MATH PHOTOGRAPYBy: Ms. Nitra Coleman

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I’m thinking of a 4-digit number that has twice as many thousands as ones, twice as many ones as hundreds, and twice as

many hundreds as tens. What is my number?

Hint

Tens is the least place value digit.

StarsMs. Coleman's astrology teacher asked

her to practice locating stars through the telescope for 5 minutes the first night, 10 minutes the second night, 15 minutes the

third night, 20 minutes the fourth night and she doesn't have to practice on

Sundays. How many nights will it take Ms. Coleman to have 3 hours of practice?

Hint

The minutes do not increase after the fourth night.

Wake up!!!

Nia has to be to school by 8:30. It takes her 5 minutes to brush her teeth, 10

minutes to shower, 20 minutes to dry her hair, 10 minutes to eat breakfast and 25 minutes to walk to school. What time will

she need to get up?

Hint

Remember how many minutes there are in one hour.

Umm umm good

Ms. Coleman used four thousand, nine hundred fifty-nine chips to make a big batch of giant chocolate chip cookies. Each cookie got about nineteen chips. How many cookies did Ms. Coleman

make?

Hint

Number is greater than 200 but less then 300

Answers

I’m thinking of a 4-digit number that has twice as many thousands as ones, twice as many ones as hundreds, and twice as many hundreds as tens. What is my number? 8,214

Ms. Coleman's astrology teacher asked her to practice locating stars through the telescope for 5 minutes the first night, 10 minutes the second night, 15 minutes the third night, 20 minutes the fourth night and she doesn't have to practice on Sundays. How many nights will it take Ms. Coleman to have 3 hours of practice? 15

Nia has to be to school by 8:30. It takes her 5 minutes to brush her teeth, 10 minutes to shower, 20 minutes to dry her hair, 10 minutes to eat breakfast and 25 minutes to walk to school. What time will she need to get up? 7:20

Ms. Coleman used four thousand, nine hundred fifty-nine chips to make a big batch of giant chocolate chip cookies. Each cookie got about nineteen chips. How many cookies did Ms. Coleman make? 261

Assessment

Write in your math journals for each problem, what made the problem easy? Or difficult?

StandardsM4N1. Students will further develop their understanding of how

whole numbersand decimals are represented in the base-ten numeration

system.a. Identify place value names and places from hundredths through one

million.b. Equate a number’s word name, its standard form, and its expanded

form.M4N2. Students will understand and apply the concept of

rounding numbers.a. Round numbers to the nearest ten, hundred, or thousand.b. Describe situations in which rounding numbers would be appropriate

anddetermine whether to round to the nearest ten, hundred, or thousand.c. Determine to which whole number or tenth a given decimal is closest

usingtools such as a number line, and/or charts.d. Round a decimal to the nearest whole number or tenth.e. Represent the results of computation as a rounded number when

appropriateand estimate a sum or difference by rounding numbers.M4N3. Students will solve problems involving multiplication of 2-

3 digit numbers by1 or 2 digit numbers.M4N4. Students will further develop their understanding of

division of wholenumbers and divide in problem solving situations without

calculators.a. Know the division facts with understanding and fluency.b. Solve problems involving division by 1 or 2-digit numbers (including

thosethat generate a remainder).c. Understand the relationship between dividend, divisor, quotient, andremainder.

d. Understand and explain the effect on the quotient of multiplying or dividing

both the divisor and dividend by the same number. (2050 ÷ 50 yields the

same answer as 205 ÷ 5).M4N7. Students will explain and use properties of the four

arithmetic operations tosolve and check problems.a. Describe situations in which the four operations may be used

and therelationships among them.b. Compute using the order of operations, including parentheses.c. Compute using the commutative, associative, and distributive

properties.d. Use mental math and estimation strategies to compute.M4P1. Students will solve problems (using appropriate

technology).a. Build new mathematical knowledge through problem solving.b. Solve problems that arise in mathematics and in other contexts.c. Apply and adapt a variety of appropriate strategies to solve

problems.d. Monitor and reflect on the process of mathematical problem

solving.M4P2. Students will reason and evaluate mathematical

arguments.a. Recognize reasoning and proof as fundamental aspects of

mathematics.b. Make and investigate mathematical conjectures.c. Develop and evaluate mathematical arguments and proofs.d. Select and use various types of reasoning and methods of proof.