November/December 2009 • DynaMath • T1
Teacher’s eDiTioN
Nov./Dec. 2009Vol. 28, No. 3
ISSN 0732-7773
A SupplemeNt to Dynamath
scholastic DynaMath557 Broadway, room 4052
New York, NY 10012(212) 343-6458
sUBscriPTioN/DeLiVerY iNQUiries:
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DynaMath gives students lots of reasons to think about math this season! For example, November is Diabetes Awareness Month. Pages 10–11
show how Nick Jonas and other people with diabetes use math to track their insulin needs.
November also marks the start of the new NBA season. Students can see the amazing heights of various pro players on pages 4–5.
Finally, pages 8–9 and 12–13 put fun spins on the gift-giving season.
Wishing you math-y holidays,
Matt Friedman, Editor
’Tis the Season for Math
Content and SkillS GuideDifficulty Level: H = Easy HH = On-Level HHH = Challenging
PaGe arTicLe TiTLe,DiFFicULTY LeVeL
PriMarY MaTh sKiLL sUPPLeMeNTarYsKiLLs/aPPLicaTioNs
NcTM sTaNDarDs(see below for details)
cover Game Time HH Multistep problem Computation +, – 1, 6, 7, 8
2–3 Numbers in the News H H Mixed skills Word problems, pattern 1, 2, 6, 8, 9
4–5 Tall Ordering HH Median and mode Statistics, computation +, 5 1, 2, 5, 6, 7, 8, 9
6–7 Rescue Operation HH choosing an operation Vocabulary 1, 2, 6, 7, 8
8–9 Toy Store-y HH Money computation Running a business 1, 6, 9
10–11 Diabetes Doesn’t Stop . . . HHH Division Ratios 1, 4, 6, 9
12–13 A Gift for Geometry H identifying 3-D shapes Names of 3-D shapes 3, 8, 10
14–15 Dr. ART HH issue skills review Test-taking practice 1, 3, 4, 5, 6
16 Dwayne’s Multiples HH Multiples of a number Computation 5 1, 8
T4 Median Mode Music HH reading a line plot pp. 4–5 extension 1, 4, 5, 8, 9, 10
T5 Problem Solved Prep Page H context clue pp. 6–7 warm-up 1, 8
T6 Factor Fiction? H Factors p. 16 extension 1, 8
issue Dates: 9/09 10/09 11–12/09 1/10 2/10 3/10 4/10 5-6/10
Need Funding for DynaMath?Go to www.scholastic.com/classmags and click on Looking for Funding to learn how DynaMath qualifies for funding, such as NCLB grants.
NcTM standards 1. Number and Operations 2. Algebra 3. Geometry 4. Measurement 5. Data Analysis & Probability
6. Problem Solving 7. Reasoning and Proof 8. Communication 9. Connections 10. Representation
Standards listed above in a bold box (such as 1) indicate that the article also connects with a new NCTM Curriculum Focal Point.
Your STudenTS can win a dYnaMaTh T-ShirT!ask your students to be on the lookout for interesting events or places that they’d like DynaMath to feature in “Numbers in the News.” have them send a copy of, or a Web link to, their news idea. if we use it in the magazine, they’ll win a T-shirt. see page 3 of this issue’s student edition for details.
2-3: NUMBERS IN THE NEWS
STRATEGY: HIGH THERE
Remind students to use commas to
separate place-value periods when
writing numbers in standard form or
word form.
BONUS QUESTION: TRUNK . . .
About how many tons does Tarra
weigh? (Answer: about 4 tons)
EXTENSION: WACKY FACT
Have students write the answer in
word form and in number form.
4–5: TALL ORDERING
STRATEGY: DOUBLE-CHECK
Make sure students don’t skip any
numbers when writing the data in
order from least to greatest. Have
them count the number of numbers
in the original set of data and com-
pare that with the number of num-
bers in the ordered set. Or have them
cross out each number in the original
set of data as they write it in the list of
numbers from least to greatest.
EXTENSION: MEDIANS
Explain why the median (rather than
the mean) is often used to describe a
set of data. Use the following exam-
ple: A group of students ran a mile.
Their times in minutes were 10, 12,
9, and 10. The mean of these num-
bers is 10.25. This is a fair average
of the times. Now, add in the time
of an adult world-record holder at
4 minutes. The mean is now 9 min-
utes. This really doesn’t represent a
fair “average” of all of the runners.
However, the median of all 5 run-
ners is 10 minutes, which gives a fair
“average” of the times of the runners.
Medians are used to compare such
things as salaries and house prices,
which often have a very wide range
in the set of data, but where most of
the data fall in a cluster.
6–7: RESCUE OPERATION
STRATEGY: INTRODUCTION
Use the reproducible found on page
T4 to introduce the concept of using
context clues along with clue words
when determining the operations to
use in solving word problems.
EXTENSION: BONUS QUESTION
Based on the answer from problem
#5 (1,484 chairs), if 273 people are
in the school and they all sit in the
auditorium, how many chairs would
be empty? (Answer: 1,211 chairs)
8–9: TOY STORE-Y
VOCABULARY REVIEW:
Wholesale—The discounted price
at which a store buys a large number
of a product from the manufacturer.
Profit—The amount of money
remaining after an item is sold and
all expenses have been paid.
RESOURCE: WEB SITE GAME
Students can have fun and learn
about running their own lemon-
ade stand business at http://www
.classbrain.com/cb_games/cb
_gms_bag/lemonade.html . . . !
STRATEGY: BACKGROUND
Point out to students that diabe-
tes cannot be “caught” like a cold.
Diabetes occurs when the body’s
immune system turns against the
insulin-producing cells of the pan-
creas. The cause of this occurrence is
not fully understood.
EXTENSION: WEB SITE
Students can learn about how dia-
betes is controlled by taking care of
a computer dog that has the disease:
http://nobelprize.org/educational
_games/medicine/insulin/game
/insulin.html
14–15: DR. ART
EXTENSION: REWRITE PROBLEM
Have students rewrite three of the
article’s multiple-choice problems so
that, for each one, one of the original
incorrect answers becomes the new
correct answer.
16: DWAYNE’S MULTIPLES
VOCABULARY REVIEW:
Multiple—Any number in the series
of products of an integer and a spe-
cific given number. Multiples can be
identified by dividing a number by
the given number. If the result is an
integer, the number is a multiple of
the given number.
—Dale Beltzner
Mr. Beltzner is the Math Subject
Area Leader for the Southern Lehigh
School District in Bethlehem, Pa.
Lesson plans
T2 • DynaMath • November/December 2009
TEACHERS: Make one copy per student, or assign one problem each day to start your math lesson!
November/December 2009 • DynaMath • T3
Prob
lem
of
the
Day
Try
one
of t
hese
qui
ck e
xerc
ises
eac
h da
y as
a f
ast,
fun
way
to
star
t yo
ur m
ath
less
on!
Nam
e __
____
____
____
____
____
____
____
____
____
Problem of the Day by Dale Beltzner. Scholastic Inc. grants teachers permission to reproduce this page. ©2009 by Scholastic. All rights reserved.
DA
Y 1
W
hat
four
-dig
it
num
ber
am
I?
3
The
sum
of
my
dig
its
is 4
.
3 T
he p
roduc
t of
my
dig
its
is 1
.
DA
Y 6
W
hat
is t
he m
issi
ng
dig
it?
5
6 7
8 9
__
0 1
1 1
2
DA
Y 1
1 I
have
6 c
oins
. The
su
m o
f th
eir
valu
es is
10 c
ents
. W
hat
coin
s do
I ha
ve?
DA
Y 1
6
Uns
cram
ble
thes
e le
tter
s to
spe
ll th
e w
ord
form
s of
tw
o nu
mbe
rs:
W O
L N
T E
E E
V
(Hin
t: B
oth
num
ber
s ar
e le
ss t
han
20
.)
DA
Y 2
S
witch
tw
o dig
its
in
this
box
so
that
eve
ry
colu
mn,
row
,
and d
iago
nal
has
a su
m
of 1
5.
DA
Y 7
B
J ha
d 10
bea
ns a
t br
eakf
ast, t
wic
e as
man
y at
lun
ch, an
d 10
mor
e at
din
ner
than
at
lunc
h.
How
man
y be
ans
did
he
eat
alto
geth
er?
DA
Y 1
2
A 1
0-y
ear-
old b
oy’s
he
art
bea
ts 9
5 ti
mes
ea
ch m
inut
e. H
ow m
any
tim
es d
oes
the
boy
’s
hear
t bea
t in
one
day
(2
4 h
ours
)?
DA
Y 1
7
A p
aper
clip
is
mad
e fr
om 4
inc
hes
of w
ire.
H
ow m
any
paper
clip
s ca
n be
mad
e fr
om
1 ya
rd o
f w
ire?
DA
Y 3
W
hat
is t
he m
issi
ng
num
ber
?
50
= _
_ –
11
DA
Y 8
W
rite
the
nex
t tw
o nu
mber
s th
at c
onti
nue
this
pat
tern
:
12, 2
1, 1
3, 3
1, 1
4, _
_, _
_
Da
y 1
8
Use
onl
y th
e dig
it
9 m
ulti
ple
tim
es t
o co
mple
te t
his
equa
tion
: __
___
÷ _
____
= 1
1
DA
Y 4
If
3 r
abbit
s ca
n ea
t
12 c
arro
ts in
1 ho
ur,
how
man
y ca
rrot
s
can
6 r
abbits
eat
in
a ha
lf h
our?
DA
Y 9
W
hat
is t
he s
um o
f th
e nu
mber
s 1
thro
ugh
9?
Find
the
sum
usi
ng
only
men
tal m
ath
and
com
pati
ble
num
ber
s.
DA
Y 1
4
If a
= 1
, b
=2, c
= 3
, an
d s
o on
, w
hat
is t
he
sum
of
the
lett
ers
in t
he
wor
d “
succ
ess”
?
DA
Y 1
9
Out
of
16 a
liens
, so
me
had
2 ar
ms.
The
res
t ha
d 4 a
rms.
In
all,
ther
e w
ere
44 a
rms.
How
m
any
alie
ns h
ad 2
arm
s an
d ho
w m
any
had
4?
DA
Y 5
W
hat
do
all of
the
fo
llow
ing
num
ber
s ha
ve in
com
mon
?
37
19
46
55
DA
Y 1
0
If 1
gal
lon
of p
aint
co
vers
20
0 s
qua
re
feet
, ho
w m
uch
pain
t is
nee
ded
to
cove
r 50
0 s
qua
re f
eet?
DA
Y 1
5
A t
oy’s
cos
t w
as $
24.
Sto
re A
is
offe
ring
$10
of
f th
e fu
ll pr
ice.
Sto
re
B is
offe
ring
hal
f of
f th
e fu
ll pr
ice.
Whi
ch
has
the
bett
er d
eal?
DA
Y 2
0
Use
the
num
ber
s in
th
e to
p r
ow t
o find
th
e m
issi
ng d
igit
in
the
bot
tom
row
. 2
5
3
6
5
5
1
0
1 8
__
5
SK
ILL
S P
AG
E
DA
Y 1
3
Abou
t ho
w m
any
day
s w
ould
it
take
to
coun
t to
1,0
00,0
00
if
you
coun
ted 1
num
ber
ea
ch s
econ
d w
itho
ut
stop
pin
g?
61
8
45
3
29
7
Name______________________________________
Median Mode MusicThe members of the new band The Bogus Brothers (and Sister) are getting ready for their first concert. Kent Play will be keeping the beat on drums. Otto Tune is the lead singer. And Viola Linn tries her best on guitar. (She’s really much better with the violin.) How long does each member of the band practice each week? Read the line plots below to find out.
Kent Play’s Practice during 1 Week x x x x x x x0 1 2 3 4 5 61. What is the mode of Kent’s set above?
2. What is the median of Kent’s set above?
Otto Tune’s Practice during 1 Week
x x x x x x x0 1 2 3 4 5 6
3. What is the mode of Otto’s set above?
4. What is the median of Otto’s set above?
Viola Linn’s Practice during 2 Weeks
x x x x x x x x x x x x x x0 1 2 3 4 5 6
5. What is the mode of Viola’s set above?
6. What is the median of Viola’s set above?
Act
ivity
by D
ale
Bel
tzne
r. S
chol
asti
c In
c. g
rant
s te
ache
rs p
erm
issi
on t
o re
pro
duc
e th
is p
age.
© 2
00
9 b
y S
chol
asti
c In
c. A
ll ri
ghts
res
erve
d.
Extension Activity
What to Do4 A line plot is a way of showing data on a graph. In the line plots below, each x represents one day of the week. Because there are 7 days in the week, there are 7 xs on this plot. 4 To find the mode, look for the number with the most xs. 4 To find the median, pick the middle number on the plot. Out of 7 numbers, the 4th number is the middle point. Starting at the left of the plot, count to the fourth piece of data: 4 hours is the median.
Example: practice during 1 Week x x x x x x x x0 1 2 3 4 5 6 (number of
hours per day)
(number of hours per day)
(number of hours per day)
(number of hours per day)
1
3
2 4
T4 • DynaMath • November/December 2009
Name______________________________________
Mathematical Context Clues Some clue words, such as “altogether,” can
be used in different ways. “Altogether” can be a clue either to add or to
multiply. So how do we decide which operation to use? Use other context clues found in the sentences of the problem. Example:
Maurice collected 15 football cards. A friend gave him 5 more football cards. How many football cards did Maurice have altogether?
3 Circle the number facts: 15 football cards, 5 football cards. 3 Circle other clue words: collected, gave.
Maurice collected 15 football cards. A friend gave him 5 more football cards. How many football cards did Maurice have altogether?
3 Make a decision to multiply or add.
3 In this problem, we should add: 15 cards + 5 cards = 20 football cards
Follow the directions to solve another problem.
Example: Maurice put his football cards in a book. Each page has room for 4 rows of cards with 5 cards in each row. How many cards does each page hold altogether?
3 Circle the number facts in the problem above: 4 rows, 5 cards. 3 Circle other clue words: with, in each row. 3 Make a decision to multiply or add.3 In this problem, we should multiply: 4 rows 5 5 cards = 20 cards
Extra Hints3 If the unit labels for the number facts are the same (like in the first problem, where “football cards” was the unit label), you will probably add or subtract. 3 If the labels are different (as in the second example, where “4 rows of cards” and “5 cards in each row” were the unit labels), you will probably multiply or divide. 3 The word “of” often means to multiply.
Now it’s your turn to be a detective. Track down clue words to solve a mystery in “Rescue Operation” on pages 6 and 7!
Act
ivity
by D
ale
Bel
tzne
r. S
chol
asti
c In
c. g
rant
s te
ache
rs p
erm
issi
on t
o re
pro
duc
e th
is p
age.
© 2
00
9 b
y S
chol
asti
c In
c. A
ll ri
ghts
res
erve
d.
Warm-up activity
Problem Solved Prep Page
Context CluesOn pages 6 and 7, you’ll learn how to use clue words to figure out which operation you’ll need to
solve word problems. Here are some tips on spotting context clues that give extra help!
November/December 2009 • DynaMath • T5
Name______________________________________
T6 • DynaMath • November/December 2009
Factor Fiction?Find out which of our fun facts are true—and which we made up—by working with factors.
Factor Facts3 To see if one number is a factor of another, divide the second number by the first number. The first number is a factor if the quotient is a whole number, meaning there is no remainder.Example: Is 7 a factor of 17?3 17 ÷ 7 = 2 R33 The quotient has a remainder, so 7 is not a factor of 17.Example: Is 5 a factor of 15? 3 15 ÷ 5 = 33 Because the quotient (3) is a whole number with no remainder, 5 is a factor of 15.
1 In Sweden, people think that if a ladybug lands on a woman’s hand, 16
A {1, 2, 4, 8, 16} she will soon get married!B {1, 6, 8, 16} she will have 2 years of bad luck!
2When he was younger, President Barack Obama worked 21
A {3, 7, 21} as a paperboy. B {1, 3, 7, 21} at a Baskin-Robbins ice cream
shop.
3Before he was called Mickey Mouse, the cartoon character was named 30
A {1, 2, 5, 10, 15, 20, 30} Elvis. B {1, 2, 3, 5, 6, 10, 15, 30} Mortimer.
4Benjamin Franklin wanted the official bird of America to be 37
A {1, 37} the turkey. B {1, 3, 7, 9, 37} the duck.
5 The first TV commercial was an ad for 24
A {1, 2, 4, 9, 12, 24} canned spinach, in 1952. B {1, 2, 3, 4, 6, 8, 12, 24} watches, in 1941.
6The planet Uranus has more than 25 moons. Most are named for 60
A {1, 2, 3, 5, 6, 16, 26, 40, 60} Queens of England
B {1, 2, 3, 4, 5, 6, 10, 12, 15, 20, 30, 60} characters in plays by famous writer William Shakespeare.
What to Do3 Each statement lists a number. 3 Find the set below that lists only the correct, full set of factors for that number. 3 Fill in the circle next to the correct set. 3 The phrase next to the correct set completes the true fun fact. The phrase next to the incorrect set is false.
Act
ivity
by C
arli
Ent
in. S
chol
asti
c In
c. g
rant
s te
ache
rs p
erm
issi
on t
o re
pro
duc
e th
is p
age.
© 2
00
9 b
y S
chol
asti
c In
c. A
ll ri
ghts
res
erve
d.
Extension Activity