November/December 2010 • DynaMath • T1

Teacher’s eDiTioN

Nov./Dec. 2010Vol. 29, No. 3

ISSN 0732-7773

A SupplemeNt to Dynamath

scholastic DynaMath557 Broadway, room 474

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Thanks for making DynaMath a part of your math class this year. We hope you’re happy with the magazine so far, and we’re eager to learn

how we can make it even better. Please fill out our survey at

www.scholastic.com/dynamath to let us know what you need and how you’re being affected by the Common Core Standards and other factors. We look forward to hearing from you.

Mathematically yours,

Matt Friedman, Editor

Your Opinion Counts!

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 Use Your Head! HH Mental math Compatible numbers 1, 6, 7, 8

2–3 Numbers in the News HH Mixed skills Equivalent measures 1, 4, 6, 8, 9

4–5 Line Up for Movie Tickets! H reading a line graph Money +, – 1, 2, 5, 7, 8, 9

6–7 Not Your Average Animals! HH average (mean) Computation +, 5 1, 5, 8

8–9 Choose That Operation! HH choosing the right operation Problem solving 1, 6, 7

10–11 Elbows . . . Function Table! HH Function tables Patterns 1, 2, 8

12–13 Multiplication on Parade! HH Multiplying 2-digit numbers Scale 1, 4, 6, 8, 9

14–15 ART Lends a Hand HH issue skills review Test-taking practice 1, 2, 5, 6, 7, 8

16 Victoria’s Factor Fame H Factors Computation 5 1

T4 Problem Solved Prep Page HH operations vocabulary pp. 8–9 warm-up 1, 6, 8

T5 Parade of Numbers HH computation 5 pp. 12–13 extension 1

T6 Multiple Match-Up HH Multiples p. 16 extension 1, 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 to get it!

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 an 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 clip. if we use it in the magazine, they’ll win a DynaMath T-shirt. see page 3 of this issue’s student edition for details.

coVer: Use YoUr heaD!

sTraTeGY: MeNTaL MaTh

One way to solve the problem is

to add the decimal portion of the

price of the ticket and the drink

($.75 + $.25), and then the deci-

mal portion of the popcorn and

the friend’s ticket ($.40 + $.60). Both

sets of numbers easily add up to

$1 each. Then students need only

add the whole-number dollar val-

ues. Encourage students to find this

“trick” on their own.

eXTeNsioN: chaNGe GaMe

Tell students that you are going to

say a price (less than $1). The stu-

dents must respond with the correct

amount of change from 1 dollar.

Simple combinations would include

$.25 ($.75) or $.90 ($.10). More chal-

lenging combinations could include

$.87 ($.13) or $.22 ($.78).

2–3: NUMBers iN The NeWs

eXTeNsioN: GiaNT GeorGe

Bonus question: In feet and inch-

es, how much taller are you than

George? (Answers will vary.)

eXTeNsioN: soLar soariNG

Bonus question: To the nearest

mile, about how many miles high

did the Solar Impulse fly? 1 mile =

5,280 feet. (Answer: About 5 miles)

4–5: LiNe UP For . . . !

sTraTeGY: DiscUss GraPh

Discuss the purpose of the line

graph as a way to show change over

a period of time. Ask why a line

graph, as opposed to a circle graph

or bar graph, is the best way to rep-

resent the data in the story.

6–7: NoT YoUr aVeraGe . . . !

sTraTeGY: DiscUss The MeaN

Be sure students understand that

the mean is a “fair sharing” of the

numbers. Demonstrate by giv-

ing one student 3 tokens, another

4 tokens, and another 5 tokens. This

is not a “fair” distribution. Gather

the tokens, counting up the sum

as you go. Then divide the tokens

evenly among the 3 students. This

is a “fair sharing” of the tokens. Ask

students why the mean can never be

greater than the greatest number in

the set of numbers or less than the

least number in the set. Encour-

age students to write an estimate of

the mean for each problem before

completing the work.

8–9: choose . . . oPeraTioN!

eXTeNsioN: JoUrNaLiNG

Have students explain in writing

how they knew which operation to

select for one of the problems.

10–11: eLBoWs oFF The . . . !

sTraTeGY: reVieW DeFiNiTioN

Review the definition of a func-

tion table. Emphasize that the

function table is a way to organize

data. Tell students that a “rule” may

have more than one step, such as

“multiply by 2 and add 10.”

eXTeNsioN: PiZZa TaBLe

Have each student make a func-

tion table that shows the cost of a

pizza with 1 to 4 extra toppings. The

pizza costs $12.00. Extra toppings

are $.75 each.

12–13: MULTiPLicaTioN . . . !

VocaBULarY: scaLe

Scale is the ratio (comparison) of the

size of a model or drawing compared

with the size of the real object.

sTraTeGY: BUiLD coNcePT

Make sure students understand that

the reason for adding an extra zero

to the product in the second step

of the process is because they are

multiplying by a number in the tens

place. Point out that for a three-digit

number, they would add two zeros

for the digit in the hundreds place.

eXTeNsioN: coNVerT To FeeT

To the nearest foot, have students

find the length of each balloon and

float in feet.

16: VicToria’s FacTor FaMe

sTraTeGY: DiVisiBiLiTY rULes

Encourage students to use divis-

ibility rules to find the correct fac-

tor. Find a comprehensive list of

divisibility rules for numbers 2 to 12

at: http://math.about.com/library

/bldivide.htm.

—Dale Beltzner

Mr. Beltzner is the K–6 Math Subject

Area Leader for the Southern Lehigh

School District, Center Valley, PA.

Lesson plans

T2 • DynaMath • November/December 2010

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

Nam

e __

____

____

____

____

____

____

____

____

____

problem of the Day by Dale Beltzner. Scholastic Inc. grants teachers permission to reproduce this page. © 2010 by Scholastic. All rights reserved.

November/December 2010 • DynaMath • T3

sK

iLL

s P

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e

da

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car

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min

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, the

n st

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for

2 m

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ri

ders

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man

y ri

des

are

run

in 1

hou

r?

da

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hich

is

grea

ter:

3

quar

ters

, 3 d

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, an

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nick

els

or

4

qua

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dim

es,

and

2 n

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each

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h at

3:

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next

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at

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pen

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1 dim

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a $

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the

cos

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wha

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24

kid

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a b

us.

Hal

f ge

t of

f at

the

fir

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stop

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ho

rem

ain

get

off ne

xt.

How

man

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ft?

da

Y 8

M

ac h

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ly 3

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4 m

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than

Jo.

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5 dim

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do

they

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all?

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Wha

t nu

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I?

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he s

um o

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its

is 5

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The

pro

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my

dig

its

is 0

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hich

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hy?

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mom

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tick

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Y 1

2

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8 t

omat

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mak

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2

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sauc

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Wri

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man

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hand

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ape

clim

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feet

to

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tha

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1

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pou

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da

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8

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out

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ever

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peo

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wor

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hat

to

the

par

ty. The

re w

ere

300

peo

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re. H

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man

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a ha

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the

bet

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dea

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$2

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corn

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tota

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Day

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Name______________________________________

Problem Solved Prep Page

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warm-up activity

T4 • DynaMath • November/December 2010

Try this question using the list of clue words.

Wink Winkington is a game-show host. He films 4 episodes of his show, Choose That Operation, on Saturday. He films twice as many on Sunday. How many episodes does Wink film on Sunday?

First, circle any clue words in the problem.

What operation should you use to solve the

problem? ________________________________

Write the math equation that you would

use to solve the problem:

________________________________________

Now, solve the problem! _________________

Use the list of clue words to help you solve the

problems on pages 8 and 9 of the magazine!

Before you choose an operation on pages 8 and 9, learn what clue words to look for to help you solve a problem!

Common Clue WordsWhen reading a word problem, look for

these clue words or phrases to help you decide whether you need to add, subtract, multiply, or divide.

Choose the Operation

addition: sum, total, in all, altogether, plus, increased by, more than

subtraction: difference, amount left, amount remaining, how many more, how many less, how many fewer, less than, before/after (time)

Multiplication: product, times, total, in all, altogether, twice

Division: quotient, amount in each group, share, evenly, parts

helpful hint: If you are not sure if a clue word means to multiply or add, remember that when you add, you add two or more separate amounts. When you multiply, you increase one amount a certain number of times.

Name______________________________________

Parade of Numbers

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extension activity

Did you know that years ago, the macy’s thanksgiving Day parade balloons were let go to fly away?

people were given prizes for catching them and bringing them back! Now, learn another fun fact about the parade by multiplying two-digit numbers.

November/December 2010 • DynaMath • T5

What to Do✔ Solve each multiplication problem.

✔ Write the word that is next to the correct answer in the blank above the letter of the problem. When all the blanks are filled, you’ll find a fun fact about the parade!

A 78 5 62 624 danced 4,836 bears

B 27 5 35 945 children 745 balloons

C 43 5 19 817 real 4,687 clowns

D 95 5 22 3,080 turkeys 2,090 lions

E 46 5 54 2,484 tigers 1,562 ate

F 83 5 28 3,264 marched 2,324 scared

in 1925 and 1926, the following were added to the parade:

__________________ __________________, __________________, C E A

and __________________. but they __________________ D F

the __________________! B

Name______________________________________

Multiple Match-Up!

A 4, 8, 14 People here jump off chairs at midnight to “jump into” the new year!

B 10, 20, 35 Here, people wear polka dots in the hope that the new year will bring good fortune—because polka dots have the same shape as coins!

C 12, 18, 21 In this country, giant straw men are set on fire to celebrate the end of one year and the coming of a new one.

D 11, 33, 66 At midnight in this country, everyone has a healthy new year’s snack: 12 grapes!

E 14, 28, 35 People here clean their homes from top to bottom for the new year.

F 26, 52, 63 Cakes called Vassilopita are baked. There’s a coin baked inside. Whoever gets the piece with the coin gets good luck for the year!

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extension activity

T6 • DynaMath • November/December 2010

around the globe, people have multiple ways of ringing in the new year. Work with multiples to match countries to the way their people celebrate the holiday!

To see if one number is a multiple of a second number, divide the first number by the second. If the quotient is a whole number, the first number is a multiple of the second. example: Is 52 a multiple of 4? Divide: 52 ÷ 4 = 13Since the quotient is a whole number, 52 is a multiple of 4. (It’s a multiple of 13 also!)

Multiples of a Number

✔ Read the list of numbers next to each New Year’s tradition. ✔ Figure out which number in the answer Box is the one they’re all multiples of. ✔ The country next to that number is the home of that New Year’s tradition. Write the country in the blank.

What to Do

answer BOX11 Spain 9 Canada 13 Greece

6 Korea 2 Denmark 8 Australia

7 Japan 5 Philippines 3 Ecuador