May/June 2011 • DynaMath • T1

Teacher’s ediTion

May/June 2011Vol. 29, No. 8

ISSN 0732-7773

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See you in September!Mathematically yours,

Matt Friedman, Editor

What’s new in September

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 “Cars” Goes Far! HH rate Computation ÷ 1, 6, 8

2–3 Numbers in the News HH Mixed skills Decimal, time computation 1, 4, 7, 8. 9

4–5 Line Up to Celebrate! HH Making a logic line Problem solving 6, 7, 8, 9, 10

6–7 Movie Mathness HH Year-end skills review Crossnumber puzzle 1, 2, 3, 4, 7–9

8–9 Spin and Win? HH Probability Consumer math, fractions 1, 5, 6, 7, 8, 9

10–11 Small Wonders! HH equivalent units of measure Scale, computation ÷ 1, 4, 7, 8, 9

12–13 Planet of the Cubics HHH Volume of irregular shapes Computation +, 5 1, 3, 4, 8

14–15 Camp for Robots HH issue skills review Test-taking practice 1, 3, 4, 5, 6, 8

16 Positively Nick! HH Positive & negative integers Reading a number line 1, 8

T4 Count on Vocabulary! H Year-end vocabulary review pp. 6–7 extension 1, 8

T5 Play With Probability H Probability activity pp. 8–9 extension 5, 8, 9

T6 Cubics’ Box Business H calculating volume pp. 12–13 extension 1, 3, 8

issue dates: 9/10 10/10 11–12/10 1/11 2/11 3/11 4/11 5-6/11

need Funding for DynaMath?Go to www.scholastic.com/classmags and click on new Funding to learn how DynaMath qualifies for funding opportunities such as Title I.

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 mail a copy of, or a Web link to, their news idea. if we use it in the magazine, they’ll win a DynaMath T-shirt. Mail entries to the address at the top of this page.

coVer: “cars” Goes Far!

eXTension: BonUsBased on the answer from the

activity, how much longer would it

take to travel the same distance at

60 mph than at 180 mph? (Answer:

It would take 60 hours longer at 60

mph than at 180 mph.)

2–3: nUMBers in The neWs

sTraTeGY: . . . MoUsTacheHave students construct a 3-by-3

grid. They should label each column

with one competitor’s name, and

label each row with one category.

The chart can be used as a logic box

to organize the information.

eXTension: Wind UP and Go!

Use a sticky note to mark the height

of the “Wind Up” on the wall. Have

students compare their heights with

the height of the car.

eXTension: QUiTe a racKeT

Bonus question: The Major

League Baseball game that

took the longest to play lasted

8 hours, 6 minutes. How much

longer did the record-setting

Wimbledon match last? (Answer:

2 hours, 59 minutes longer)

4–5: Line UP To ceLeBraTe!

sTraTeGY: sTicKY noTesHave students write each event on a

sticky note or a small piece of paper.

They can arrange these events

according to the given clues.

eXTension: More LoGic Lines

Have students work in small groups

to research other unusual summer

holidays. Have them create logic-

line puzzles using clues such as

those given in the article. Have each

group share its puzzle with the rest

of the class.

8–9: sPin and Win?

sTraTeGY: ProBaBiLiTYAsk students to describe their

understanding of probability. Ask

them to name real-life applications

of probability, such as a coin toss

at a ball game or the roll of dice in a

board game.

eXTension: ProBaBiLiTY FUn

Enlarge and photocopy the

probability wheel for questions

2 and 3. Have students work in

pairs. Give each pair a copy of the

probability wheel and a paper clip

to use as a spinner. (They can use

a pencil to hold the paper clip at

the center of the spinner.) Have

the students spin the paper clip

18 times, recording the results of

each spin. Have them compare the

results of the experiment with the

predicted results from the answers

to question 2.

12–13: The PLaneT oF . . .

VocaBULarY: VoLUMeVolume is the amount of space

enclosed in a 3-D shape. Volume is

measured in cubic units.

sTraTeGY: MaKe ModeLs

Have students use small cubes to

construct models of each pictured

object. Have them separate the layers

to find the total number of cubes. Ask

why a cube, as opposed to a cylinder

or a cone, is the best solid shape to

use when measuring volume.

14–15: caMP For roBoTs

sTraTeGY: TesT TiP Be certain that the unit label of your

answer matches the question.

16: PosiTiVeLY nicK!

sTraTeGY: nUMBer LineHave students use a number line

to compare the values of integers.

Encourage students to use the

terms “greater” and “lesser” when

comparing the values of numbers,

rather than “bigger” and “smaller”

or “higher” and “lower.”

eXTension: inTeGer GUess

Write down a “secret integer” from –20 to 20. Have the class work

together to ask you 7 yes-or-no

questions in an attempt to identify

your integer. (For example, “Is your

integer greater than –2?” or “Is your

integer a prime number?”) By the

seventh question, students should

be able to identify the integer.

Lesson plans

T2 • DynaMath • May/June 2011

—dale Beltzner

Mr. Beltzner is the Math Subject Area

Leader for the Southern Lehigh School

District in Bethlehem, Pennsylvania.

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

Prob

lem

of

the

Day

Try

one

of

thes

e qu

ick

exer

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s ea

ch d

ay a

s a

fast

, fun

way

to

star

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ur m

ath

less

on!

Nam

e __

____

____

____

____

____

____

____

____

____

SK

iLL

S P

aG

e

problem of the Day by Dale Beltzner. Scholastic Inc. grants teachers permission to reproduce this page. ©2011 by Scholastic. All rights reserved.

da

Y 1

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622

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May/June 2011 • DynaMath • T3

42

89

51

37

6

Name ______________________________________

Count on Vocabulary!

Act

ivity

by D

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Bel

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review activity

T4 • DynaMath • May/June 2011

Word Bankacute 17,492 angle 28,490 area 3,546 decimal 2,100 estimation 3,222 expanded form 94,575 fraction 45,284greatest common factor 6,810hundredths 31,688improper fraction 9,073 intersecting 5,045 least common multiple 29,108 mean 6,209 obtuse 96,600 parallel 3,700 pattern 1,139 perimeter 44,600 perpendicular 8,425 quotient 155,000 right 32,005rounding 77,480 tenths 5,760thousandths 11,923 word 7,610

3 Now, look at all of the uncircled numbers. Use a calculator to find their sum.

3 Turn the calculator upside down to fill in the answer to this riddle!

What do you name a turtle that likes to stay indoors?

Brush up on your math vocabulary: Match math words with their definitions to find the answer to a silly riddle.

What to Do3 Read each definition in Clues. 3 Find the word that matches it in the

Word Bank. 3 Circle the word and the number next to it.3 After you’ve found every word’s match,

follow the instructions below the Word Bank.

cluesa. two lines that never meet or cross

B. Division answer

c. Angle greater than 90º but less than 180º

d. place value 10 times greater than hundredths

e. Distance around a polygon

F. 9 is the ________ of 27 and 36

G. A reasonable judgment

h. For example, (6 5 100) + (5 5 10) + (3 5 1)

i. two lines crossing at right angles

J. the average

K. 90º angle

L. Number that shows a part of a whole

M. place value between tenths and thousandths

n. Adjusting a number to a given place

o. Numerator greater than denominator

P. 12 is the ________ of 4 and 6

Name _____________________________________

Play With Probability

Act

ivity

by D

ale

Bel

tzne

r. Ill

ustr

atio

n by

Dav

e C

lug.

Sch

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Inc.

gra

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teac

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per

mis

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to

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is p

age.

©20

11 b

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chol

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res

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d.

extension activity

On pages 8 and 9, we show that, when playing wheel games, probability—not luck—decides your

chances of winning. Still don’t believe us? Play with a simple spinner to see probability in action.

There’s a high probability that you’ll like it!

May/June 2011 • DynaMath • T5

1Which number is yours? Fill in its circle.A 1 B 2

2 If you spin the spinner, what is the probability that the spinner will land on your

number? (Write the probability as a fraction.)

3 If you spin the spinner 20 times, how many times should it land on your number?

4 each player spins the paper clip 10 times. tally (for example, IIII) all 20 spins’ results

on a separate piece of paper.a. How many times did both players combined land on your number?

b. Was this number close to the number of times you predicted in question #3?

talk it over: Compare your pair’s results with those of other pairs of students in the class. What observations can you make? Add up the results of all the pairs in your class. How close are the entire class’s results to your prediction from #3? Discuss why you think that is.

1 2

What to DoPlay the game below with one partner.

Assign one player the number 1 on the spinner. The other player is assigned the number 2. To use the spinner, spin a paper clip around a pencil as shown.

Name _____________________________________

Cubics’ Box Business

Illus

trat

ion

by R

on B

arre

tt. A

ctiv

ity

by D

ale

Bel

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r. S

chol

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©20

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c. A

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extension activity

T6 • DynaMath • May/June 2011

4 the Cubics’ Box Company is shaped like a huge box. It is 200 m long, 150 m wide, and

40 m tall. What is the volume of the building?

5 the Cubics make boxes to ship kick-cubes. each box is 20 cm on each side. What is the

volume of one box?

supermath

Boxbie dolls come in boxes that are 5 cm long, and 7 cm wide, and have volumes of 630 cubic cm. What is each box’s height?

The Cubics (from pages 8 and 9) are the best box-makers in the universe! Use the volume formula to help the Cubics calculate the size of their big boxes!

Volume FormulaVolume of a rectangular prism =

length 5 width 5 heightTh e formula can also be written as

V = l 5 w 5 h

1 one box at the Cubics’ factory was 5 cm long, 4 cm wide, and 3 cm high.

a. What equation would you use to find its volume?

b. What was the box’s volume?

2 the Furniture Factory needs boxes to ship chairs. each box needs to be 12 decimeters

(dm) long, 6 dm wide, and 7 dm high. What is each box’s volume?

3 the Cubics’ Beach Business needs boxes to ship Boogie Boards. the boxes need to be

90 cm long, 50 cm wide, and 10 cm high. What is each box’s volume?

What to DoCalculate the volume of each rectangular

prism in the questions. Be sure to write your answers in cubic units.