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Learning to Count

# Learning to Count

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07/04/2013

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`

1

Name:_______________________

Date

assigned:______________

Band:________

Precalculus

|

Packer

Collegiate

Institute

Counting!

Today

we’re

going

to

start

learning

how

to

count.

Like,

yeah,

you

know

how

to

count.

1,

2,

3,

4,

5,

Duh.

But

we’re

going

to

come

up

with

shortcuts

to

counting

things.

Like,

counting

without

counting.

WHAAA?

Let

me

illustrate.

How

many

lightning

bolts

are

there?

_____

How

many

lightning

bolts

are

there?

_____

Okay

so

the

way

you

solved

both

problems

were

different.

And

clearly

the

second

way

was

way

faster.

What

we’re

going

to

do

is

to

learn

to

count

without

counting.

1.

A

quick

question:

A

totally

up

fact:

there

were

only

four

different

types

of

dinosaurs:

the

Iguanodon,

the

Juravenator,

the

Allosaurus,

and

the

Gigantosaurus.

Each

dinosaur

came

in

one

of

three

colors:

red,

purple,

and

blue.

The

Museum

of

Natural

History

wants

to

have

a

model

of

each

different
looking

dinosaur.

How

many

different

models

does

the

museum

need

to

create?

And

more

importantly:

somehow

convince

me

that

your

response

is

correct
.

Comment [sjs1]:
Have

students

work

on

this

individually.

Talk

the

various

ways

students

evidenced

it.

Hopefully

some

will

have

listed

them

all

out,

some

would

have

some
sort

of

tree

diagram,

and

maybe

some

would

have

a

grid

(dinosaur

kind

on

one

side,

color

on

another)…

The

first

method

of

randomly

listing

is

just

random…

it’s

like

the

first

picture

of

thunderbolts…

You

might

miss

one!

How

do

you

know

you’ve

gotten

them

all?

The

other

methods

are

ways

of

counting

without

counting…

talk

how

the

“multiplication”

fits

in

there

and

how

it

is

a

nice

way

to

organize

your

data.

`

2

2.

Another

quick

question:

There

is

one

more

piece

of

up

fact

for

you

to

consider.

Each

dinosaur

one,

two,

three,

four,

or

even

five

claws.

With

this

piece

of

information,

how

many

different

models

does

the

museum

need

to

create?

And

more

importantly:

somehow

convince

me

that

your

response

is

correct
.

3.

Ms.

Tramontin

gives

you

a

multiple

choice

vocabulary

test

written

in

Azerbaijani
.

Gec
ə
göyün r
ə
ngi var: ___
A. MaviB. Ya
ş
ı
lC. Q
ı
rm
ı
z
ı
D. QaraE. Sar
ı

2 +3 = ____
A. alt
ı
B. be
ş
C. s
ı
ı
D. on doqquz
Okean edilir:____
A. konfetB. suC. pulD. karanda
ş
lar
How

many

different

possible

tests

responses

could

she

get

back?

4.

Ms.

Tramontin

gives

you

a

fill
in
the
blank

vocabulary

test

written

in

Estonian
.

She

puts

more

words

in

the

wordbank

than

can

be

used

–

however

no

word

in

the

wordbank

is

used

more

than

once.

Fill in the blanks:
Koer läks ___________. Oli ____________ in puud. ____________ Lehmad olid lähedal. Samuti oli ____________.
Word bank:kakskümmend metsa viima ahvide tiik magama magama
How

many

different

possible

tests

responses

could

she

get

back?

Explain!

Comment [sjs2]:
The

tree

method

would

work

great

here.

However,

the

grid

doesn’t

quite

work

well,

because

we

have

to

go

into

3D.

However,

talk

what

it

would

look

like

in

3D.

Draw

the

3D

shape

on

the

board,

and

talk

what

each

small

volume

represents…

and

how

it

covers

all

possibilities.

Comment [sjs3]:
A

good

question

for

this:

“What

is

relevant

information

from

this

problem?”

and

“What

feels

like

it

is

irrelevant

information?”

`

3

5.

Ms.

Tramontin

gives

you

a

fill
in
the
blank

vocabulary

test

written

in

Estonian
.

She

puts

more

words

in

the

wordbank

than

can

be

used

–

however

the

words

in

the

wordbank

can

be

used

once,

twice,

thrice,

or

even

four

times!

Fill in the blanks:
Koer läks ___________. Oli ____________ in puud. ____________ Lehmad olid lähedal. Samuti oli ____________.
Word bank:kakskümmend metsa viima ahvide tiik magama magama
How

many

different

possible

tests

responses

could

she

get

back?

Explain!

6.

Now

compare

your

to

the

previous

two

problems.

Is

it

significantly

better

for

you

as

a

student

to

know

you

can’t

repeat

words,

moderately

better,

or

just

slightly

better?

Justify

your

If

you

can

come

up

with

a

way

to

mathematically

express

how

much

better,

do

that!

7.

New

scrabble

game.

You

play

first.

You

have

the

following

seven

scrabble

letters.

You

have

a

computer

at

your

disposal

which

will

check

all

possible

arrangements

of

those

letters

–

whether

or

not

they

are

words.
1

You

will

then

look

through

this

output

to

help

you!

Can

you

figure

out

how

many

different

arrangements

the

computer

will

create?

(And

while

you’re

at

it,

what’s

the

best

word

you

can

come

up

with?)

1

The

best

word

can

be

found

here:

http://bit.ly/NoozzQ

Comment [sjs4]:
This

is

a

question

which

students

to

compare

two

quantities

and

come

up

with

a

conclusion.

Coming

up

with

a

metric

is

harder

–

and

that

could

to

a

good

class

discussion.