Teaching Tips I Math Mysteries
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Suggested Solution: It was not a cold day. 15ºC is equivalent to about 59ºF, which is a mild tempera- ture by most standards. The witness would not have been freezing, and the thief would not have been wearing a down coat. Teaching Tips: § You may want to briefly discuss the roles (defense and prosecution) of the different attorneys, and of other participants in a courtroom during a trial like this one. Explain any courtroom procedures or court-related language used in this story, as needed. § Also, as needed, review the distinction between Celsius and Fahrenheit temperature scales. Discuss a formula to use (here’s one: ºF = x ºC + 32) to convert a temperature given in one scale to the equivalent temperature in the other. You may wish to use this opportunity to review other relationships between Celsius and Fahrenheit scales. You may also find it useful to discuss benchmark temperatures students can easily use to compare temperatures in the two scales. 1 3 2 3 A T icklish T ip P roblem
Suggested Solution: It was not a cold day. 15ºC is equivalent to about 59ºF, which is a mild tempera- ture by most standards. The witness would not have been freezing, and the thief would not have been wearing a down coat. Teaching Tips: § You may want to briefly discuss the roles (defense and prosecution) of the different attorneys, and of other participants in a courtroom during a trial like this one. Explain any courtroom procedures or court-related language used in this story, as needed. Math Skills/Concepts: number sense, fractions Suggested Solution: Each server should get $18 in tips. There was a total of $54 in tips to start. Teaching Tips: § Also, as needed, review the distinction between Celsius and Fahrenheit temperature scales. Discuss a formula to use (here’s one: ºF = x ºC + 32) to convert a temperature given in one scale to the equivalent temperature in the other. You may wish to use this opportunity to review other relationships between Celsius and Fahrenheit scales. You may also find it useful to discuss benchmark temperatures students can easily use to compare temperatures in the two scales. 9 5 9 5 § Review with students the information that is given in the problem and what they can infer from it. For instance, begin by eliciting from them how much money was in the jar when Danielle reached in ($24, since she left $16 after taking her third—$8). Make sure students understand that each of the other servers took and left of what was in the jar when she or he reached in. § Guide students to work backwards to determine how much money was in the jar before each of the other two servers reached in. For instance, they can go next to Felix, who was the second one to take his tips. Students can know that he left $24. Ask, “How much money did Felix take if he took a third, which left $24 in the jar? ($12) How much was in the jar when he reached in for his share?” ($36) Students can use these answers to determine how much Ellie took and left. With those final pieces of information, they can figure out how much money was in the jar to begin with. Math Skills/Concepts: algebraic representation and modeling, fractions Suggested Solution: Libby—$12,000; Hector—$30,000; Dave—$60,000 Teaching Tips: § Have students explain how they reached their solutions. Invite them to suggest ways for the servers at Carla’s to avoid this problem in the future. Math Skills/Concepts: proportional reasoning, measurement (time), prime numbers, palindromes Suggested Solution: The robbery took place at 7:45 A . M . The license plate number is 64946. Teaching Tips: § Make sure students understand the relationships between the sizes of the three inheritances. Then guide them to represent each of the inheritances using an algebraic expression, and then to write and solve an equation to solve the problem. One possible equation to use is x + x + 5 x = 102,000, where x represents the smallest inheritance, the amount of money Libby will receive. Invite students to suggest other equations to use. § Some students may guess and then adjust their guesses to solve the problem. Ask them to explain their reasoning. One way: First determine which of the nephews or nieces gets the smallest part of the inheritance; choose a reason- able money amount for that niece or nephew; use that amount to find the others; adjust it as needed to fit the requirements of the problem. § There are two problems for students to solve in this story. Make sure they understand the information presented. Guide students to first figure out the time of the robbery and then to determine the license plate number. An rritating nheritance
An rritating nheritance
Math Skills/Concepts: algebraic representation and modeling, fractions Suggested Solution: Libby—$12,000; Hector—$30,000; Dave—$60,000 Teaching Tips: The B ad A rt B urglary
5 2 § Make sure students understand the relationships between the sizes of the three inheritances. Then guide them to represent each of the inheritances using an algebraic expression, and then to write and solve an equation to solve the problem. One possible equation to use is x + x + 5 x = 102,000, where x represents the smallest inheritance, the amount of money Libby will receive. Invite students to suggest other equations to use. § Some students may guess and then adjust their guesses to solve the problem. Ask them to explain their reasoning. One way: First determine which of the nephews or nieces gets the smallest part of the inheritance; choose a reason- able money amount for that niece or nephew; use that amount to find the others; adjust it as needed to fit the requirements of the problem. 5 2
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40 Fabulous Math Mysteries Scholastic Professional Books
40 Fabulous Math Mysteries Scholastic Professional Books
238 Scholar Zone Summer: Math
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