1) A girl bought a dog for $10, sold it for $15, bought it back for $20, and finally sold it for $25. Did the girl make or lose money, and how much did she make or lose?
2) The average of five weights is 13 grams. This set of five weights is then increased by another weight of 7 grams. What is the average of the six weights? 3) Each of the boxes in the figure is a square. How many different squares can be traced using the lines in the figure? Solutions 1) She paid out $10 + $20 = $30. She received $15 + $25 = $40. She made $10. 2) The average of the five weights is 13 grams. Then the total weight of the five weights is 5 x 13 or 65 grams. The sixth weight increases the total to 72 grams. The average of the six weights is 72/6 or 12 grams. 3) There are three different sizes for the squares that can be traced in the figure: 1 x 1, 2 x 2, and 3 x 3. The table shows how many squares can be traced for each size.
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1) Eight people want to play a 48minute game as a team but only a team of exactly five is allowed to play. However, during the game, a player may be replaced by someone else. Suppose each
of the eight people plays in the game for the same amount of time. How many minutes will each of the eight people play? 2) A certain brand of sardines is usually sold at 3 cans for $2. Suppose the price is changed to 4 cans for $2.50. Will the new cost for 12 cans be more or less than the usual cost for 12 cans, and by how much? 3) A work crew of 3 people requires 3 weeks and 2 days to do a certain job. How long would it take a work crew of 4 people to do the same job if each person of both crews works at the same rate as each of the others? Note: each week contains six work days. Solutions 1) Since the gametime is 48 minutes, the total playing time for the five active players is 5 x 48 = 240 minutes. If eight players share the total playing time, each player will play 240/8 = 30 minutes. 2) The cost of 12 cans at the old rate was 4 x $2 or $8. The cost of 12 cans at the new rate was 3 x $2.50 or $7.50. The new price for 12 cans is $0.50 less than the old price for 12 cans. 3) Each person of the work crew of three people worked 20 days. Thus the number of individual work days needed to do the job was 60. Then each member of the work crew of four people must work 15 days in order to provide a total of 60 individual work days. 1) A freight train travels 1 mile in 1 minute 30 seconds. At this rate, how many miles will the train travel in 1 hour? 2) An Olympiad team is made up of students from the 4th, 5th, and 6th grades only. Seven students are 5th graders, eleven students are 6th graders, and onethird of the entire team are 4th graders. How many students are on the team? 3) There is an even number between 200 and 300 that is divisible by 5 and also by 9. What is that number? Solutions 1) Method 1: The train travels 1 mile in 1 minute 30 seconds. Then it will travel 2 miles in 3 minutes. Since 60 minutes contains 20 groups of 3 minutes, the train will travel 20 x 2 = 40 miles in 1 hour. Method 2: The number of miles the train travels in 1 hour is equal to 60 minutes divided by 1.5 minutes. 60 divided by 1.5 = 40. 2) The total number of students in the 5th and 6th grades, 7 + 11 = 18, must be 2/3 of the team. Then 1/3 of the team is 9, and 3/3 or the entire team has 3 x 9 = 27 students. 3) Since the number is divisible by 2, 5, and 9, it is also divisible by the product 2 x 5 x 9 = 90. The multiple of 90 between 200 and 300 is 270 Kindergarten We had a number talk that used dot cards with 7 dots and used vocabulary terms including types of lines and shapes. We did a Brain Break that included movement and identifying how many on a ten frame. We solved visual problems using positional words. Students completed a scavenger hunt around the room where they counted how many counters were on a ten frame.
First Grade We had a number talk based on ten frames with 8 counters on them. We had a Brain Break where students identified the written form of numbers up to 20 and movement. We solved a problem using bar model drawing. Students had a scavenger hunt around the room where they added one more to an amount shown. 2nd & 3rd Grades We had a brain break where students practiced addition and subtraction fact families along with getting to move around. Students wrote a constructed response to the problem they solved in lesson 12. Students played a game where they practiced their double addition facts. 4th & 5th Grades We had a brain break where students practiced their multiplication and division fact families along with getting to move around. Students wrote a constructed response to the problem they solved in lesson 12. Students played a game where they practiced their double multiplication facts. Kindergarten We worked on one to one correspondence with putting cubes in a 5 frame and we practiced writing the numerals. We had a number talk based on the number 6 with dot patterns. . For problem solving we completed a pattern. We practiced counting to 100 while doing some brain based exercises.
1st Grade We did a number talk based on the number 6 on tenframes. We solved an addition word problem using Bar Model Drawing. We did a Brain Gym activity where we practiced telling time to the half hour while incorporating some exercise. Students practice representing 3 in many different ways. 2nd & 3rd Grades We looked at words that mean zero(nothing, empty, etc.) that might be in a word problem instead of the number 0. We looked at sample story problems where you either add a number to nothing or add nothing to a number. Students worked with a partner to create their own story problem using information given to them on a card. 4th & 5th Grades We looked at words that man multiply by 2 in a word problem (double, pairs, couples, etc.). We looked at some real life story problems where you would multiply by 2. Students worked with a partner to create their own story problem using information given to them on a card. 
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