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A T icklish T ip P roblem ggested Solution: was not a cold day. 15ºC is equivalent to about 59ºF, which is a mild tempera- e by most standards. The witness would not have been freezing, and the thief uld not have been wearing a down coat. aching 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 his one. Explain any courtroom procedures or court-related language used in his story, as needed. 1 3 Also, as needed, review the distinction between Celsius and Fahrenheit emperature scales. Discuss a formula to use (here’s one: ºF = x ºC + 32) o convert a temperature given in one scale to the equivalent temperature in he 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 he two scales. Math Skills/Concepts: visual (and creative) reasoning Suggested Solutions: AV iew f rom A bove
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: § 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. § 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. § Other explanations are possible. Encourage students to be imaginative. Invite them to share their ideas. Keep a running list. See who can come up with the most creative ideas. Invite interested students to sketch some of their ideas, as needed, to clarify the ideas for themselves or classmates. § You may extend the problem by changing it. For instance, have the rangers spot footprints rather than ski tracks going around the tree—right-foot-only tracks to the right of the tree, left-foot-only tracks to the left of the tree. 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: § 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. 5 2 Math Skills/Concepts: spatial reasoning and shape recognition, logical thinking Suggested Solution: A B C J K L M N O P Q R Y Z P laying a C rook’s G ame 2 3 1) Two skiers, each on one ski, ski down the slope, around the tree, one to the left, one to the right. 2) One skier, on one ski, skies twice down the slope, once going to the left of the tree, once to the right. 3) One very tall skier skies right over the very short tree. 4) One tall, strong skier skies right over the small, bendable tree, bending it forward as he/she passes. 5) One skier skies down the slope, stops right at the tree; a second skier drops down from the tree, or is waiting just on the other side of the tree, and continues down the slope, using and continuing the tracks made by the first skier. 6) One skier went to the left of the tree, another to the right of the tree; one ski track was erased on each side. 7) One skier comes up the slope to meet the tracks of a skier who comes down the slope. One skier skies down the hill to the tree, climbs the tree, comes down on the other side, then finds and continues the tracks. Teaching Tips 9 5
An rritating nheritance
th Skills/Concepts: ebraic representation and modeling, fractions ggested Solution: by—$12,000; Hector—$30,000; Dave—$60,000 aching Tips:
The B ad A rt B urglary Make sure students understand the relationships between the sizes of the hree 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. Coded message—The loot is in the basement of the old brewery on Miller Road. D E F G H I
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th Mysteries Scholastic Professional Books
Grade 7 I Teacher’s Guide 243
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