Table of Contents
Sessions 1–2�����������������������4 Math Time: Beetle Battle
Session 12�������������������������26 Do the Math! Party Animals • Welcome to the Eat ‘Em & Add ‘Em Diner
Session 3�����������������������������8 Do the Math! Number Line Comparisons Session 4���������������������������10 Do the Math! Ring of Stars • Duet Sessions 5–6��������������������� 12 Math Time: Moving a 3,500-pound T. rex Session 7���������������������������16 Do the Math! Equivalent Fraction Models Extra! Session 8���������������������������18 Do the Math! Why did the moon skip dessert? • Fraction Jumps
Session 13�������������������������28 Math Time: Planet Protector
Session 14�������������������������30 Do the Math! Using Disks to Model Remainders Extra! Session 15�������������������������32 Do the Math! Doctor Knows Best • Family Reunion Session 16 ������������������������34 Do the Math! Name That Product! • Fish Scales
Sessions 17–18������������������36 Math Time: The Coldest Concert
Session 19�������������������������40 Do the Math! Subtracting Mixed Numbers With Models Extra!
Sessions 9–10��������������������20 Science Time: Shooting for the Stars
Session 11�������������������������24 Explore More Think It Through • Record-Breaking Astronauts
Session 20�������������������������42 Do the Math! Magnetic Math • Turkey Talk Sessions 21–22������������������44 Math Time: Social Media Mountaineers Session 23�������������������������48 Do the Math! Converting Improper Fractions to Mixed Numbers • Mixed Numbers—Made Simple Session 24�������������������������50 Do the Math! At the Movies • Nature Patterns
Session 28�������������������������58 Do the Math! Measurement With Fun Facts • What a Sale!
Sessions 29–30�����������������60 Math Time: 4-Legged Superstars
Session 31�������������������������64 Do the Math! Multiplying Fractions by Whole Numbers With Number Lines Extra! Session 32�������������������������66 Do the Math! Monster Hailstone • Class Pet
Sessions 25–26�����������������52 Science Time: Earth Rocks!
Just for Fun ����������������������68
Session 27�������������������������56 Explore More Rock Country Extra!
9
Science Time
Stars for the Shooting
This teen is gearing up to blast off to Mars. Will you join her?
10 MAY/JUNE 2018 Teacher: Students may read this portion of the article on their own or with a partner or group. Purpose: To read an informational text about a student who is determined to be one of the first astronauts to visit Mars
SS08_MAYJUNE18_P10-13_SPACEGIRL VF.indd 10
3/19/18 10:28 AM
20 Session 9
T aylor Richardson is only in eighth grade. But she already knows what she wants to do with her life. She hopes to be one of the first people to visit Mars! The 14-year-old from Jacksonville, Florida, may have the chance to do just that. NASA plans to send astronauts to the Red Planet sometime in the 2030s. By then, kids Taylor’s age will be old enough to make the trip. Taylor first set her sights on space at age 5 after reading an autobiography of astronaut Mae Jemison. In 1992, Jemison orbited Earth aboard the space shuttle Endeavour . She was the first African-American woman in space. “She looked just like me!” says Taylor. “I felt so inspired by what she achieved.” Since then, Taylor has been pursuing science, technology, engineering, and math— fields collectively known as engineering, and math— fields collectively known as T aylor Richardson is only in eighth grade. But she already knows what she wants to do with her life. She hopes to be one of the first people to visit Mars! The 14-year-old from Jacksonville, Florida, may have the chance to do just that. NASA plans to send astronauts to the Red Planet sometime in the 2030s. By then, kids Taylor’s age will be old enough to make the trip. Taylor first set her sights on space at age 5 after reading an autobiography of astronaut Mae Jemison. In 1992, Jemison orbited Earth aboard the space shuttle Endeavour . She was the first African-American woman in space. “She looked just like me!” says Taylor. “I felt so inspired by what she achieved.” Since then, Taylor has been pursuing science, technology,
STEM. She’s also working to empower other young people to shoot for the stars. STEM Power School wasn’t always easy for Taylor. She has attention deficit hyperactivity disorder (ADHD). This condition sometimes makes it hard for her to concentrate. Taylor was also teased for her love of science. But the more she explored STEM, the more confident she became. When Taylor was 9 years old, she wanted to go to Space Camp at the U.S. Space & Rocket Center in Huntsville, Alabama. But her family her to concentrate. Taylor was also teased for her love of science. But the more she explored STEM, the more confident she became. When Taylor was 9 years old, she wanted to go to Space Camp at the U.S. Space & Rocket Center in Huntsville, Alabama. But her family couldn’t afford to send her. So Taylor started an online campaign to raise the money. Inspired by her story, friends, family, and strangers donated enough to cover her tuition. At Space Camp, Taylor got campaign to raise the money. Inspired by her story, friends, family, and strangers donated enough to cover her tuition. At Space Camp, Taylor got the chance to train like a real astronaut. She participated the chance to train like a real astronaut. She participated STEM. She’s also working to empower other young people to shoot for the stars. STEM Power School wasn’t always easy for Taylor. She has attention deficit hyperactivity disorder (ADHD). This condition sometimes makes it hard for couldn’t afford to send her. So Taylor started an online
NASA picks 8 to 15 adults for each astronaut class. Just 12 people were chosen for the 2017 class out of 18,000 applicants. Here’s what it takes to go to space. for the 2017 class out of 18,000 applicants. Here’s what it takes to go to space. The Right Stuff? NASA picks 8 to 15 adults for each astronaut class. Just 12 people were chosen The Right Stuff?
EDUCATION: Applicants need a college degree in a STEM field and three years of work experience. EDUCATION: Applicants need a college degree in a STEM field and three years of work experience.
FITNESS: An astronaut must be strong enough to wear a spacesuit that weighs 300 pounds. FITNESS: An astronaut must be strong enough to wear a spacesuit that weighs 300 pounds.
Think: What are other qualities that might be useful for an astronaut? Think: What are other qualities that might be useful for an astronaut? DEDICATION: Astronaut training takes four years total, including two years for a specific mission. DEDICATION: Astronaut training takes four years total, including two years for a specific mission.
SS08_MAYJUNE18_P10-13_SPACEGIRL VF.indd 11 3/19/18 10:28 AM Teacher: Use these questions to spark a conversation after reading this portion of the article. 1. What is the “Red Planet” that the article refers to? 2. What were some obstacles that Taylor faced in her pursuit of wanting to be an astronaut? How did she overcome them? 3. Taylor looked up to astronaut Mae Jemison. Who is someone you admire and are inspired by? SS08_MAYJUNE18_P10-13_SPACEGIRL VF.indd 11
3/19/18 10:28 AM
Session 9 21
10
Science Time
Kids at Space Camp wear harnesses to simulate missions in low gravity.
Taylor meets retired astronaut Mark Kelly.
simulate conditions in space. One simulator gives people the sensation of moving around in low gravity , like what they would experience on the moon.
in missions aboard model spacecraft, including one that looks like the International Space Station (ISS). Taylor took part in activities that
At Space Camp, Taylor also got to design a colony where astronauts could live on Mars. She had to work with a team to figure out what astronauts
Life on Mars
NASA plans to send astronauts to Mars in the 2030s. Scientists and engineers are building technology that could allow people to live in the planet’s harsh environment.
AIR: Machines will extract breathable oxygen out of Mars’s atmosphere.
HABITATS: Astronauts will spend much of their time underground to stay safe from the sun’s dangerous radiation .
FOOD: Fruits and vegetables won’t
WATER: Engineers are building systems that can purify urine into drinking water!
survive the trip to Mars, so NASA is researching ways to farm in space.
Think: What challenges might you face living and working on Mars?
SS08_MAYJUNE18_P10-13_SPACEGIRL VF.indd 12 Teacher: Students may continue to read this article on their own or with a partner or group. Purpose: To read an informational text about a student who is determined to be one of the first astronauts to visit Mars
3/19/18 10:29 AM
22 Session 10
Taylor ( lower right ) with girls she sent to the movie Hidden Figures in Jacksonville.
Taylor meets her idol, astronaut Mae Jemison.
would need to survive on the Red Planet, a place with very little water and no breathable air ( see Life on Mars, left ). Giving Back Taylor loved Space Camp. But it bothered her that she was the only African- American girl there. She wanted to help other girls like her discover a love of STEM. Back home in Jacksonville, Taylor held a book drive to collect STEM-themed books for students who couldn’t afford them. She went on to hold a series of book drives called “Take Flight with a Book,” which have collected more than 5,000 books so far. People began to notice Taylor’s work. In 2016, she was invited to the White House to see the movie Hidden Figures . The film tells the story of three African-American women who worked as mathematicians for NASA in the 1960s. Their
skill for astronauts. They need to talk with people from all over the world when working on the ISS. Taylor knows making it to space is a long shot. Only 107 people have visited the ISS. Just 12 have gone to the moon. But Taylor’s space heroes inspire her to reach for her goals. Last May, Taylor finally got the chance to meet Mae Jemison when the astronaut spoke at a nearby school. “She told me to dream big,” says Taylor, “and bring more women to the STEM table.”
calculations helped send the first U.S. astronauts into space. Inspired by the movie, Taylor held a fund-raiser to send 1,000 girls to see the film in Jacksonville. She earned enough extra money to send a local girl to Space Camp too. This past February, Taylor raised enough money to send 1,000 girls to see the science- fiction movie A Wrinkle in Time . Taylor hopes kids are inspired by its main character: an African-American girl who travels through space and time.
Ready for Liftoff
—Andrew Klein
What’s next for Taylor? She plans to study physics, engineering, or another STEM field in college. That’s a requirement to apply for NASA’s astronaut program ( see The Right Stuff?, page 1 ). Taylor is also studying Mandarin Chinese and 2 Spanish. Learning different languages is an important
orbit —to move in an oval- shaped path around another body, such as a star or planet simulate —to imitate the conditions of something gravity —a force that pulls objects toward each other radiation —invisible energy in the form of waves
SS08_MAYJUNE18_P10-13_SPACEGIRL VF.indd 13 Teacher: Use these questions to spark a conversation after reading. 1. How did Taylor help kids in her community discover a love for STEM? 2. Why is knowing more than one language important for an astronaut? 3. What is one question you would like to ask an astronaut about his or her experience in space?
3/19/18 10:29 AM
Session 10 23
11
Explore More
CRITICAL THINKING
Name: ___________________________________ Date: _________________
Think It Through
Use the article “Shooting for the Stars” to answer each question.
1. Which sentence from the article best explains what inspired Taylor Richardson to set a goal of becoming an astronaut? A “‘She looked just like me!’, says Taylor. ‘I felt so inspired by what she achieved.’”
B “When Taylor was 9 years old, she wanted to go to Space Camp.” C “At Space Camp, Taylor got the chance to train like a real astronaut.” D “She wanted to help other girls like her discover a love of STEM.”
2. What are some of the challenges described in the article that Taylor has faced while working to achieve her goal? How did she address these challenges? _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ 3. One of Taylor’s projects at Space Camp was to design a Mars colony. What are some of the problems NASA will need to solve to get people to and live on Mars? Use details from the article in your answer. _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ 4. Based on the illustration of Mars’s landscape in the diagram “Life on Mars” (page 22), which type of severe weather would people most likely encounter on Mars? A thunderstorms B wildfires
C dust storms D hurricanes
5. What do you think are two important qualities that astronauts should have? How does Taylor demonstrate these qualities? Use examples from the article.
_________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
SuperScience
Teacher: Ask students to complete this work independently or with a partner. Purpose: To use critical thinking to answer questions about a science article
24 Session 11
GRAPH SKILL
Name: ___________________________________ Date: _________________ Record-Breaking Astronauts In “Shooting for the Stars” you read about how Taylor Richardson is working to become an astronaut. The graph below shows the NASA astronauts who have spent the most total time in space. Study the graph, then answer the questions.
NASA ASTRONAUT RECORD-HOLDERS FOR TOTAL DAYS IN SPACE
700
600
500
400
300
200
100
0
Don Pettit
Mike Foale
Mike Fincke
Scott Kelly
Jeff Williams
Peggy Whitson
ASTRONAUT NAME
3. True or False: Peggy Whitson has spent twice as much time in space as Mike Foale. ___________________________________________ 4. In 2016, Scott Kelly set the record for the longest single NASA spaceflight. Before that mission, he had spent 180 days in space. About how long was his record-breaking mission? ___________________________________________
1. Which astronaut has spent the most total time in space? ___________________________________________ 2. About how many more days has Jeff Williams spent in space than Don Pettit? ___________________________________________
SuperScience
Teacher: Ask students to complete this work independently or with a partner. Purpose: To analyze a bar graph
Session 11 25
12
Do the Math!
Party Animals It’s Digit’s birthday, so he’s hosting a fabulous party. Mendel’s household was abuzz with excitement. It was Digit’s birthday, and he was throwing a party. Actually, he was just attending a party. Because dogs are poor planners and shoppers, Mendel did all the preparation. And since he knew that Digit was truly the doggiest dog in the whole world, he spared no expense. There would be delicious foods, like liver treats and lamb cookies. There would be a puppy play pool and fresh sand to dig in. He’d set up games like Pin-the-Tail-on-the-Kitten and Hide the Bones. Digit was beside himself with joy—his tail twirled like a salad spinner.
Of course, Digit helped with the guest list for he had a pack of friends to choose from. There were other dogs for sure, but he also knew cats, a few ducks, some parrots, a kangaroo, and even a spider—Vinny. Digit really hoped Vinny could make it. He adored that little web master. Digit ended up with 12 animals (including himself) at the party. Vinny was one of them, which delighted the birthday dog. There were 8-legged, 4-legged, and 2-legged party animals at this shindig. That’s quite a few animal feet at one party!
Daeshim came, too, early enough to hide all the bones. But after that job was done, he got bored. The food didn’t appeal to him much, so Daeshim began to count animal feet. When he’d finished, he called over to Mendel. “Say, Mendel, I counted 42 animal feet at this party—not counting humans. Imagine that! Bet you can’t figure out how many of each kind without looking.” Come on! Mendel is a math detective, so of course he could. Can you?
How many 8-legged, 4-legged, and 2-legged animals were at Digit’s party? How could Mendel figure this out?
Teacher: Ask students to complete this work independently or with a partner. Purpose: To use number sense, whole-number operations, and algebraic/logical reasoning to solve a problem
26 Session 12
Name
o n a c
MENU
DRINKS SMALL LARGE LTEOMMOANT OJ US IOCDEA .P.O. P. .. .. .. .. .. .. .. .. .. .. .. .. $$ .. 5405 . .. .. .. $$ .. 66 50 PD IEEATNPUETABNUUTTTBEUR TMT AE LRTME DA L.T.E.D. .. .. $$ .. 89 00 .. .. .. .$$1 .. 90 55 CHOCOLATE WATER. . . . . . . . . . . . $.10 . . . . $.25 SALES TAX INCLUDED BURGERS PLATIONPBPUINRGGSER . . . . . . . . . . . . . . $3.00 PC HI CEKWL EI NS G. G. U. .M. . .. .. .. .. .. .. .. .. .. .. .. .. $$ .. 33 00 CT HU ON CA OFLI AS THE CCHHUI PN SK S. .. .. .. .. .. .. .. .. .. $$ .. 35 55 EXTRA CHEESE. . . . . . . . NO CHARGE SALES TAX INCLUDED
Ha el ul pn ct hh tei smee pme oe ps lse boyu t o f fFiixrisntg, tchi reci rl egtuhees itn cc ho er rcekcst. pc hr iecceks .wTi thhe tnh reecworri rt ee ctth e pc or ircreesc.t Ft iogtuarl se ao nudt twhrei t e them on the blanks.
Teacher: Ask students to complete this work independently or with a partner. Purpose: To check receipts for accuracy by adding and subtracting numbers with decimals
Session 12 27
13
Math Time
q Catharine Conley helps make sure that crafts like the Mars rover Curiosity don’t spread Earth microbes to another planet.
Planet Protector Catharine Conley keeps Earth and other planets safe from alien invaders
Y ou might think an alien invasion is an unlikely event. But for Catharine Conley, it’s a real possibility that keeps her up at night. As NASA’s Planetary Protection Officer, it’s her job to prevent microscopic organisms called microbes from contaminating Earth—and other planets. Microbes exist everywhere on Earth. There are trillions of them on our planet. (A trillion is 1 million times 1 million!) Microbes might also exist on nearby planets, moons, and space rocks called asteroids. As humans travel in space, we run the risk of coming in contact with these alien life-forms. “Imagine if an astronaut got sick on Mars from a microbe we’ve never encountered before,” Conley says. “[If the
microbe came to Earth,] we likely would have no way to stop the new illness from spreading around our planet.” But the concern goes both ways. Scientists don’t want to risk introducing Earth microbes to places in space where they could survive. Earth microbes could harm any alien life on another planet, moon, or space object. In the 1970s, NASA sent two landers to explore Mars as part of the Viking program. Before launch, scientists baked the landers in a giant oven. They were trying to kill all the microorganisms on the crafts. But it’s impossible to get rid of them all. “Wherever humans go, [even if it’s only our spacecraft,] microbes go too,” Conley says. Since the Viking program, Mars-bound spacecraft have
been cleaned but not baked to protect their sensitive instruments. Modern rovers and landers stick to exploring areas on the Red Planet not hospitable for Earth life. This means keeping the craft away from places on Mars where Earth microbes might grow— such as areas with liquid water, Conley says. Could life really survive in the harsh environment of a journey through space? It’s possible! We know that some Earth microbes have survived on the outside of the International Space Station and orbiting satellites. For Conley, her mission is clear. No matter where humans go in the solar system, “we’ll want to make sure we’re not accidentally bringing Earth life along for the ride!” —Stephanie Warren Drimmer
DYN_110116_p12-13_Mars.indd 12 Teacher: Use these questions to spark a conversation after reading. 1. Why is it important not to bring Earth microbes into space? 2. What does the author mean by the term “alien invasion”? 3. If it was possible for humans to go to Mars, would you want to go? Why or why not? Purpose: To read a text that prepares students to use arrays to divide and solve problems with remainders 28 Session 13 9/14/16 3:04 PM
Division With Remainders Use your knowledge of division to learn more about how long organisms can survive in space. Express all quotients as a number with a remainder, if there is one. 1 Tardigrades are microscopic creatures 3 As part of a 2014 science experiment, microbe
extreme conditions to kill as many microbes as they could. About 40 strains survived. How many times greater was the number of strains initially found compared with the number that survived the cleaning? 5 A super-microbe known as OU-20 lived for 553 days on the outside of the International Space Station. About how many months is that, using a 30-day month? Express your answer in months and your remainder in days.
known for their ability to live in extreme conditions. Some of them have survived for 10 days on the outside of the International Space Station in space. How many weeks did the organisms survive? Express your quotient in weeks and reminder in days. 2 Spores of a common soil microbe survived for 18 months on the outside of the International Space Station. How many years did the bacteria survive?
samples were sent from Earth to the International Space Station to see how long they would live. 48 samples were submitted in total. Say that the samples were stored in vials and packed in trays with 10 slots. How many trays would be needed to store the samples? How many empty slots would there be in the last tray?
4 Before Curiosity launched in 2011, scientists found 377 strains of bacteria on the rover. Then they exposed Curiosity to
q Microscopic tardigrades (shown 208 times bigger than their actual size) have survived on the outside of the International Space Station for up to 10 days!
DYN_110116_p12-13_Mars.indd 13 9/14/16 3:04 PM Teacher: Ask students to complete this work independently. If they need help, you can work together to complete it. Purpose: To use arrays to divide and solve problems with remainders
Session 13 29
14
Do the Math!
NAME
b r i n g s m
Using Disks to Model Remainders In “Planet Protector” you practiced dividing numbers and expressing remainders. Because multiplication and division are inverse operations, you can use what you know about modeling multiplication problems to help you solve division problems with a remainder. First, think of a multiplication product that is less than your dividend. Then draw your multiplication model and add the remainder. Try it with the questions below.
3 Solve the following division expression. Use disks to model your answer. 27 ÷ 6
1 A In the following model, name the number of groups and number of items in each group.
Number of groups: Number of items in each group: 1 B Write a multiplication equation based on the model in part A. What is your product? 1 C You can also use the model and your product from part B to represent a division equation. Write a division sentence that describes the model: 15 divided evenly into 3 groups. What is the dividend, or number of disks in each group?
4 You can also use a grid instead of disks to model your answer. Fill in the blanks below.
45 ÷ __________ = __________ R________
5 Solve the following problem, modeling your answer using the method of your choice. 53 ÷ 7 =
2 Use the model below to fill in the blanks. 19 ÷ __________ = __________ R1
DYNAMATH
Teacher: Ask students to complete this work independently or with a partner. Purpose: To use disks and grids to represent and solve division problems with remainders
30 Session 14
Extra!
Write a message to a friend about an imaginary visit to Mars. Be sure to make up descriptive details about what you imagine Mars is like and the process it took for you to get out into space. Feel free to add a picture.
______________________________________________________
______________________________________________________
______________________________________________________
_______________________________________________________
_______________________________________________________
Teacher: Ask students to complete this work independently. Invite them to discuss ideas with a partner if they would like. Purpose: To develop a narrative with descriptive details
Session 14 31
15
Do the Math!
L
I
Name: _____________________________________________________
Fractions
DoCtoR knoWs bEst starring Dr. Woovis and Judy Frog
I think I know how to solve your problem.
Dr. Woovis, I get this sharp pain in my nose everytime I drink hot cocoa.
L
I
How?
Take the spoon out of your cup.
F igure i t O ut !
1. Judy had a full mug of cocoa. She drank 1 _ 3 of the cocoa in the mug. What fraction of cocoa was left?
2. Dr. Woovis drank 1 _ 6 of a mug. What fraction of the mug did he drink in all? Write your answer in simplest form. 6 of a mug of cocoa. After lunch, he drank another 3 _
3. Judy poured 3 _
8 of a mug of cocoa into a mug that was already 1 _
8 full. What fraction
of a mug was filled with cocoa? Write your answer in simplest form.
4. Fangella had a full mug of tea. She spilled 8 _
12 of the tea. What fraction of tea was
left in the mug? Write your answer in simplest form.
5. A glass is 1 _ 6
full of water. What fraction of a full glass do you need to add to fill the
glass halfway?
SUpER CHALLENGE: A ladle holds 3 _ 8 of a cup of water. How many ladles can you add together before you have more than 2 cups of water? What fraction of a cup will you have left over?
Teacher: Ask students to complete this work independently or with a partner. Purpose: To add and subtract fractions
32 Session 15
Multiplying by 2- and 3-digit numbers/word Problems Name
Date
Family Reunion
Fill in words and numbers as directed. Then solve the problem.
I t’s time again for the
family reunion,
(last name of a boy or girl)
and this time
people will be there.
(triple-digit number)
My Uncle
will be there with his
kids.
(first name of a boy)
(number greater than 1)
My Aunt
will be there, too. She works for a company
(first name of a girl)
that makes
. We will bring a big picnic with lots of
(plural noun)
and
.
(type of food)
(type of liquid)
Just for fun, each person will receive
lucky tickets for a prize
(double-digit number)
drawing. The grand prize is a brand-new
!
(noun)
We will also give away ten
and a self-propelled
(plural noun)
. We always play
, too. It’s
(noun)
(name of a sport)
the most
event of the year!
(adjective)
How many lucky tickets will be given out at the family reunion?
Teacher: Ask students to complete this work independently or with a partner. Purpose: To multiply 2- and 3-digit numbers to solve a customized word problem
Session 15 33
16
Do the Math!
Multiplying by 3-digit numbers
Name
Date
Name That Product!
Solve each multiplication problem.
1.
5.
288 x 221
257 x 146
2.
6.
303 x 101
218 x 127
3.
7.
150 x 150
468 x 320
4.
8.
906 x 215
881 x 118
Teacher: Ask students to complete this work independently or with a partner. Purpose: To multiply 3-digit numbers
34 Session 16
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