2 0 0 9 wi n periodical of the year! -...

October 2009 DynaMath T1

Teachers ediTiOn

October 2009Vol. 28, No. 2

ISSN 0732-7773

A SupplemeNt to Dynamath

scholastic DynaMath557 Broadway, room 4052

new York, nY 10012(212) 343-6458

[email protected]

sUBscriPTiOn/deLiVerY inQUiries:

1-800-schOLasTic(1-800-724-6527)

www.scholastic.com/custsupport

This past June, the Association of Educational Publishers honored DynaMath as its Periodical of the Year for grades K5. Receiving this award

means a lot to everyone on our staff.But were not resting on our

laurels. Were always eager to hear

how DynaMath is working in your class, what were doing well, and what could still use improvement.

So feel free to send us comments or concerns at the addresses to the right. Wed love to hear from you.

Mathematically yours,

Matt Friedman, Editor

Periodical of the year!

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 Pile on the Patterns HH Finding a pattern Reasoning 6, 7, 8

23 Numbers in the News HH Mixed skills Place value, money math 1, 4, 6, 9

45 Wild Dividing HH division with remainders Problem solving 1, 6, 7, 8

67 Change It Up HH Making change Decimal +, 1, 6, 7, 8, 9

89 Exactly the Party I Want! HH estimate vs. exact Word probs to equations 1, 6, 7, 8, 9

1011 2 Many Txts? H reading a pictograph Computation +, , 5 1, 2, 5, 8, 9, 10

1213 CAN You Multiply? HH Multiplying 2-digit numbers Two-step problems 1, 2, 6, 8, 9

1415 Mouse in the House! HH issue skills review Problem solving 1, 2, 5, 6, 8

16 Maxs Wild Equations HH solving equations Algebra 1, 2

T4 Problem Solved Prep Page H When to estimate pp. 89 warm-up 6, 7

T5 Batty About Estimation! HH Visual estimation pp. 89 extension activity 1, 3, 4, 68, 10

T6 Vampire Variables HHH Value of a variable p. 16 extension activity 1, 2, 8

issue dates: 9/09 10/09 1112/09 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 theyd 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, theyll win a T-shirt. see page 3 of this issues student edition for details.

2009 WINNER

DISTINGUISHED ACHI

EV

EMEN

Taep

COVER: PILE ON THE . . .

RESOURCE: WEB SITE

Find a fun pattern guessing game

that also helps build critical thinking

skills at http://pbskids.org/cyber

chase/games/data/

23: NUMBERS IN THE NEWS

RESOURCE: OUR WACKY WORLD

Read the entire incredible story of

Bobbie the Wonder Dog at www

.oregonencyclopedia.org/entry

/view/bobbie_the_wonder_dog/

45: WILD DIVIDING

STRATEGY: EQUAL SHARING

Emphasize the underlying concept

of division as equal sharing. Model

the given example using base 10

blocks. Explain to students that the

steps to a long division problem are

simply a way to organize the shar-

ing of the hundreds, tens, and ones

places in any given problem.

EXTENSION: CHECKING WORK

Have students check each answer

using the following process: Multiply

the quotient by the divisor, then add

the remainder. The answer should

be the dividend.

67: CHANGE IT UP

STRATEGY: SUMS TO 100

As a warm-up to the content in this

article, have students exercise their

mental-math skills by making sums

to 100. Give the students a number,

such as 53. Ask the students what

number should be added to make a

sum of 100. In this case, the answer

is 47. Discuss strategies that stu-

dents can use to get to 100, such as

counting up or subtracting. To dif-

ferentiate instruction, give simpler

numbers such as 30, 50, or other

multiples of five or 10 to students

who need to build confidence. Give

more challenging numbers such as

37.5 or 92.3 for more mathemati-

cally advanced students.

89: EXACTLY THE PARTY I . . .

NOTE: See the Problem Solved Prep

Page reproducible on page 4 of this

Teachers Edition for more informa-

tion to assist with this article. Go

over the strategies on the page in

class before having students attempt

the activity.

STRATEGY: BRAINSTORM LIST

Have students brainstorm two lists:

one for real-life situations in which

exact math is needed, and another

list for situations in which estima-

tion is appropriate. For example, you

do not need an exact measurement

between steps to walk down a flight

of stairs successfully. We estimate the

distance between the steps. Howev-

er, when baking bread, we need an

exact amount of flour. A baseball

batter estimates the speed of a ball

when it is pitched. He doesnt use

exact math. However, exact math is

used when calculating baseball sta-

tistics such as batting averages.

1011: 2 MANY TXTS?

STRATEGY: DEFINING TERMS

Build background by having students

work in small groups to formulate a

definition for pictograph. Students

may not use the word graph within

their definitions. Then have the small

groups share their definitions with

the entire class. Formulate a class

definition based on the ideas.

STRATEGY: LABEL FIRST

Encourage students to label each

age group with the number of texts

represented by the symbols before

working on the questions.

16: MAXS WILD FACTORS

STRATEGY: THINK ALGEBRAIC

Instead of just working backward

to find an answer, have students

view each side of the equation as

an independent part (expression).

Explain that for an equation to be

true, the expressions on either side

of the equal sign must be of equal

value.

EXTENSION: BUILD EQUATIONS

Have students build equations in

which both sides are expressions of

equal value, such as 5 + 1 = 9 3 or

5 5 6 = 15 + 15. Vary the complexity of

the equations based on the abilities

of your students.

Dale Beltzner

Mr. Beltzner is the Math Subject

Area Leader for the Southern Lehigh

School District in Bethlehem, PA.

Lesson plans

T2 DynaMath October 2009

TEACHERS: Make one copy per student, or assign one problem each day to start your math lesson!

October 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

F

> P

, P

> S

, an

d

F +

P +

S =

6. W

hat

is

the

val

ue o

f

each

let

ter?

DA

Y 6

The

val

ue o

f tw

o

coin

s eq

uals

35

.

One

of

the

coin

s is

no

t a

qua

rter

. W

hat

are

the

two

coin

s?

DA

Y 1

1 H

ow m

any

diffe

rent

nu

mber

s ca

n be

crea

ted u

sing

the

dig

its

6, 9,

and

2 o

ne

tim

e ea

ch?

DA

Y 1

6

The

ave

rage

Am

eric

an

uses

10

0 g

allo

ns o

f w

ater

eve

ry d

ay. H

ow

man

y qua

rts

is t

hat?

(H

int:

1 g

allo

n =

4 q

uart

s.)

DA

Y 2

A

kite

is f

low

n us

ing

300

fee

t of

str

ing.

H

ow m

any

inch

es is

that

? (H

int:

1 f

oot

=

12 inc

hes.

)

DA

Y 7

R

ed is

3. B

lue

is 4

. G

reen

is

5. N

ame

a co

lor

that

is

6.

DA

Y 1

2

Find

the

low

est

pos

sible

val

ue t

hat

ca

n be

crea

ted b

y sw

itch

ing

only

tw

o dig

its

in t

his

num

ber

:

374

,526

DA

Y 1

7

Wha

t nu

mber

am

I?

I h

ave

2 d

igit

s.

B

oth

dig

its

are

even

.

My

seco

nd d

igit

is

3

tim

es m

y firs

t.

DA

Y 3

S

choo

l st

arts

1 1 __ 2

hour

s af

ter

Bob

by w

akes

up.

B

obby

wak

es u

p a

t 7:

30 a

.m. W

hat

tim

e doe

s sc

hool

beg

in?

DA

Y 8

Fi

ll in

the

nex

t tw

o nu

mber

s in

the

pat

tern

: 6

, 2

, 8

, 4

, 16

, 12

, 4

8,

___,

___

Da

y 1

8

Ord

er f

rom

lea

st t

o m

ost:

Han

k ha

s m

ore

cats

tha

n dog

s or

fis

h.

He

has

mor

e bir

ds

than

ca

ts. H

e ha

s fe

wer

dog

s th

an f

ish.

DA

Y 4

FI

VE

= 3

0

FIN

E =

22

H

ow m

uch

mor

e is

V

w

orth

tha

n N

?

DA

Y 9

Ta

ra s

pen

t $

2.7

5 e

ach

day

in

the

cafe

teri

a fo

r 5

day

s. H

ow m

uch

did

sh

e sp

end a

ll to

geth

er

on t

hose

day

s?

DA

Y 1

4

If y

ou w

rote

all

of t

he

num

ber

s fr

om 1

to

100,

how

man

y ti

mes

wou

ld

you

wri

te t

he d

igit

2?

DA

Y 1

9

Sol

ve t

his

pro

ble

m

to f

ind t

he n

umber

of

bon

es in

one

hand

.

64

4

+ 1

1 =

___

DA

Y 5

A

is

10 les

s th

an B

.

C =

11.

A +

B +

C

= 4

5. W

hat

are

the

valu

es o

f A

and

B?

DA

Y 1

0

A p

lane

flie

s at

a

spee

d o

f 53

5 m

iles

per

hou

r fo

r 3

hour

s.

How

far

doe

s th

e pla

ne t

rave

l?

DA

Y 1

5

How

man

y diffe

rent

w

ays

can

you

mak

e

15 c

ents

usi

ng

dim

es, ni

ckel

s, a

nd

pen

nies

?

DA

Y 2

0

Whi

ch n

umber

, in

w

ord f

orm

, ha

s al

l of

its

let

ters

in

alpha

bet

ical

ord

er?

(Hin

t: T

he n

umber

is

a m

ulti

ple

of

10.)

SK

ILL

S P

AG

E

DA

Y 1

3

Joe

orde

red

a sa

lad

for

$3.

25. H

e ad

ded

chee

se

for

$.5

0 a

nd o

lives

for

$

.75.

He

paid

with

a $

5 bi

ll. H

ow m

uch

chan

ge

shou

ld h

e ge

t ba

ck?

Name______________________________________

Problem Solved Prep Page

Estimate or ExactYoure about to learn exactly how to do the activity on pages 8 and 9. First, read clue words to help you tell if a problem needs an exact answer or an estimate. Then pick up some estimation tips too!

Look for these clue words to let you know when you need an . . .

Exact answEr EstimatEexactly estimateprecisely aboutsum approximatelydifference aroundproduct averagequotient typical

3 Look at the lowest number in the problem. If the number has more than one digit, what is its greatest place value? 3 Round all the numbers in the problem to that place value.3 Add, subtract, multiply, or divide the rounded amounts.

Example: Juanita jogged 584 yards. Gary jogged 92 yards. About how much farther did Juanita jog than Gary did?3 The question asks About how much farther did Anita jog? So we can estimate the answer.

3 The lowest number in the problem above is 92. So round both numbers to the tens place.3 584 rounds to 580 and 92 rounds to 90.3 Now find the difference: 580 90 = 490.Juanita jogged about 490 yards farther.

3 If the question had asked Precisely how much farther did Juanita jog? youd simply subtract: 584 92 = 492 yards. So 490 was a good estimate!

Act

ivity

by M

att

Frie

dm

an. 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.

Now youre ready for Exactly the Party I Want on pages 8 and 9. We hope that solving those problems will be no problem at all!

Warm-Up Activity


Exact or Estimate Clue words

estimation advice

Name______________________________________


Vampire VariablesSink your teeth into this activity to find the answer to our joke!

A 6 + k = 15

Subtract 6 from both sides:

6 6 + k = 15 6

0 + k = 15 6

k = 9

So, we wrote a k in the blank above the 9.

B 21 = 2 + t

t = _____

Write a t in the blank above this number.

C c 5 11 = 55

c = _____

D 3 + i = 27

i = _____

E 81 e = 27

e = _____

F r 5 4 = 32

r = _____

G 8 5 n = 16

n = _____

H 40 a = 34

a = _____

What is a vampires favorite fruit?

__ __ __ k __ __ __ __ __ __2 3 5 9 19 6 8 24 2 3

What to DoFind the value of the variable in each

equation below. Match the value of the variable to a number listed under the blanks below. Fill in each blank with the matching variable letter to complete the answer to the vampire riddle. Well show you how in the first equation.

Act

ivity

by D

ale

Bel

tzne

r an

d 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

2 0 0 9 wi n periodical of the year! -...

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