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Posts Tagged ‘**Schools**’

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**May 2013 School Highlights:**

1) 6×9 = 3×18

Is this equation true? What is the relationship between the two sides of the equation?

Yes, it is true. 6×9= 54 and 3×18=54

3 is half of six and 18 is 9 doubled. This creates an equivalent problem.

2) Find as many different ways as you can to make this equation true.

40×32 = _____ x _____

Possible answers: 20×64, 80×16, 2×640, 4×320, 5×256, 10×128

3) Place the following decimals in order from least to greatest.

.344, .340, .358, .285, .331, .317, .328, .366

In order they should be

.258, .317, .328, .331, .340, .344, .358, .366

** **

**Jackson**** ****Street**** ****School****: **

Please click on to see the work:

**Leeds**** Elementary School:**

The K3 classroom at Leeds is incubating chicken eggs. If they have 2 dozen eggs and a dozen is equal to 12 eggs, how many eggs would there be in 2 dozen? Answer: 24

**RK Finn Ryan Road**** Elementary School:**

“Nora takes three nuggets of gold to be weighed. One weighs 1.18 grams, another weighs 0.765 gram, and the third weighs 1.295 grams. What is the total weight of the gold?” (Investigation 2 Session 5 Grade 5 Investigations – adding decimals.)

This activity encourages students to figure out and make sense of adding different decimals (i.e. hundredths and thousandths) in a context that has meaning. The enrichment that Michele Andrews and MaryBeth O’Connor added involved technology. They had the students track the price of gold on GoldPrice.org. They watched the price of gold rise and fall on a graph. They chose a price to “lock in,” to decide to “sell” their gold. As a further enrichment they invited the kids to use the gold to design a piece of jewelry and then figure out a price to sell it for.

**JFK**** ****Middle School****:**

Please click on to see the work:

**Northampton**** ****High School****:**

Algebra 1B

**Quadratics and Geometry Activity**

** **I want to buy a rug for my classroom. I want to rug to occupy 75% of the floor space of my room, leaving a space *x* feet wide on all four sides. You are going to help me decide what the dimensions of the rug should be.

1) With a partner, measure the length and width of my room. You and your partner will need to discuss whether to measure in inches, feet, centimeters, or meters.

2) Draw a picture to model the problem and label all relevant known and unknown quantities on the picture.

3) Find the area of my classroom.

4) Find out what 75% of your result from #3 is. That is the area of the rug.

5) Write an algebraic model that represents the area of the rug as a quadratic expression involving *x*. Use your picture in #2 to help you.

6) Set your expression from #5 equal to your result from #4 and solve for *x*.

7) What should the dimensions of my new rug be?

**Inverse Relationships**

Name ___________________________

1) Have your partner stand at a distance of 3 meters from you. Use a tape measure or count 3 tiles for every meter.

2) Stand facing your partner with your toes just touching the 3 meter mark. Hold a centimeter ruler at arm’s length and line up the “0” end of the ruler with the top of your partner’s head. Measure (to the nearest centimeter) the apparent height of your partner at this distance.

3) Have your partner move 4 meters away from you. Repeat step 2.

4) Repeat step 2 for distances from 5 meters to 9 meters and record your results in the table below.

Distance (m) **3 4 5 6 7 8 9**

Apparent height (cm) ____ ____ ____ ____ ____ ____

5)* GRAPH the data on separate graph paper *(distance is X, height is Y)

6) How does apparent height vary with distance?

7) **Multiply** the paired values of distance and apparent height (step 4) and write the product below.

_____ _____ _____ _____ _____ _____

What do you notice? If you can’t come up with a pattern, speak to Mr. Sass.

8) Use your pattern in Step 7 to ** mathematically predict **what the apparent height of your partner would be if you are 15 meters away.

9) Test your hypothesis in the hallway. How close were you?