Grade 8, Vol 2 Math Teacher's Guide

MATH Teacher’s Guide

GRADE 8

Grade 8 MATH Teacher’s Guide 2 SCHOLASTIC INC. Scholar Zone Extended Learning gratefully acknowledges content provided by Scholastic Magazines+. Excepting those parts intended for classroom use, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012. Scholastic Inc. grants teachers who have purchased this product permission to reproduce from this book those pages intended for use in their classrooms. Notice of copyright must appear on all copies of copyrighted materials.

Compilation copyright © 2021 by Scholastic Inc. All rights reserved. Published by Scholastic Inc. ISBN 978-1-338-82417-9 SCHOLASTIC and associated logos are trademarks and/or registered trademarks of Scholastic Inc. 1 2 3 4 5 6 7 8 9 10 150 31 30 29 28 27 26 25 24 23 22 Scholastic Inc., 557 Broadway, New York, NY 10012

Welcome, Educators!

Overview 1 Warm-Up Group discussion to activate students’ knowledge, engage interest, and build background 2 Read Students read the anchor article for the lesson individually, in groups, or as a class. (During this time, students are asked to focus on a specific reading strategy. For information about these reading strategies, see the Scholar Zone Tips on page 42 of this book.) The following article types are included: • Math: Real-world articles connected to a math skill • Science World: Fascinating real-life science stories 3 Guided Practice/After Reading • Math: Application of the skills featured in the anchor article, led by the educator • Science World: Engaging discussion questions led by the educator 4 Reflect Students’ personal, written responses to the article 5 Group Activity Related activities that students complete in pairs or teams 6 Quick Check Exit slips to evaluate student understanding of the skills (Math only) 7 Additional Practice Extra problems and activities the educator can choose to complete with students or assign The student handbook also includes Bonus! articles—short, believe-it-or-not pieces to read for fun. This guide includes teaching materials for the Scholar Zone Extended Learning Math student handbook. The student handbook has articles from Scholastic’s Math magazine and Scholastic’s Science World magazine. In general, each article can be used across two sessions. (See the Planning and Pacing Guide on page 6 of this book.) Here’s how sessions are structured.

You’ll find Answer Keys for the questions and activities at the back of the book. And on page 42, Scholar Zone Tips provide additional guidance.

Table of Contents

Welcome, Educators! �� 3 Planning and Pacing Guide �� 6 Sessions 1 & 2 Science: Physics: Forces & Motion Wild Rides �� 10 Sessions 3 & 4 Math: Algebra: Expressions Create It With Code ��12 Sessions 5 & 6 Math: Financial Literacy: Budgets It’s Slime Time! �� 14 Sessions 7 & 8 Math: Algebra: Scientific Notation 12,867,872,400 Miles and Counting! �� 16 Sessions 9 & 10 Science: STEM Jobs: Conservation Avian Artist �� 18 Session 11 & 12 Math: Algebra: Equations Super Ball Champs! �� 20 Sessions 13 & 14 Math: Algebra: Equations Extreme Science �� 22 Sessions 15 & 16 Math: Statistics & Probability: Line Graphs Robot Dog vs. Real Dog �� 24 Sessions 17 & 18 Science: Biology: Health & Disease Sugar Coating the Truth �� 26

Table of Contents (cont.)

Sessions 19 & 20 Math: Ratios & Proportions From Model Toys to Mars �� 28 Sessions 21 & 22 Math: Statistics & Probability: Graphs Fake News, Fake Data �� 30 Sessions 23 & 24 Math: Algebra: Inequalities These Drones Save Lives! �� 32 Sessions 25 & 26 Science: Engineering All About Emojis ��. 34 Sessions 27 & 28 Math: Geometry: Two-Dimensional Shapes Wind Power! �� 36 Sessions 29 & 30 Math: Financial Literacy: Budgets Getting Into Character �� 38 Sessions 31 & 32 Math: Algebra: Number & Operations The Eagle Huntress ��. 40 Scholar Zone Tips �� 42 Answer Key ��48

Planning and Pacing Guide

The sessions follow a skills sequence informed by a typical sequence for grade 8. However, you might choose to reorder sessions, based on the needs of your students.

1 & 2 I

3 & 4 I

5 & 6 I

7 & 8 I

Science: Physics: Forces & Motion

Math: Algebra: Expressions

Math: Financial Literacy: Budgets

Math: Algebra: Scientific Notation Article “12,867,872,400

Article “Wild Rides”

Article “Create It With Code”

Article “It’s Slime Time!”

Miles and Counting!”

1 Warm-Up

2 Read

Strategy Focus: Summarize

Strategy Focus: Make Inferences

Strategy Focus: Summarize

Strategy Focus: Key Ideas and Details/Evidence

3 Guided Practice “Programming Expressions”

3 After

3 Guided Practice “Creating a Budget”

3 Guided Practice “Writing Scientific Notation”

Reading

4 Reflect

5 Group Activity “Slime Savings”

5 Group Activity “Scientific Spacecraft” 6 Quick Check “Exit Slip”

5 Group Activity “Program Problems” 6 Quick Check “Exit Slip”

5 Group Activity “Roller Coaster Rush”

6 Quick Check “Exit Slip” 7 Additional Practice “Working With Sales Tax”

7 Additional Practice “Full Speed Ahead”

7 Additional Practice “Conditional Statements” "Living Wall"

7 Additional Practice

“Writing Negative Exponents”

9 & 10 I

11 & 12 I

13 & 14 I

15 & 16 I

Math: Statistics & Probability: Line Graphs Article “Robot Dog vs. Real Dog “

Science: STEM Jobs: Conservation

Math: Algebra: Equations

Article “Super Ball Champs!”

Article “Avian Artist”

Article “Extreme Science”

1 Warm-Up

2 Read

Strategy Focus: Sequence of Events

Strategy Focus: Compare and Contrast

3 Guided Practice “Estimating Cumulative Costs”

3 Guided Practice “Expressions From Tables”

3 After Reading

3 Guided Practice “Solving Two-Step Equations”

4 Reflect

5 Group Activity “Extreme Data”

5 Group Activity “Pricey Pets”

5 Group Activity “Design a Museum Exhibit”

5 Group Activity “Simplifying Expressions”

6 Quick Check “Exit Slip” 7 Additional Practice “Reading a Line Graph”

6 Quick Check “Exit Slip”

6 Quick Check “Exit Slip” 7 Additional Practice

“The Constant of Proportionality”

Planning and Pacing Guide (cont.)

17 & 18 I

19 & 20 I

21 & 22 I

23 & 24 I

Science: Biology: Health & Disease

Math: Ratios & Proportions

Math: Statistics & Probability: Graphs

Math: Algebra: Inequalities Article “These Drones Save Lives!”

Article “Sugar Coating the Truth”

Article “From Model Toys to Mars”

Article “Fake News, Fake Data”

1 Warm-Up

2 Read

Strategy Focus: Author’s Purpose/POV

Strategy Focus: Key Ideas and Details/evidence

Strategy Focus: Summarize

Strategy Focus: Make Predictions

3 After Reading

3 Guided Practice “Working With Scale Drawings”

3 Guided Practice “Misleading Graphs”

3 Guided Practice “Graphing Ranges”

4 Reflect

5 Group Activity “Sweet Chemistry”

5 Group Activity “Scaling Up!”

5 Group Activity “Deceptive Data”

5 Group Activity “Flying Ranges”

6 Quick Check “Exit Slip” 7 Additional Practice “Areas of Scale Drawings”

6 Quick Check “Exit Slip” 7 Additional Practice

6 Quick Check “Exit Slip” 7 Additional Practice “Solving Inequalities”

7 Additional Practice “Analyzing

“Drawing a Circle Graph”

Scientific Research”

25 & 26 I

29 & 30 I

31 & 32 I

27 & 28 I

Math: Geometry: Two-Dimensional Shapes

Math: Algebra: Number & Operations

Science: Engineering

Math: Financial Literacy: Budgets

Article “Getting Into Character”

Article “The Eagle Huntress”

Article “All About Emojis”

Article “Wind Power!”

1 Warm-Up

2 Read

Strategy Focus: Sequence of Events

Strategy Focus: Compare and Contrast

Strategy Focus: Summarize

Strategy Focus: Key Ideas and Details/ Evidence

3 After Reading

3 Guided Practice “Working With Circles”

3 Guided Practice “Making A Budget”

3 Guided Practice “Using the Distributive Property”

4 Reflect

5 Group Activity “Emotive Emoji”

5 Group Activity “As the Turbine Turns” 6 Quick Check “Exit Slip”

5 Group Activity “Superhero Savings” 6 Quick Check “Exit Slip”

5 Group Activity “Distributing Negatives” 6 Quick Check “Exit Slip”

7 Additional Practice

7 Additional Practice “Adding on a

7 Additional Practice “History of Huntresses”

“Making Faces”

“Drawing Circles”

Number Line”

Math: Statistics & Probability: Graphs 21&22 I

Fake News, Fake Data STUDENT HANDBOOK, PAGE 60

Objective: Students will describe errors or misleading aspects of graphs and suggest how to make the graphs more accurate. 1 Warm-Up: • Ask students about any sources they use to learn about current events or other topics. • How do they know whether they can trust a source? • Ask students whether they ’ ve ever been taken in by a fake news story. Ask: Why do you think fake news stories can be easy to believe? • Ask: Has anyone come across a news story recently that they’re not sure is fact or fiction? What steps can you take to find out? • Does fake news endanger the public? Why or why not? 2 Read: You may read “Fake News, Fake Data” aloud or ask students to read with partners or independently. Start by telling students that the article will tell them about fake news based on faked data, including misleading graphs. As students read, have them think about how the subheadings help the reader anticipate the content of each section. After reading, ask students to choose one section to summarize. Invite volunteers to share with the group. (Example: In the “Crumbling Standards” section, the article discusses how the rise of cable news, the internet, and social media have led to declining objectivity and accuracy in news that is shared.) (Summarize)

3 Guided Practice: Direct students to the “Misleading Graphs” box on page 62 of the student handbook. Read through the introduction and ask students the example questions listed. • Are there any other graph types that might work for this data? Why? (circle graph; Answers will vary. ) • Ask students to compare the two bar graphs by asking: How does the bottom bar graph fix what is misleading in the top bar graph? (The y -axis of the bottom bar graph begins at 0.) • How does correcting the scale of the y -axis change the way a person might interpret the graph? (The difference between the scientist bar and the athlete bar does not look as severe in the bottom graph.) • Last, divide the class into pairs and have them complete one or more of the “Your Turn” problems, using the diagram to find the inaccuracies in the graphs that follow. When students have finished, have them share their answers as a group. 4 Reflect: Ask them to respond in writing to the following questions: Are you concerned about fake news? After students have finished writing, engage them in a structured group discussion. Call on volunteers to read their responses. 5 Group Activity: Go to “Deceptive Data” on page 64 of the student handbook. Divide the class into teams and assign each team one or more problems to solve. When students have finished, ask each team to talk through its answers. 6 Quick Check: Have students complete one of the Exit Slips on page 67 of the student handbook. A: On Level; B: Advanced. 7 Additional Practice • “Drawing a Circle Graph,” pages 65–66 of the student handbook. Students follow steps to draw circle graphs, and on page 66, complete tables and associated circle graphs.

For answers, go to the Answer Key that begins on page 48 of this book.

Math: Algebra: Inequalities 23&24 I

These Drones Save Lives! STUDENT HANDBOOK, PAGE 68

Objective: Students will write ranges as inequalities and graph them on number lines to represent different situations associated with using drones. 1 Warm-Up: • Ask students what they know about drones. • Ask students to list tasks that drones might be used for. • On the floor of your classroom or on the board, display or draw a large blank number line with no tick marks. • Tell students that the average middle-school class size in most states is fewer than 32 students. • Write 0 and 32 as the anchors for the number line. Give all students a sticky note and have them write down what they think the most common average class size is for select states. Have them place their sticky notes at the corresponding values on the number line. • Then ask: What do you notice? (The markings are all to the left of the number 32.) • Tell students that this is an example of an inequality. An inequality often has many possible solutions instead of one exact solution. • In this lesson, they will learn how to write and graph inequalities. 2 Read: First, read aloud the first paragraph of “These Drones Save Lives.” Then ask students to predict how they think drones will save lives. Have students jot down their responses. Tell students they can use the title, images, what they have already read, and their own experiences to make their predictions. You may continue reading the article aloud or ask students to read with partners or independently. After the class has read the entire article, have students review their predictions to see if they are correct, and allow volunteers to share them with the group. (Make Predictions) 3 Guided Practice: Instruct students to look at the “Graphing Ranges” box on page 69 of the student handbook. Direct students to the chart. • Discuss and review the symbols, meanings, word clues, and graphing symbols of the four inequality types. Explain the difference between “less than” and “less than or equal to.”

• Tell students that when “less than” is used, the number the variable is compared with is not a solution. This is why the circle is empty in the graphing symbol. When “less than or equal to” is used, however, the number the variable is compared with is a solution. This is why the circle is filled in the graphing symbol. • Then read through the introduction and the example. • Highlight the clue words in the example. • Then refer to the chart and discuss why each symbol was chosen. • Last, divide the class into pairs and have them complete one or more of the “Your Turn” problems, using the steps and chart to write and graph as inequalities the ranges related to operating drones. When students have finished, have them share their answers as a group. 4 Reflect: Ask students to respond in writing to the following questions: In what ways do you think drone technology will become even more important in the future? What other tasks might drones be used to accomplish? After students have finished writing, call on volunteers to read their responses. Then engage in a structured group discussion with the class. 5 Group Activity: Go to “Flying Ranges” on page 70 of the student handbook. Divide the class into teams and assign each team one or more problems to solve. When students have finished, ask each team to talk through their answers. 6 Quick Check: Have students complete one of the Exit Slips on page 72 of the student handbook. A: On Level; B: Advanced. 7 Additional Practice • “Solving Inequalities,” page 71 of the student handbook. Students solve problems with inequalities that include other operations. • You may encourage students to take a break and read the Bonus! feature that follows this lesson. You may also wish to ask students to summarize the article after reading.

For answers, go to the Answer Key that begins on page 48 of this book.

Science: Engineering 25&26 I

All About Emojis STUDENT HANDBOOK, PAGE 74

Objective: Explore the steps in the design process used to create new emojis, which people worldwide use to communicate. 1 Warm-Up: • Have students look at the emojis on page 74 of the student handbook. Ask: What do you think or feel when you look at each one? • Do you have a favorite emoji? Share your thoughts with the class. • Draw several familiar emojis and show them to students. • Survey students about which emoji they prefer. • You may also have students create a table and/or graph to show the survey data. 2 Read: You may read “All About Emojis” aloud or ask students to read with partners or independently. If you decide to read the article aloud, start by telling students that the article will give information about the Unicode Consortium, an organization that manages the world’s emojis, and the process to name and create emojis. Direct students: As you read, highlight the steps in the process to creating emojis. After students have finished reading, ask them to recount those steps. (Possible answer: People submit ideas for emojis, the Unicode Consortium members meet to review the ideas, and the group uses special criteria to determine which emojis get approved.) (Sequence of Events) 3 After Reading: • Why do you think the author wrote this article? • What emoji would you like to see created? Remember, the emoji must satisfy the criteria listed in the article. Why do you think this emoji should be created? • Look at the graph on page 75 of the student handbook. What information do you learn from the graph? (the number of emojis added since 2009) • Do you think the graph is a good illustration to use with this article? Explain. • Make a prediction about the number of emojis in 2025. (Possible answer: I think there will be even more emojis in 2025 because the number has increased each year.)

4 Reflect: Ask students to consider how the availability of emojis influences the writing styles of people. Have students write several examples of messages using emojis, and then discuss as a class how the emojis affect communication. Then ask students to respond in writing to your question: How do emojis affect communication? After students have finished writing, call on volunteers to read their responses. Then engage in a structured group discussion: 5 Group Activity: Go to “Emotive Emoji” on page 76 of the student handbook. Have a volunteer read the introduction. Next, have students answer one or more of the questions. Then, as a group, share the responses. 7 Additional Practice • “Making Faces,” page 77 of the student handbook. Students read the introduction about how people’s brains respond to emojis. Then they answer questions about the text.

For answers, go to the Answer Key that begins on page 48 of this book.

Math: Geometry: Two-Dimensional Shapes 27&28 I

Wind Power! STUDENT HANDBOOK, PAGE 78

Objective: Students will apply the formulas for the circumference and area of a circle to calculate the blade sweeps of wind turbines. 1 Warm-Up: • Ask students about their experiences with power outages. How did they manage without electricity? • Ask students what they know about alternative methods of creating electricity. • Have students discuss the role of wind with sailboats (powers the boat), windmills (grinds grain or pumps water), wind turbines (creates energy), kites (causes the kites to rise), and other examples. • Ask students if they’ve ever seen an actual windmill or wind turbine and to describe or compare them. 2 Read: You may read “Wind Power!” aloud or ask students to read with partners or independently. Start by telling students that the article will tell them about the first offshore wind plant in the U.S. As they read, ask students to pay attention to some of the similarities and the differences between wind turbines on the ocean and wind turbines on land. After reading, ask: What are some difficulties with using turbines on water as compared with using turbines on land? (Possible answer: It is more difficult to build turbines in water, and it is more difficult to move equipment and to get workers there to work.) (Compare and Contrast) 3 Guided Practice: Read the introduction to “Working with Circles,” page 79 of the student handbook. • What are you being asked to find? (We are asked to find the blade sweep, which is the area of the circle created by the rotation of the blades.) • Use the picture to show that the spinning blades create a circle. • Draw a circle on the board and shade it in to show the area of a circle. Explain that to answer the example, you need to use the formula for the area of the circle.

• Write the formula on the board and fill in the equation with the given information as you complete each step. • Remind students that the answers to the questions related to area will have square units because you are squaring the radius. • Last, divide the class into pairs and have partners complete one or more of the “Your Turn” problems, using the properties of circles. When students have finished, have them share their answers as a group. 4 Reflect: Ask students to respond in writing to the following questions: Why are some people so passionate about creating wind turbines? After students have finished writing, call on volunteers to read their responses. Then engage them in a structured group discussion. As a class, discuss each response. 5 Group Activity: Go to “As the Turbine Turns,” page 80 of the student handbook. Divide the class into teams and assign each team one or more problems to solve. When students have finished, ask each team to talk through their answers. 6 Quick Check: Have students complete one of the “Exit Slips” on page 82 of the student handbook. A: On Level; B: Advanced. 7 Additional Practice • “Drawing Circles,” page 81 of the student handbook. Students use a pencil, a ruler, and a compass to draw circles and answer questions • You may encourage students to take a break and read the Bonus! feature that follows this lesson. Students will read about bison, America’s first national mammal. How does this article connect to the article they have just read?

For answers, go to the Answer Key that begins on page 48 of this book.

Front Edge 2 2 or 2.5 in. 7 8 or 1.88 in. 2a. See F igure Y below. 2b. Area of Figure B = 5(1 in. � 1 in.) = 5 in. 2 2c. Area of Figure Y = 5(3 in. � 3 in.) = 45 in. 2 3. The areas of the scale drawings are 9 times larger than the areas of the original figures using a 1:3 scale factor. So the change in area is equal to the scale factor squared. Back Edge 1 Center Chord 1 3 8 or 1.38 in.

5.63 in.

Page 57: Areas of Scale Drawings *with white behind logo 4. Wingspan: 31.52 in. ÷ 12 in. = 2.63 ft Front Edge: 22.52 in. ÷ 12 in. = 1.88 ft Back Edge: 16.92 in. ÷ 12 in. = 1.41 ft Center Chord: 12.44 in ÷ 12 in. = 1.04 ft 5. As the factor scale increases, the measurements become larger, but all measurements keep their relationship to the others. Where Math Gets Real Areas of Scale Drawings Figures are not drawn to scale. 1a. See F igure X below . 1b. Area of Figure A = (2 in. � 2 in.) + 2 � 2 1 in. � 1 in.) = 4.5 in. 2 1c. Area of Figure X = (6 in. � 6 in.) + 2 � 2 1 (1.5 in. � 3 in.) = 40.5 in. 2 1d. Figure X is 9 times larger than Figure A. 40.5 in. ÷ 4.5 in. = 9 2a. See F igure Y below. 2b. Area of Figure B = 5(1 in. � 1 in.) = 5 in. 2 2c. Area of Figure Y = 5(3 in. � 3 in.) = 45 in. 2 3. The areas of the scale drawings are 9 times larger than the areas of the original figures using a 1:3 scale factor. So the change in area is equal to the scale factor squared. Front Edge 2 1 2 or 2.5 in. 5.63 in. 22.52 in. Back Edge 1 7 8 or 1.88 in. 4.23 in. 16.92 in. Center Chord 1 3 8 or 1.38 in. 3.11 in. 12.44 in. (0.5 PRANDTL-M MEASUREMENTS PLANE PART DRAWING MODEL PLANE ACTUAL PLANE Wingspan 3 1 2 or 3.5 in. 7.88 in. 31.52 in.

4.23 in.

Answer Key (cont.)

3.11 in.

ANSWERS

Page 58: Exit Slips

Exit Slips A. 1. 2 1 4 in. 2. 2 1

Figure X

SCHOLASTIC MATH DECEMBER 11, 2017 (PAGE 3)

1 4 or 20.25 in.

4 in. � 9 = 20

B. 1. 3

9 16 or 3.56 in.

ents.

6 in. 2. 3.56 in. � 7 = 24.92 in. 3. 24.92 in. � 3 = 74.76 in. 74.76 in. ÷ 12 in. = 6.23 ft Sessions 21 & 22 Fake News, Fake Data Pages 62–63: Misleading Graphs Accept all reasonable answers. Responses and arguments may vary. 1a. The graph is missing a scale. 1b. Without a scale, you do not know the values 1.5 in. Figure Y DECEMBER 11, 2017 • Answers of how many students prefer each type of drink. The argument might be that juice and soda are just as good or healthy as water. 1c. Add a scale that starts at 0 and is placed on the y -axis. Make sure the bars follow the scale. 2a. The percents add up to greater than 100%. The percents do not compare parts of the same whole. 2b. It appears that 6th graders have the most pets. The argument might be that most 6th graders have pets. 2c. Represent the data using a bar graph. 3a. There is no key and the scale does not start at 0. 3b. You do not know what the lines are comparing or where the percentages started. The argument might be that Bob is trying to exaggerate the improvement of his test scores. 3c. You need to add a key and fix the scale to start at 0%.

estion

hind logo

o the

Figure X

Exit Slips A. 1. 2 1 4 in. 2. 2 1

2 1

(0.5

2 1

1 4 or 20.25 in.

(1.5

4 in. � 9 = 20

e A.

1.5 in.

B. 1. 3

9 16 or 3.56 in.

n. 2 5 in. 2

2. 3.56 in. � 7 = 24.92 in. 3. 24.92 in. � 3 = 74.76 in. 74.76 in. ÷ 12 in. = 6.23 ft 6 in.

times res n area

Figure Y

3 in.

DECEMBER 11, 2017 • Answers

3 in.

scholastic.com/math

2b. k = 75

900 × 3

x 3

900 × 3

x 3 1 � 3 =

1 � 3 =

Where Math Gets Real

3a.

x 12 x = 2,700 2,700 3 =

3a.

x = 2,700 2,700 3 = 2,700 × 4

then unlikely

ANSWERS

en unlikely

25,000

x 12

25,000

20,000 Answer Key (cont.) SCHOLASTIC MATH SEPTEMBER 25, 2017 (PAGE 3) 20,000 3 � 4 = Where Math Gets Real

2,700 × 4 x 12 x = 10,800 spots

3 � 4 = x 12 x = 10,800 spots

sible possible

Exit Slips A. 1. 7.5 cm �

continued from page 2

9 FASCINATING FOSSILS SKILLS SHEETS Metric Prefixes Conversion order may vary. Please accept all reasonable equations. 1. 65 m � 100 cm 1 m = 6,500 cm 2. 800,000 mm � 1 m 1,000 mm = 800 m 3. 40 km � 1,000 m 1 km = 40,000 m 40,000 m � 100 cm 1 m = 4,000,000 cm/hr 4. 11.8 kg � 1,000 g 1 kg = 11,800 g 11,800 g � 1 Mg 1,000,000 g = 0.0118 Mg Dinosaur Dimensions Conversion order may vary. Please accept all reasonable equations. 1. 3,720 cm � 0.3937 in. 1 cm � 1,464.56 in. 1,464.56 in. 12 in. � 122.05 feet 2. 9,200 km � 0.6214 mi. 1 km � 5,716.88 mi 3. 96 in. � 1 cm 0.3937 in. � 243.84 cm 243.84 cm � 10 mm 1 cm � 2,438.40 mm 4. 1.52 m � 3.2808 ft 1 m � 4.99 ft 4.99 ft � 12 in. 1 ft � 59.88 in. 240 in. 59.88 in. � 4.01 � 4 sixth-graders 5. 37.2 m � 3.2808 ft 1 m � 122.05 ft 216 in. 12 in. = 18 ft 122.05 ft – 18 ft = 104.05 ft 9 Exit Slips Answers will vary. Accept all reasonable answers based on the graph. A. 1. It appears that the graph is showing the cost of popcorn over the years and that the larger the size of popcorn, the more expensive it is. Also, the units are not labeled on the y -axis. B. 1. See bar graph, below right

15,000 2. Total: 450 animals Artiodactyla: 80 450 = 15,000

Page 66: Drawing a Circle Graph FAKE NEWS, FAKE DATA SKILLS SHEETS Drawing a Circle Graph 1. Total: 4,660 students 932 + 3,029 + 699 = 4,660 Urban: 932 4,660 = x 360 = 932 × 360 4,660 = 72° Suburban: 3,029 4,660 = x 360 = 3,029 × 360 4,660 = 234° Rural: 699 4,660 = x 360 = 699 × 360 4,660 = 54° 10 mm 1 cm = 75 mm

Suburban 234° Urban 72° PROBLEM OF THE DAY 1. 2, 3, 5 2. 28 + 7 = 5 w 35 = 5 w w = 7 3. 3.45 � 2.2 = 7.59 pounds 4. 6 13 = x 39 13x = 234 x = 18 5. C, right triangle 6. 9.96 � 10 7 7. = (equal sign); 9 � 4 = 108 3 8. 2.2 5 = 0.44 0.44 � 100 = 44% 9. |4 – 7| 3 = |-3| 3 = 1 10. 3:30 = 1:10 11. $75,000,000 � 26.4 = $1,980,000,000 12. 3.14 � (3.7) 2 � 6 = 257.92 ≈ 258 in. 3 13. 2.4 mi � 1 hr 30 mi = .08 hr .08 hr � 60 min 1 hr = 4.8 mins. 14. 3:39 = 1:13 scholastic.com/math answers continued on page 3 FAKE NEWS, FAKE DATA SKILLS SHEETS Drawing a Circle Graph 1. Total: 4,660 students 932 + 3,029 + 699 = 4,660 Urban: 932 4,660 = x 360 = 932 × 360 4,660 = 72° Suburban: 3,029 4,660 = x 360 = 3,029 × 360 4,660 = 234° Rural: 699 4,660 = x 360 = 699 × 360 4,660 = 54° 2. 7.5 cm � 0.3937 in. 1 cm � 2.95 in. B. 1. 280 mm 10 mm = 28 cm 28 cm � 0.3937 in. 1 cm � 11.02 in. It is less than 1 foot by 0.98 in. (12 – 11.02 = 0.98) Rural 54° Suburban 234° Rural 54° Urban 72°

4. Answers will vary. Sample answer may include: Fake news stories might intentionally use misleading graphs to make data reflect what the writers want readers to believe based on the spin of the article or news outlet. 5,000 10,000 5,000 10,000 Where Math Gets Real Carnivora: x 360 = 80 × 360 450 = 64° 39 450 = x 360 = 39 × 360 450 = 31.2° Chiroptera: 84 450 = 24 450 = x 360 = x 360 = 84 × 360 450 24 × 360 450 = 67.2° Marsupiala: = 19.2° Monotremata: 45 450 = x 360 = 45 × 360 450 = 36° Primate: = 60.8°

than the 3 was most so few ter than the 013 was most use so few

76 450 =

x 360 =

76 × 360 450

102 450 =

x 360 =

102 × 360 450

*with white behind logo = 81.6°

Where Math Gets Real Rodentia:

Page 64: Deceptive Data Answers will vary. Accept all reasonable answers based on the graph. 1. Possible answers include: The graph is upside down, the origin (0,0) is at the top of the y -axis instead of the bottom left corner, and the x -axis is labeled at the top of the graph instead of the bottom. It is also missing a title. 2. It appears that the huge increases in hours spent watching TV are huge decreases. The data is difficult to read, and it confuses the viewer. 3. The argument could be that people spend less time watching TV in the summer months. 4. Possible answers include: Invert the y -axis so that it will start at (0,0) and increases from the bottom left corner, place the x -axis on the bottom, and add a title. 5. 3. The argument could be that people spend less time watching TV in the summer months. 4. Possible answers include: Invert the y -axis so that it will start at (0,0) and increases from the bottom left corner, place the x -axis on the bottom, and add a title. 5. Number of Giraffes 3 6 0 3b. k = 2,600 Proportions in the Wild 1. 2 15 = 100,000 x 2 × 50,000 15 � 50,000 = 100,000 x x = 750,000 zebras 2. 4 1 = 20,000 x 4 × 5,000 1 � 5,000 = 20,000 x Monotremata 36° Marsupiala 19.2° Chiroptera 67.2° Deceptive Data Answers will vary. Accept all reasonable answers based on the graph. 1. Possible answers include: The graph is upside down, the origin (0,0) is at the top of the y -axis instead of the bottom left corner, the x -axis is labeled at the top of the graph instead of the bottom. It is also missing a title. 2. It appears that the huge increases in hours spent watching TV are huge decreases. The data is difficult to read and it confuses the viewer. 250 200 Proportions in the Wild 1. 2 15 = 100,000 x 2 × 50,000 15 � 50,000 = 100,000 x x = 750,000 zebras 2. 4 1 = 20,000 x 4 × 5,000 1 � 5,000 = 20,000 x 150 100 50 0 Number of Giraffes 3 6 0 3b. k = 2,600 Artiodactyla 64° Primate 60.8° Rodentia 81.6° Carnivora 31.2°

nes s ar because ricanes anes o year because tches the occurred matches the hat occurred

Where Math Gets Real

SCHOLA SEPTEMBE

Where Math Gets Real

continued from page 2

Exit Slips Answers will var answers based o A. 1. It appears that cost of popcorn the larger the siz expensive it is. A on the y -axis. B. 1. See bar graph FASCINATING F Metric Prefixes Conversion orde reasonable equa 1. 65 m � 100 cm 1 m 2. 800,000 mm 3. 40 km � 1,00 1 k 40,000 m � 100 1 4. 11.8 kg � 1,000 1 k 11,800 g � 1 M 1,000 Dinosaur Dimen Conversion orde reasonable equa 1. 3,720 cm � 0 1,464.56 in. 12 in. � 1 2. 9,200 km � 0

x 360 = scholastic.com/math answers continued on page 3 80 × 360 450 = 64°

2. Total: 450 animals Artiodactyla: 80 450 =

x 360 = 15. 24° + 53° = 77° 180° – 77° = 103° 16. 3 � 4 = 12 17. A, line graph 18. 2.5 hr � $15

39 450 =

39 × 360 450

Where Math Gets Real Carnivora:

= 31.2°

84 450 = 24 450 =

1 hr = $37.50 per week

84 × 360 450 24 × 360 450

x 360 = x 360 = 12 15 =

Chiroptera:

= 67.2°

19. 27 15 20. 12:(14 � 12) = 12:168 or 1:14 15 15 +

Marsupiala:

= 19.2°

45 450 =

x 360 =

45 × 360 450

Monotremata:

= 36°

76 450 =

x 360 =

76 × 360 450

Primate:

= 60.8°

TIME TEENS SPEND WATCHING TV

50 100 150 200 250

102 450 =

x 360 =

102 × 360 450

Where Math Gets Real Rodentia:

*with white behind logo = 81.6°

COST OF MOVIE TICKETS BY DECADE

$0 $2 $4 $6 $8 $10

Artiodactyla 64°

Rodentia 81.6°

Carnivora 31.2° 2007

1987

1997

2017

Primate 60.8°

YEAR

MONTH

SEPTEMBER 25, 2017 • Answers

scholastic.com/math

Chiroptera 67.2°

Monotremata 36°

Marsupiala 19.2°

Deceptive Data Answers will vary. Accept all reasonable answers based on the graph. 1. Possible answers include: The graph is upside down, the origin (0,0) is at the top of the y -axis instead of the bottom left corner,

100 50 0

km �

= 40,000 m

1 km

x = 18 5. C, right triangle 6. 9.96 � 10 7 7. = (equal sign); 9 � 4 =

100 cm 1 m

0 m �

= 4,000,000 cm/hr

1,000 g 1 kg

kg �

= 11,800 g

108 3

1 Mg 1,000,000 g = 0.0118 Mg

g �

8. 2.2 5 = 0.44 0.44 � 100 = 44% 9. |4 – 7| 3 = |-3| 3 = 1 10. 3:30 = 1:10 11. $75,000,000 � 26.4 = $1,980,000,000 12. 3.14 � (3.7) 2 � 6 = 257.92 ≈ 258 in. 3 13. 2.4 mi � 1 hr 30 mi = .08 hr .08 hr � 60 min 1 hr = 4.8 mins. 14. 3:39 = 1:13

Answer Key (cont.)

aur Dimensions rsion order may vary. Please accept all nable equations. 0 cm � 0.3937 in. 1 cm � 1,464.56 in. .56 in. in. � 122.05 feet 00 km � 0.6214 mi. 1 km � 5,716.88 mi n. � 1 cm 0.3937 in. � 243.84 cm 4 cm � 10 mm 1 cm � 2,438.40 mm m � 3.2808 ft 1 m � 4.99 ft t � 12 in. 1 ft � 59.88 in. n. n. � 4.01 � 4 sixth-graders m � 3.2808 ft 1 m � 122.05 ft = 18 ft ft – 18 ft = 104.05 ft

SCHOLASTIC MATH MARCH 11, 2019 (PAGE 4)

Where Math Gets Real

ANSWERS

continued from page 3

Page 67: Exit Slips Answers will vary. Accept all reasonable answers based on the graph. A. 1. It appears that the graph is showing the cost of popcorn over the years and that the larger the size of popcorn, the more expensive it is. Also, the units are not labeled on the y -axis. B. 1. See bar graph below. 27 15 20. 12:(14 � 12) = 12:168 or 1:14 1 hr = $37.50 per week 19. Madison: 78 – 60 = 18 days Minneapolis: 79 – 58 = 21 days Winnipeg: 78 – 49 = 29 days 4. The ragweed pollen season would be expected to end on October 17. July 15 – July 31: 17 days August 1 – August 31: 31 days September 1 – September 30 = 30 days October 1 – October 17 = 17 days 17 + 31 + 30 + 17 = 95 days 15 15 + 12 15 = 1987 6. Cities farther north are experiencing longer ragweed pollen seasons. The farther north a city is, the greater the change in length of the ragweed pollen season. PAGE 8 THESE DRONES SAVE LIVES! 1. 200 < h < 400 2. YEAR 1997 2007 2017 Sessions 23 & 24 These Drones Save Lives! Page 69: Graphing Ranges 5. The ragweed pollen season has gotten longer and increased in number of days for all of the cities in the map. $0 $2 $4 $6 $8 $10 COST OF MOVIE TICKETS BY DECADE

Flying Ranges 1. 0 < s ≤ 45

15. 24° + 53° = 77° 180° – 77° = 103° 16. 3 � 4 = 12 17. A, line graph 18. 2.5 hr � $15 SCHOLASTIC MATH MARCH 11, 2019 (PAGE 1) 0

2. 1.5 < b < 65

0 5 10 15 20 2530 3540 4550 5560 65

3. 0 ≤ w < 24

34 ÷ 100 = 0.34 = 34% 5. D, hundred billions 6. A, Archimedes and Zu Chongzhi 7. 12 100 = 3 25 8. 3.1408 < pi < 3.1429 9. 3 4 ÷ 1 8 = 3 4 � 8 1 = 24 15 10 5 0 0 1 4. 14 < t ≤ 104 5. 0 ≤ d ≤ 11

0 10 20 30 40 50 60 70 80 90 100 110

yers

23456 78 91011

ches s

4 = 6 apple pi pies 10. Answers will vary. Possible answers: The series is alternating subtracting and adding the fractions. The denominators of each fraction are increasing in sequential odd numbers. PAGE 14 RIVER OTTER REBOUND 1. 0 10 20 30 40 50 0 1 2 3 4 5 5 6 7 8 9 10 Exit Slips: A 1B. 5 ≤ p ≤ 70 Exit Slips: B 1B. 0 ≤ m ≤ 6 Exit Slips: B 1D. 5.6 ≤ t ≤ 10.4 Page 71: Solving Inequalities 1. h ≤ 6 × 24 h ≤ 144 2. q > -13.2 – 7.3 q > -20.5 3. d ≥ 23.4 ÷ 2.4 d ≥ 9.75 4. g > 8.5 × 7.2 g > 61.2 5. 126 ÷ -12 ≤ n -10.5 ≤ n 6. - z < 30 – 13.3 z > -16.7 YEAR OTTER SPOTTER REPORTS PERCENT CHANGE FROM PREVIOUS YEAR n/a +2.33% +6.82% +6.38% 2012 173 2012 n/a Otters on the Rise? 1. Year River Otter Population Percent Change From Previous Year 2007 2008 8,600 8,800 2009 2010 9,400 10,000 10,400 2011 +4.00% 10,200 10,100 -1.92% -0.98% 10,600 10,800 +4.95% +1.89% ANSWERS

f ( x ) 4 7.75 9 7.75

scholastic.com/math

River Otter Rebound Exit Slips B. 1.

CALIFORNIA’S SEA OTTER POPU

Perc

Year

Sea Otter Population

From

4 4

2012

2,792

0 100 200 300 400 SCHOLASTIC MATH MARCH 11, 2019 (PAGE 3) 2013 2014 2015 2016 2017

2,882

2013

2013 227 +31.2% 2014 360 +58.6% 2015 359 -0.2% 2016 388 +8.1% 2017 334 -13.9% MARCH 11, 2019 • Answers Page 72: Exit Slips 10,800 10,700 Exit Slips A. 1A. 5 ≤ p ≤ 70 1B. See number line on page 4. B. 1A. 0 ≤ m ≤ 6 1B. See number line on page 4. 1C. 23 mi 60 min × 4 mi x x = 10.4 minutes 43 mi 60 min × 4 mi x x = 5.6 minutes 5.6 ≤ t ≤ 10.4 1D. See number line on page 4. +0.00% -0.93%

2014

2,881

Real

2015

2,990

3,194

2016

3. 60°F ≤ t ≤ 86°F 4.

70°F 2005: (118 + 89 + 80 + 76 + 78 + 52 + 71) ÷ 7 = 564 ÷ 7 = 80.57 ≈ 81 days The average length of ragweed pollen season in 2009 had increased by 10 days as compared to 1995. Exit Slips A. 1A. Fargo 1B. Georgetown 2. 5 cities: Winnipeg, Minneapolis, Madison, Papillion, Fargo Winnipeg: 71 – 57 = 14 days Minneapolis: 78 – 62 = 16 days

60°F Page 70: Flying Ranges See number lines for questions 1 through 5 in the next column. 1. 0 < s ≤ 45 2. 1.5 < b < 65 3. 0 ≤ w < 24 4. 14 < t ≤ 104 5. 0 ≤ d ≤ 11 80°F 90°F 5. 0 < w < 4 6. 0 1 2 3 4 7. 328 ft + 160 ft = 488 ft 328 ≤ e ≤ 488 8. f ( x ), or y -value (vertical distance in feet)

x – 0.5 x 2 + 5

57 that the total population of river otters has increased or decreased because it only shows the number of river otter sightings near San Francisco and it is not a RIVER OTTER REBOUND SKILLS SHEETS Writing Percent Equations 1. 90 = 0.75 n ; 90 ÷ 0.75 = n n = 120 2. 0.60 × 85 = n ; n = 51 3. n × 150 = 24; n = 24 ÷ 150 n = 0.16; n = 16% 2013: 173 � 1.312 = 227 Otter Spotter reports 2015: 360 � 0.998 = 359 Otter Spotter reports 2017: 388 � 0.861 = 334 Otter Spotter reports 2. The number of Otter Spotter reports has mostly increased over time. 3A. 2016 3B. The number of reports in 2016 were significantly greater—more than double the number in 2012. 4. 173 � (1 + 2.15) = 545 otter sighting 5. No, you could not use the chart to prove

20 0) – 0.5(0) 2 + 5 5 ) – 0.5(2) 2 + 5 9 ) – 0.5(4) 2 + 5 9 6) – 0.5(6) 2 + 5 5 8) – 0.5(8) 2 + 5 -3 nd between the points because it crossed a positive to negative x nts the height all. at around ase accept all ents may solve on, graph which point he parabola LS SHEETS

300 350 400 450 500 9. 0 < f ≤ 30 10. Madison: 76 – 64 = 12 days Papillion: 80 – 69 = 11 days Fargo: 52 – 36 = 16 days B. 1. March 20 – March 31: 12 days

0 10 20 30 40 April 1 – April 30: 30 days May 1 – May 22: 22 days 12 + 30 + 22 = 64 days

1 doesn’t have a the center of th inches). For So sides and 1 ba the donut on to Solution 1: Su cylinder + Sur (not including S.A. = (2 π r 1 2 + 17 1 14 Solution 2: Su cylinder – area inner cylinder – base of outer c cylinder) S.A. = ( π r 1 2 + π r 2 2 ) 15 44 4 1 4C. Solution 1 (3 in.) + 2 π (0. S.A. = (31.8 in S.A. = 85.24 i Solution 2: S.A in.)) + ( π (0.88 in.) 2 – π (0.88 i S.A. = (15.9 in in. 2 ) + (15.9 in S.A. = (58.29 S.A. = 85.24 i 2 PAGE 8 BORN IN CH 1A. 5 troops + troops = 153 t 1B. Non-statis 2A. Hubei: 80 Shaanxi: 4,000 monkeys 2B. Statistical 3A. Golden, b 3B. Statistical

scholastic.com/math height V = 17 in. 5 15 in. 5 28 in. V = 7,140 in. 3 Say Goodbye to Stickers 7,200 apples scanned per hour 5 2 hours = 14,400 apples scanned 14,400 apples scanned ÷ 126 apples per bushel ≈ 114 bushels Sneezy Science 60 feet per second 5 1 4 second = 15 feet PAGE 4 WIND POWER 1. See chart below. 2. Burbo Bank Extension has the greatest blade sweep area for a single turbine. 3. Greater Gabbard has the greatest combined blade sweep area. Here’s the combined sweep area for all the wind farms: Block Island: 5 turbines 5 179,400 ft 2 area per turbine = 897,000 ft 2 Burbo Bank: 32 turbines 5 227,200 ft 2 area per turbine = 7,270,400 ft 2 Greater Gabbard: 140 turbines 5 96,700 ft 2 area per turbine = 13,538,000 ft 2 Lillgrund: 48 turbines 5 73,500 ft 2 area per turbine = 3,528,000 ft 2 Donghai Bridge: 34 turbines 5 68,300 ft 2 area per turbine = 2,322,200 ft 2 Bard: 80 turbines 5 125,600 ft 2 area per turbine = 10,048,000 ft 2 Percent Change From Previous Year N/A +3.22% -0.03% +3.78% +6.82% Sessions 27 & 28 Wind Power! Page 79: Working With Circles *with white behind logo Where Math Gets Real ANSWERS 4B. There are two solution paths to find the flowerpot’s surface area. For Solution 1, you find the surface area of the big cylinder and add the area of the side of the inner cylinder (since it doesn’t have a top base and the bottom base is the center of the top cylinder dropped down 2 inches). For Solution 2, you find the areas of the sides and 1 base of each cylinder and then add the donut on top. Solution 1: Surface Area = Surface area of outer cylinder + Surface area of inner cylinder’s height (not including the bases) S.A. = (2 π r 1 2 + 2 π r 1 h 1 ) + 2 π r 2 h 2 Solution 2: Surface Area = (Surface area of outer cylinder – area of top base) + (Surface area of inner cylinder – area of top base) + (area of top base of outer cylinder – area of top base of inner cylinder) S.A. = ( π r 1 2 + 2 π r 1 h 1 ) + ( π r 2 2 + 2 π r 2 h 2 ) + ( π r 1 2 – π r 2 2 ) 4C. Solution 1: S.A. = 2 π (2.25 in.) 2 + 2 π (2.25 in.) (3 in.) + 2 π (0.88 in.)(2 in.) S.A. = (31.8 in. 2 + 42.39 in. 2 ) + 11.05 in. 2 S.A. = 85.24 in. 2 for our answers. 1. B, 45 million 2. C, 2012 3. D, 2.7 5. A, 44 4. C, 42% 8. 258 million tons 5 0.13 = 33.54 million tons 89 million tons 5 0.24 = 21.36 million tons 33.54 million tons – 21.36 million tons = 12.18 million tons

16. GCF: 15 17. 165 mi � 5,280 ft = 871,200 feet 18. line graph Where Math Gets Real

2. 1.5 < b < 65 continued from page 1

3a. f > 2 or 2 < f 3b.

0 5 10 15 20 2530 3540 4550 5560 65

15 4. January to April 2015: 2,849,500 – 2,824,610 = 24,890 24,890 5 0 0 1 2,824,610 = 0.0088 ≈ 0.01 0.01 � 100 = 1% increase January to April 2017: 2,866,030 – 2,615,590 = 270,440 270,440 3. 0 ≤ w < 24 5. 0 ≤ d ≤ 11

Where Math Gets Real

19. 62 – 27 = 35 20. C, rectangle

4a. m ≥ 18 or 18 ≤ m 4b.

10 Answer Key (cont.) 4. 14 < t ≤ 104

SCHOLASTIC MATH APRIL 10, 2017 (PAGE 1)

0 10 20 30 40 50 60 70 80 90 100 110

5a. b ≥ 45 or 45 ≤ b 5b.

Where Math Gets Real

Sea Otter Population 9.9 > 10 ➞ False (74 – 4) ÷ 7 > 10 70 ÷ 7 > 10 Solution 2: S.A. = ( π (2.25 in.) 2 + 2 π (2.25 in.)(3 in.)) + ( π (0.88 in.) 2 + 2 π (0.88 in.)(2 in.)) + ( π (2.25 in.) 2 – π (0.88 in.) 2 ) S.A. = (15.9 in. 2 + 42.39 in. 2 ) + (2.43 in. 2 + 11.05 in. 2 ) + (15.9 in. 2 – 2.43 in. 2 ) S.A. = (58.29 in. 2 ) + (13.48 in. 2 ) + (13.47 in. 2 ) S.A. = 85.24 in. 2 2,792 2,882 70 FROM BOOK TO BIG SCREEN SKILLS SHEETS Testing Solutions 1. f = -3, 5 -13 < 2(-5) – 6 -13 < -10 – 6 -13 < -16 ➞ False -13 < 2(-3) – 6 -13 < -6 – 6 -13 < -12 ➞ True -13 < 2(5) – 6 -13 < 10 – 6 -13 < 4 ➞ True 2. b = 75 (73 – 4) ÷ 7 > 10 69 ÷ 7 > 10

23456 78 91011 2,615,590 = 0.1033 ≈ 0.10 0.10 � 100 = 10% increase 10% (2017) – 1% (2015) = 9% difference The percent change in 2017 between January 0 10 20 30 Exit Slips: A 1B. 5 ≤ p ≤ 70

Percent Change From Previous Year PAGE 2 NUMBERS IN THE NEWS Wear Your Trash Volume of a rectangular prism = length 5 width 5 height V = 17 in. 5 15 in. 5 28 in. V = 7,140 in. 3 Say Goodbye to Stickers 7,200 apples scanned per hour 5 2 hours = 14,400 apples scanned 14,400 apples scanned ÷ 126 apples per bushel ≈ 114 bushels Sneezy Science 60 feet per second 5 1 4 second = 15 feet PAGE 4 WIND POWER 1. See chart below. 2. Burbo Bank Extension has the greatest blade sweep area for a single turbine. 3. Greater Gabbard has the greatest combined blade sweep area. Here’s the combined sweep area for all the wind farms: Block Island: 5 turbines 5 179,400 ft 2 area per turbine = 897,000 ft 2 Burbo Bank: 32 turbines 5 227,200 ft 2 area per turbine = 7,270,400 ft 2 Greater Gabbard: 140 turbines 5 96,700 ft 2 area per turbine = 13,538,000 ft 2 Lillgrund: 48 turbines 5 73,500 ft 2 area per turbine = 3,528,000 ft 2 Donghai Bridge: 34 turbines 5 68,300 ft 2 area per turbine = 2,322,200 ft 2 Bard: 80 turbines 5 125,600 ft 2 area per turbine = 10,048,000 ft 2 n/a +2.33% +6.82% +6.38% +4.00% -1.92% -0.98% +4.95% +1.89% +0.00% -0.93% Year 2012 2013 2014 2015 2016 40 50 60 3 4 5 6 8 9 10 11 *with white behind logo Where Math Gets Real Where Math Gets Real PAGE 6 FUNGUS AMONG US 1. Surface Area (rectangular prism) = 2(13 in. 5 7 in.) + 2(13 in. 5 7 in.) + 2(7 in. 5 7 in.) S.A. = 182 in. 2 + 182 in. 2 + 98 in. 2 S.A. = 462 in. 2 2. Surface Area (rectangular prism) = 2(16 in. 5 16 in.) + 2(16 in. 5 2 in.) + 2(16 in. 5 2 in.) S.A. = 512 in. 2 + 64 in. 2 + 64 in. 2 S.A. = 640 in. 2 3. Surface Area (hemisphere) = 1 2 5 Surface Area (sphere) S.A. = 1 2 5 (4 5 π 5 (12 in.) 2 ) S.A. = 1 2 5 1,808.64 in. 2 S.A. = 904 in. 2 4A. (Drawing not to scale) r 1 r 2

4A. 300 monkeys – 250 monkeys = 50 monkeys 4B. Non-statistical 5. Answers will vary. For example: How many individual monkeys are from each country listed in the chart? 6. Answers will vary. For example: Which province has the most snub-nosed monkeys? PAGE 12 WHAT WE RECYCLE Accept all reasonable answers based on estimates from the graph. We used the raw data

Exit Slips A. 1a. m ≥ 15 or 15 ≤ m 1b.

0 and April was 9% higher than in 2015. 5a. 2,886,030 – 2,801,470 = 84,560 84,560 1 2 Exit Slips: B 1B. 0 ≤ m ≤ 6 Exit Slips: B 1D. 5.6 ≤ t ≤ 10.4 2,801,470 = 0.0301 ≈ 0.03 0.03 � 100 = 3% increase

B. 1a. 15 – 7 ≤ 4 h h ≥ 2 or 2 ≤ h 1b.

MARCH 11, 2019 • Answers Otters on the Rise? 1. Year Page 73: Bonus! San Antonio, Texas Use the order of operations to solve. 1. Multiply 5 by 15. 2. Divide by 75. 3. Square. 5b. 3,032,060 � 3% = 90,961.8 ≈ 90,962 3,032,060 + 90,962 = 3,123,022 colonies PAGE 16 BY THE NUMBERS: SAN ANTONIO, TEXAS Use the order of operations to solve. 1. Multiply 5 by 15 2. Divide by 75 3. Square [750 ÷ (5 � 15)] 2 = (5 � 15) = 75 750 ÷ 75 = 10 [10] 2 = 100 Gustavo Olguin sold his recipe for corn chips for $100. PROBLEM OF THE DAY River Otter Population 2007 2008 2009 2010 8,600 8,800 9,400 10,000 10,400 10,200 10,100 2011 2012 2013 2014 10,600 10,800 10,800 10,700 2015 2016 2017 5 6 7 1. 63.4° � 2 = 126.8° 180° – 126.8° = 53.2° 2. 9 12 = 21 28 Sessions 25 & 26 All About Emojis Page 76: Emotive Emoji Answers will vary. Page 77: Making Faces 1. A 2. The brain reacts differently to the :) and (: emoticons. 3. They wanted to see how our brains are changing as technology changes. 3. 7.5 in. � 40 = 300 in. 300 in. ÷ 12 in. = 25 feet 4. 7,875 sq. ft ÷ 75 ft = 105 feet 5. 2018 – 1963 = 55 years 55 years ÷ 10 years = 5.5 decades 6. C, 400 500 = 4 5 7. 5.27 � $0.79 = $4.16 8. obtuse scalene triangle 9. False, the cities are 495 km apart. 33 cm � 15 km = 495 km 10. 3 x + 7 or 7 + 3 x 11. 1,176 + 941 = 2,717 APRIL 10, 2017 • Answers

6. C, 1900 and 2000 7. 4.4 pounds – 2.75 pounds = 1.65 pounds per person per day

River Otter Rebound Exit Slips B. 1.

RADIO TO THE RESCU Input and Output Rela 1. f(x) = x + 7 or 7 + x 2. f(x) = x ÷ 4 or 1 4 x 3. f(x) = x • 1.5 or 1.5 x 4a. f(x) = x • -3 or -3 x 4b. 0 • -3 = 0 3 • -3 = -9 5a. f(x) = x 2 or x • x 5b. C, (-1,1) (-1) 2 = 1 Going the Distance Portland, ME and Quee = 275 miles 2. 1 1 8 in. = 450 miles 450 miles ÷ 125 miles = 4 towers 3a. 1 in. = 400 miles 3b. 400 miles ÷ 125 m 4 towers 4. 9 16 = 225 miles; No, receive a message from because the distance b is 225 miles so the tow range. You would need the message. 5. Portland, Maine 125 miles � 5 = 625 mil 400 miles + 225 miles 1 in. = 400 miles and 1 1 in. + 9 16 in = 1 9 16 in. Distance to Portland, M r 1 = 2.25 in. r 2 = 0.88 in. 179,400 ft 2 227,200 ft 2 96,700 ft 2 73,500 ft 2 68,300 ft 2 125,600 ft 2

9. The price for recycled clear plastic is more consistent because after the beginning of 2011, there were fewer peaks and valleys in the graph. There is less variation in price per pound of recycled plastic than new clear plastic. This is likely because recycled plastic isn’t dependent on the price of oil like new clear plastic. 10. Lead-acid batteries are required by law to be recycled and not thrown away.

CALIFORNIA’S SEA OTTER POPULATION

2,881 10 > 10 ➞ False (75 – 4) ÷ 7 > 10 71 ÷ 7 > 10 10.1 > 10 ➞ True 3,194

2,990 PAGE 8 BORN IN CHINA 1A. 5 troops + 8 troops + 40 troops + 100 troops = 153 troops 1B. Non-statistical 2A. Hubei: 800 monkeys, Gansu: 800 monkeys, Shaanxi: 4,000 monkeys, Sichuan: 10,000 monkeys 2B. Statistical 3A. Golden, black, and grey snub-nosed monkeys 3B. Statistical

3. w = -2, 2 4 ≥ 0.5(-2) 3 4 ≥ 0.5(-8) 4 ≥ -4 ➞ True 4 ≥ 0.5(2) 3 4 ≥ 0.5(8) 4 ≥ 4 ➞ True Offshore Wind Farm Block Island Wind Farm Burbo Bank Extension

Wind Turbine Measurements by Wind Farm

PAGE 6 FUNGUS AMONG US 1. Surface Area (rectangular prism) = 2(13 in. 5 7 in.) + 2(13 in. 5 7 in.) + 2(7 in. 5 7 in.) S.A. = 182 in. 2 + 182 in. 2 + 98 in. 2 S.A. = 462 in. 2 2. Surface Area (rectangular prism) = 2(16 in. 5 16 in.) + 2(16 in. 5 2 in.) + 2(16 in. 5 2 in.) S.A. = 512 in. 2 + 64 in. 2 + 64 in. 2 S.A. = 640 in. 2 3. Surface Area (hemisphere) = 1 2 5 Surface Area (sphere) S.A. = 1 2 5 (4 5 π 5 (12 in.) 2 ) S.A. = 1 2 5 1,808.64 in. 2 S.A. = 904 in. 2 4A. (Drawing not to scale) r 1 r 2 Location Number of Turbines Turbine Radius Turbine Circumference U.S. 5 239 ft 1,500 ft U.K. 32 269 ft 1,689 ft U.K. 140 175 ft 1,099 ft Sweden 48 153 ft 960 ft China 34 147 ft 923 ft Germany 80 200 ft 1,256 ft

Turbine Blade Sweep

r 1 = 2.25 in. r 2 = 0.88 in.

4 ≥ 0.5(3) 3 4 ≥ 0.5(27) 4 ≥ 13.5 ➞ False 4. k = 3 12 > -6 2 ÷ 3 12 > 36 ÷ 3 12 > 12 ➞ False Greater Gabbard Lillgrund Donghai Bridge Bard Offshore 1

answers continued on page 2

Offs Wind Block Wind Burbo Exte Gre Gab Lillg Don Bri Ba Offsh

12 > 3 2 ÷ 3 12 > 9 ÷ 3 12 > 3 ➞ True Page 80: As the Turbine Turns 1. See table on page 59. 2. Blyth Offshore: 2 turbines x 3,421 meters 2 per turbine = 6,842 meters2 Middelgrunden: 20 turbines x 4,536 meters 2 per turbine = 90,720 meters 2 12 > 7 2 ÷ 3 12 > 49 ÷ 3 12 > 16.3 ➞ False 24 Riffgat: 30 turbines x 11,310 meters 2 per turbine = 339,300 meters 2 Princess Amalia: 60 turbines x 5,027 meters 2 per turbine = 301,620 meters 2 Lights, Cameras, Inequalities! 1a. h ≤ 25 or 25 ≥ h 1b. 23 25 26 27

scholastic.com/math

2,717 ÷ 1,776 ≈ 1.53 1.53 � 100 = 153% 12. 2.9 � 10 9 how they are created and developed. The purpose of the passage above is to explain how our brains are changing in reaction to emojis. 5. Answers will vary. They may mention texting, email, iPhones, or video games. 13. 24 hrs – 7.5 hrs = 16.5 hrs 16.5 hrs � 60 mins = 990 mins 990 mins � 16 blinks = 15,840 total blinks 4. The purpose of the article “All About Emojis” is to explain the history of emojis, including

14. C = 2 π (2.56) C = 16.08 ≈ 16.1 C = 16.1 inches 15. b ≤ 30

Exit Slips A. 1a. 3 1

2a. s < 9 or 9 > s 2b.

1 2 in. = 7

10 11

2 in. ÷

APRIL 10, 2017 • Answers

answe

MARCH 12, 2018 • Answers

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