLIP B
NAME:
MARCH 11, 2019 > p. 8 These Drones Save Lives! > GRAPHING RANGES
Where Math Gets Real
Defibrillators are devices that deliver a dose of electric current to the heart when it’s not beating properly. A German company developed a drone to deliver defibrillators to emergency responders using a smartphone app.
1A. The drone can travel no more than a distance of 6 miles from the operator. Express the range as an inequality using the variable m .
1C. If the drone travels at a speed of at least 23 miles per hour and at most 43 miles per hour, what is the range of time it will take the drone to deliver a defibrillator to a person who is 4 miles away?
Express the range as an inequality where t represents the drone’s delivery times.
1B. Graph the inequality on the number line below.
1D. Graph the inequality on the number line below.
CHECK YOUR UNDERSTANDING:
❑ Want help
❑ Need practice
❑ Almost there
❑ Got it!
72 Sessions 23 & 24
Bonus!
BY THE NUMBERS
BY JEANETTE FERRARA
San Antonio, Texas
Founded in 1718 by the Spanish, San Antonio celebrated its 300th birthday in 2018. Dozens of events and programs helped residents and visitors celebrate its tricentennial. The events ranged from the Tree-Centennial, a plan to plant 300 trees at the city’s colleges and universities, to a special exhibition on the history of San Antonio at the Witte Museum.
REMEMBER THE ALAMO! San Antonio may be best-known as the site of a bloody battle during the Texas Revolution. The loss at the Alamo Mission became a rallying cry that helped Texas win its independence from Mexico. Each year, more than 30 million people visit the Alamo Mission. But there’s more to the state’s third- largest city than its top tourist attraction!
1836 Year of the battle at the Alamo Mission. The mission’s famous facade wasn’t added until 1850, when the U.S. Army used the mission as a depot.
Read on to learn some more facts about San Antonio. Then plug in the numbers to solve the equation below and reveal a inal fact. ?
15 Miles of riverside walkways that make up the city’s famous Riverwalk
Approximate number of animals at the San Antonio Zoo, one of the irst cageless zoos in the U.S. More than 750 species live at the zoo. 3,500
750 Height of the Tower of the Americas in feet. It was built for the 1968 World’s Fair.
5 Number of NBA championships the San Antonio Spurs have won since joining the league in 1976
2
[
(
(
÷
=
×
Plug in the number that corresponds to each icon. Then use the order of operations to solve.
Number of dollars Gustavo Olguin, a Mexican cook in San Antonio, earned in 1932 for the sale of his recipe for corn chips— which today we know as Fritos!
16
16 MARCH 12, 2018
Sessions 23 & 24 73
math-0312
math-031218-swop p0tk.indb 16
2/1/18 6:14 PM
Sessions 25 & 26 Science: Engineering
EMOJIS Whether you or emojis, they’re a part of modern life. Here’s how they’re created. ALL ABOUT ENGINEERING: Programming, Design Process
E very day, people send billions of emojis to one another via text what we’re feeling when we can’t see
AS YOU READ, THINK ABOUT the steps in the design process used to create an emoji.
messages and posts to social media sites like Twitter and Facebook. We rely on these tiny images to express
or
hear
who we’re chatting with. But where
do these cute icons come from
? Next
time you send a , there’s a group of computer scientists you should thank. The Unicode Consortium is a nonprofit or a organization made up primarily of people from tech companies such as Apple, Google, and Adobe. It’s tasked with managing the world’s emojis by assigning each a unique alphanumeric code, consisting of letters and numbers . Any smartphone , tablet, or computer can translate these codes into their corresponding emojis. Each year, Consortium members meet to review more than 100 proposals
DISTINCT DESIGNS Different tech companies often have their own unique visual representation for
an emoji, like the telescope.
Apple
for new emojis—about 50 get chosen. The group uses several factors to decide which ones get approved. Emojis must be easily recognizable , likely to be
WHO CREATED THE FIRST EMOJIS? Go to scholastic.com /scienceworld to watch a video and learn about their origins.
became available in a range of skin colors . In 2017, the group approved an emoji depicting a woman wearing a hijab, or head scarf . And this year, a new set of emojis will represent people with disabilities . Anyone can propose a new emoji—even teens, like you ! In fact, a 15-year-old
used by many people
, and
useful for communication . No company logos or depictions of real people are allowed . The Consortium also tries to add emojis that are diverse and inclusive. In 2015, emojis
Microsoft
74 Sessions 25 & 26
POPULARITY CONTEST: The face with tears of joy emoji is the most used emoji in the world. (The red heart is No. 2.) Which emoji do you use most often?
MORE AND MORE EMOJIS For more than a decade, the number of emojis has skyrocketed . About how many emojis have been added since 2009?
3,500
3,000
2,500
2,000
1,500
1,000
500
0
YEAR
SOURCE: EMOJIPEDIA
with Rayouf to hone her proposal, including coming up with an emoji design. Because of her, an underserved community is now represented digitally around the world . It turns out a little picture can say a lot! —Jacob Batchelor
named Rayouf Alhumedhi came up with the idea for the hijab emoji. She sent the idea to Unicode—noting that 550 million Muslim women, like her, wear a head scarf every day. A member of the committee worked
Sessions 25 & 26 75
Sessions 25 & 26 (cont.) Science: Engineering
ENGINEERING: ART CONNECTIONS
Name:
EMOTIVE EMOJI
Read “All About Emojis” to learn how computer scientists make the tiny images used in texts and online posts. Many emojis are designed to express a certain emotion or mood. In this art activity, you’ll create your own emoji that communicates an emotion.
PART 1: Create a Self-Portrait Create a realistic self-portrait that visually communicates an emotion or a mood. Remember that color can help emphasize a mood. Be expressive by adding details and experimenting with different sizes and materials.
PART 2: Create an Emoji Create an emoji based on your self-portrait that expresses the same emotion or mood. Remember that an emoji should be simpler in design than a realistic image. Carefully consider which details are most important to communicate your emotion.
PART 3: Analyze Your Artistic Process 1. What emotion did you choose to explore? Why?
2. What was your working process as you developed your realistic self-portrait?
3. What was your working process as you developed your emoji?
4. What is the visual relationship between your self-portrait and your emoji?
5. What challenges did you face as you worked on these two forms of visual communication?
76 Sessions 25 & 26
SEPTEMBER 23, 2019
Permission granted by Science World to reproduce for classroom use only. ©2019 by Scholastic Inc. All rights reserved.
BIOLOGY: PAIRED TEXTS
Name:
MAKING FACES
In “All About Emojis” you read about the process used to create emojis. In the following passage, you’ll learn how emoticons —simpler precursors to emojis—can change the way our brains interpret different stimuli. Read the passage, and then answer the questions that follow.
EMOTICONS ON THE BRAIN Before the invention of emojis, people used emoticons online to express how they were feeling. Using punctuation marks, people created and shared pictures that symbolized how they were feeling. Type a colon, a dash, and a close parenthesis, for example, :-) and you get a smiley face to express happiness.
characters like :-) that we know represent a face, a face-specific region in our brains gets activated. This region, called the occipitotemporal lobe, is responsible for vision and for processing speech. Interestingly, people don’t have the same neural reaction when they see this smiley face (-: symbol in reverse. Because of that, scientists think our brain’s reaction to emoticons isn’t a natural response but a learned one, shaped by cultural norms.
Despite how simple emoticons are, scientist have found that we respond to them just as we would real faces. When people see a familiar sequence of
QUESTIONS 1. Based on context clues, what is the BEST definition for the word neural ? A having to do with the brain or nervous system B relating to speech C having to do with technology D something we can see 2. What evidence suggests that the brain’s reaction to emoticons is learned instead of being a natural response?
4. Think about the author’s purpose for writing the article “All About Emojis.” How is it different from the author’s purpose in the passage above?
5. Technology is changing the way our brains respond to the world. What are some ways technology is altering how we interact with one another?
3. Why do you think scientists decided to study this topic? What purpose might the research serve?
Sessions 25 & 26 77
SEPTEMBER 23, 2019
Permission granted by Science World to reproduce for classroom use only. ©2019 by Scholastic Inc. All rights reserved.
Sessions 27 & 28 Math: Geometry: Two-Dimensional Shapes
since 1991, Block Island Wind Farm is the first plant of its kind in the United States. “We’re very excited that it’s finally happening,” says Cristina Archer, an environmental engineer at the University of Delaware. Powerful ocean winds and shallow, sturdy seabeds make the northeastern coast of the U.S. ideal for offshore wind power, Archer adds.
The Brave Tern in construction mode, rising more than
100 feet above the seafloor.
MA9_041017_0405_windfarms vFb rev.indd All Pages
78 Sessions 27 & 28
WORKING WITH CIRCLES
As a wind turbine’s blades rotate, they cover a circular area called the blade sweep. The maximum power that a wind turbine can generate is proportional to the area of the blade sweep. You can use the parts of a circle to determine the blade sweep and other properties of the turbines.
radius = 115 ft
EXAMPLE: A prototype wind turbine has a diameter of 230 feet. What’s its blade sweep?
diameter = 2 × radius = 230 ft
Find the radius of the circle. Since the diameter is given, you divide by 2.
circumference = 2 × radius = 722.2 ft
230 feet 2
= 115 feet
Square the radius.
115 feet × 115 feet = 13,225 ft 2
Multiply by pi. Use the approximation 3.14.
13,225 × 3.14 = 41,526.5 ft 2
Round your answer to the nearest hundred.
area = (radius) 2 = (115) 2
41,526.5 ft 2 ≈ 41,500 ft 2
= 41,526.5 ft 2
So the blade sweep is about 41,500 ft 2 .
Use the properties of circles to answer the questions about wind turbines that follow. Round all blade sweeps to the nearest hundred and circumferences and radii to the nearest whole number.
✎
1 Complete the missing
2 Highlight the wind farm whose turbines have the greatest blade sweep, for a single turbine, in yellow.
3 Highlight the wind farm that has the greatest combined blade sweep, based on the total number of turbines, in green.
entries in the chart of wind
turbines below.
NUMBER OF TURBINES
TURBINE RADIUS
TURBINE CIRCUMFERENCE
TURBINE BLADE SWEEP
OFFSHORE WIND FARM LOCATION
Block Island Wind Farm
5
1,500 ft
U.S.
Burbo Bank Extension
32
269 ft
U.K.
140
96,700 ft 2
U.K.
Greater Gabbard
48
960 ft
Sweden
Lillgrund
34
68,300 ft2
China
Donghai Bridge
80 200 ft
Germany
Bard Offshore 1
SOURCE: Websites of companies
30/07/21 10:38 AM
Sessions 27 & 28 79
Sessions 27 & 28 (cont.) Math: Geometry: Two-Dimensional Shapes
Where Math Gets Real
Where Math Gets Real
As the Turbine Turns In “Wind Power!” you calculated the areas of circles to find the blade sweep of various wind turbines. Use what you learned and the properties of circles to answer the questions. Use 3.14 for pi.
Where Math Gets Real
OFFSHORE WIND FARM
NUMBER OF TURBINES
SINGLE TURBINE RADIUS
SINGLE TURBINE CIRCUMFERENCE
SINGLE TURBINE BLADE SWEEP
LOCATION
Blyth Offshore
U.K.
2
33 meters
Where Math Gets Real
*with white behind logo
Middelgrunden
Denmark
20
239 meters
Princess Amalia Netherlands
60
5,027 meters 2
Riffgat
Germany
30
377 meters
1. Complete the missing entries in the chart above of offshore wind farms. Round your answers to the nearest whole number.
4. How much longer is the radius of a turbine at Riffgat than the radius of a turbine at Princess Amalia?
2. What was the total blade sweep for each wind farm, taking into account the total number of turbines?
5. Marcus says that as the length of the radius of a turbine increases, the blade sweep area increases by the length squared. Is he correct? If so, explain why.
3. Write the wind farms in order from least to greatest total blade sweep.
Wind Power! > WORKING WITH CIRCLES
80 Sessions 27 & 28
Where Math Gets Real
NAME:
Where Math Gets Real
*with white behind logo Drawing Circles A circle is a figure made by a closed curve. All the points on the circle are the same distance from the center. You can use a ruler and compass to construct a circle. Remember, the radius is a segment that extends from the center to any point on the circle. YOUR TURN ✎ 1. The bottom of a glass water bottle has a diameter measuring 5 centimeters. Draw a circle the size of the water bottle. Where Math Gets Real Where Math Gets Real EXAMPLE: The diameter of April’s sport bottle is 6 centimeters. Draw a circle with the same measure.
Step 1: To draw a circle with a compass, you need to use the radius, which is half the diameter. If you are given the diameter, divide it by 2 to find the radius.
6 cm ÷ 2 = 3 cm
The radius of the circle is 3 centimeters.
Step 2: Use your ruler to draw a line segment that’s 3 centimeters long.
2. A U.S. quarter’s diameter is 1 inch. Draw a circle the size of a quarter.
3 cm
0
1
2
3
4
3. Jim is making a dream catcher. The hoop of the dream catcher is a circle with a radius measuring 4 centimeters. Draw a circle of the same size.
Step 3: Place the point of the compass on one end of the line segment you drew in step 2. Extend the compass so that the pencil point touches the other end of the line segment.
Step 4: Rotate the compass pencil completely around the fixed point. (The fixed point is the center of the circle.)
APRIL 10, 2017 > p. 4 Wind Power! > CIRCLES
Sessions 27 & 28 81
Sessions 27 & 28 (cont.) Math: Geometry: Two-Dimensional Shapes
Complete one of these Exit Slips. Don’t forget to report on your understanding.
Where Math Gets Real
EXIT SLIP A
NAME:
APRIL 10, 2017 > p. 4 Wind Power! > WORKING WITH CIRCLES
Where Math Gets Real
Where Math Gets Real The Horns Reef Offshore Wind Farms in Denmark is the largest producer of offshore wind energy. One section of the wind farm contains 91 turbines. The diameter of each turbine measures 93 meters. 1. What’s the radius of each turbine?
2. The blades of the turbine spin to create a circle. What’s the area of this circle, or blade sweep? Use the approximation 3.14 for pi.
Where Math Gets Real
*with white behind logo
3. What’s the total blade sweep of all the turbines combined for this section of the wind farm?
Where Math Gets Real
EXIT SLIP B
NAME:
APRIL 10, 2017 > p. 4 Wind Power! > WORKING WITH CIRCLES
Where Math Gets Real
Where Math Gets Real The Nysted Wind Farm in Denmark is one of the largest producers of offshore wind energy in the world. The wind farm contains 72 turbines. The blades of a turbine spin in the shape of a circle with a blade sweep of 5,333 meters 2 . 1. What’s the radius of the circle created by the turbine’s blade sweep?
Where Math Gets Real
*with white behind logo
2. What’s the total blade sweep of all the turbines combined for the wind farm?
82 Sessions 27 & 28
Bonus!
BY THE NUMBERS
BY JOHN HERING
50,000,000 The estimated number of bison that lived in North America before European settlement ? Read the facts on the page. Then plug in the numbers to solve the equation at the bottom and reveal one final fact. T he American bison is now the national mammal of the U.S., as a result of a law President Obama signed in May 2016. Millions of these massive animals once roamed across North America. But as pioneers expanded west and the government sponsored hunting programs, the bison population dwindled to barely 1,000 by the 1890s. Due to recent conservation efforts, the American bison population is back to a healthy 500,000 and growing. Bison, also known as buffalo, can now be found in all 50 states, at zoos and in the wild—especially in protected areas like Yellowstone National Park in Wyoming. Bison
20 Average lifespan, in years, of wild bison
40 Top speed, in miles per hour, at which bison can run
2,000 Weight, in pounds, of an adult male bison
6 Average height at the shoulder, in feet, of an adult male bison
61 Length of a fully grown bison’s horns, in centimeters
(
(
✎
+ +
=
Plug in the number that corresponds to each icon. Then use the order of operations to solve.
Year the first buffalo nickel was minted. More than 1.2 billion were produced before they were phased out in 1938.
Statement of Ownership, Management and Circulation of Scholastic MATH (as required by Title 39, United Stated Code). Date of Filing: October 1, 2016. Title of Publication: Scholastic MATH. Frequency of issue: 10 times during the school year: Biweekly, September. Monthly, October, November, December, January, February, March, April, May. Location of Known Office of Publication: 2931 East McCarty Street, Cole County, Jefferson City, MO 65101-4464. Location of the Headquarters of the Publishers: 557 Broadway, New York, NY 10012-3999. Publisher: M. Richard Robinson; Editor: Karina Hamalainen (both of 557 Broadway, New York, NY 10012-3999). Owners: Scholastic Corp., M. Richard Robinson, Trust under will of Maurice R. Robinson, Trust under will of Florence L. Robinson, all of 557 Broadway, New York, NY 10012-3999. During Preceding 12 Months Average Number of Copies: Printed each issue, 273,193; Paid Circulation, 194,779; Free Distribution, 12,474; Total Number of Copies Distributed, 207,253; Copies Not Distributed, 65,940; Total, 273,193. For Single Issue Nearest to Filing Date: Number of Copies Printed, 266,491; Paid Circulation, 193,038; Free Distribution, 1,384; Number of Copies Distributed, 194,422; Copies Not Distributed, 72,069; Total, 266,491.
Sessions 27 & 28 83
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