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GUIDE

NOVEMBER 16, 2015

VOL. 36, NO. 4 ISSN 1041-1410

SUPPLEMENT TO SCHOLASTIC MATH

ISSUE DATES

9/7

9/28

10/26

11/16

12/14

1/18

2/15

3/14

4/11

5/9

www.scholastic.com/math

Dear Teacher,

Have you had a chance to check out our newest game offerings? This year,

our goal is to make all of our MATH games more dynamic, more interactive,

andmost importantlymore exciting for your students. We think these

games are a great way to reinforce fundamental concepts like unit rates, ratios,

algebraic expressions, and more. If you havent yet, enter your access code

at www.scholastic.com/math to explore these new additions to the game

archive.

If your students have been playing our new games, let us know what you

think! Wed love to hear your first impressions, suggestions for improvement,

and any skills that youd like us to explore in future games.

Skills Guide

PAGE

PROPORTIONS

A Whale of a Job

Lexile: 990L

PERCENT OF

A NUMBER

Grimy Ride

Lexile: 1230L

DEGREE MEASURES

& ROTATIONS

Too Extreme?

Lexile: 1030L

14

WORKING WITH

RATE

How to Survive on Mars

Lexile: 970L

mathmag@scholastic.com

COMMON CORE

STATE STANDARDS

Relationships: Represent

proportional relationships with

equations.

Relationships: Find a percent

of a quantity as a rate per 100.

mathematical problems

involving angle measure.

Ratios & Proportional

Relationships: Use ratio reasoning to convert measurement

units; manipulate and transform

units appropriately when multiplying or dividing quantities.

S

EDITOR

Pick

GAM E

Moto-MATH!

Solve degree measure

questions to win

a motocross race.

ONLINE RESOURCES

scholastic.com/math

Article Skill Review

Background Video: Counting Minke Whales

Article Skill Review

Instructional Video: Percent of a Number

S

Skill Review

Game: Extreme Degrees

S

& Article Skill Review

Background Video: Mission to Mars

Skills

Sheet

Video

Game

LESSON PLANS

Page 4 WRITING & SOLVING PROPORTIONS

A Whale of a Job

CONTENT STANDARD

Ratios & Proportional Relationships: Represent proportional relationships with equations.

2. Reason abstractly and quantitatively.

4. Model with mathematics.

OBJECTIVE

Write and solve proportions using data from observations of

whales to determine the total whale population in an area.

LESSON

math to estimate the populations of wild animals that

cant be easily countedlike whales! Go online to

www.scholastic.com/math and open your digital

issue to page 4. Before reading the article, click the

Watch a Video button for background on the minke

whale population study students will learn about.

Read the article aloud. Pause after the fourth paragraph

to explain samples and populations. On a sticky note,

define the words sample (a part of a greater population that can often represent the population) and population (the total count of a specific species in a particular area). Ask: What is the sample being observed

in Kellys research? (the number of minke whales the

team sees on the surface of the water during its survey

of a small, set area) What is the population? (the total

number of whales in and around the Davis Sea) Tell

students that they are going to learn how to use a given

sample to infer information about an entire population.

Then read the remaining paragraphs aloud.

solve the example. At step 1, point out that the information about the sample is on one side of the equation, and the information about the population is on the

other side of the equation. Also point out that the units

in the numerators (whales) match, and the units in the

denominators (square kilometers) match. For step 3,

ask: Why are we dividing both sides of the equation

by 1,900? (So that the variable is left by itself on one

side of the equation.)

Have students answer the questions on page 5 in pairs.

Remind them that proportions should be set up with

sample data on one side of the equation, and population

data on the other. Like units should be in the numerators

and denominators. Review answers as a class.

Challenge your students to write a math lesson based on

this article. They can choose one of the math concepts

covered (ratios, proportions, cross multiplication, variables,

or samples and populations) to create a lesson of their

own. They should consider what age group theyd like

to teach, what information theyd like to share, and what

format would work best for their chosen topic.

ONLINE

GET MORE AT:

www.scholastic.com/math

Your skills sheets include an Article

Skill Review and the Common

Core reproducible Proportions in

Sampling, which demonstrates how to

use the information from a sample to infer

characteristics about a population.

Watch a background video about Kellys minke

whales study.

3

page 5. Read the introduction and the example aloud.

Ask: What is the sample number of whales counted?

(36) What is the area of the sampled region? (1,900

square kilometers) What is the total number of whales

in the population? (We dont know.) What is the total

area of the study? (20,000 square kilometers) What

can we do to find the value that we dont know? (Assign

the value a variable, set up a proportion, and solve it.)

more about minke whales at:

Learn

http://acsonline.org/fact-sheets/minke-whale

Practice solving proportions at:

www.ixl.com/math/grade-7/solve-proportions

an instructional video on cross multiplication

Watch

and other methods for solving proportions at:

www.mathvillage.info/node/72

show all

pages

home

mask

tool

digital

sticky

notes

text

highlighter

drawing

tool

game

pop-up

video

player

LESSON

PLANS

LESSON PLANS

Page 6 PERCENT OF A NUMBER

Grimy Ride

CONTENT STANDARD

Ratio & Proportional Relationships: Find a percent of a

quantity as a rate per 100.

4. Model with mathematics.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

OBJECTIVE

Find percent of a number to learn more about the DNA

from different life-forms that researchers found in the NYC

subway system.

LESSON

DNA samples taken from the New York City subway

system. Have students raise their hands if they have

ever been on a subway; if they have, ask them to describe their experience. Do they think of subway stations

as dirty or clean? Did they see any interesting critters in

the stations? If your students are not familiar with public

transit systems, you can access a photographic timeline

of the NYC subway system by clicking the blue Web

Links button.

Go to www.scholastic.com/math and open your

digital issue to page 6. Have students read the article

individually. Then test comprehension by asking: How

did the scientists collect their data? (They swabbed

ticket machines, handrails, benches, turnstiles, and platforms of different stations, and then analyzed the DNA

on the swabs.) What did the scientists learn from the

study, and how can they apply their findings in the future? (They learned more about commuter habits. Their

microbe map could someday help track the spread of

diseases.) Ask students to share any information that

surprised them.

Read the introduction and the example aloud. Then

click the Watch a Video button for a video lesson

on understanding and calculating percents. Pause for

questions. If students are comfortable with the given

method for finding percent of a number, ask if they can

explain an alternate method.

questions. When they are finished, have them pair

up to compare their answers. If students disagree,

they should analyze each others work by considering

each step of the example. They can ask themselves:

At which step did my partner and I have different

answers? Which answer is correct, and why?

In closing, ask: Did you notice any patterns or use

any shortcuts as you completed your work? Some

students may have noticed a shortcut for Step 1: To

convert a percent into a decimal, drop the percent

sign and shift the decimal point two places to the left.

If time permits, lead a quick discussion about converting decimals to percents. Students can multiply the

decimal by 100 or shift the decimal point two places to

the right, then add a percent sign.

S.T.E.M. CONNECTION

A Wall Street Journal interactive map allows readers to

investigate the microbiomes of specific subway stations.

Give students time to explore this interactive graphic at

http://graphics.wsj.com/patho-map/?sel=stn_311.

Then call on volunteers to share what they like or dislike

about how this graphic presents the studys data. Is there

anything students would change?

ONLINE

GET MORE AT:

www.scholastic.com/math

Your skills sheets include an Article

Skill Review and the Common

Core reproducible Scaling Equivalent

Fractions, which provides a method for

scaling fractions to find their equivalent

percents.

Watch an instructional video on finding percent of

a number.

a slide show of images of the New York City

See

subway system from 1910 to the present at:

www.nytimes.com/interactive/2010/10/21

/nyregion/20101021-ny-subway-historicalphotos.html

finding percent of a number at:

Practice

www.mathplayground.com/percent01.html

T3

LESSON PLANS

Page 8 DEGREE MEASURES & ROTATIONS

Too Extreme?

aloud, then pause for partners to think-pair-share about

how to solve the problem. Then call on a volunteer to

solve each problem. Note: For questions 2 and 6b,

which involve partial rotations, students may find it

helpful to mark up the circle graphic on page 11.

volunteers to share their answers and clearly explain

them to the class.

involving more-complex rotations of geometric figures,

click the blue Web Links button for helpful resources.

CONTENT STANDARD

Geometry: Solve real-life and mathematical problems

involving angle measure.

1. Make sense of problems and persevere in solving them.

3. Construct viable arguments and critique the reasoning of

others.

OBJECTIVE

Calculate the number of degrees in a given number of

skateboarding or snowboarding rotations.

LESSON

Ask students: Which sports do you consider to be

2

3

windsurfing, snowboarding, bungee jumping, etc.)

What makes a sport extreme? (Its dangerous; tricks

or stunts are involved; it requires specialized gear;

it may involve extreme heights or weather.) In this

article, students will read about the rotations that

athletes attempt in these types of sports.

Go to www.scholastic.com/math and open your

digital issue to page 8. To preview the article, click the

blue Web Links button for a video of skateboarder

Tony Hawk attempting a 900 rotation at the X Games.

Have volunteers take turns reading the article aloud.

When finished, call on volunteers to name the pros and

cons of kids participating in extreme sports; record

these in a T-chart on a digital sticky note. Check comprehension by asking: What new policies do experts

suggest to help protect athletes in these sports?

(requiring helmets and having medical staff on call for

competitive events) What benefits does Bryan Fiese

notice in kids who take part in extreme sports?

(increased physical activity and more confidence)

Enlarge the Degree Measures and Rotations box on

page 11. Ask students: How many degrees are in a

circle? (360) Read the introduction and the example

aloud. Explain that division is the appropriate operation to use for the example, because you are trying to

determine how many equal sets of 360 make up a

total of 540.

Have students use the pros and cons T-chart to write an

opinion essay on whether extreme sports are appropriate

for kids. Their essays should include a thesis statement and

three or four clear topics for supporting paragraphs. You

can use this exercise as an opportunity to teach students

about counterarguments; explain that effective opinion

essays bring up opposing viewpoints and then dispel them.

ONLINE

GET MORE AT:

www.scholastic.com/math

Your skills sheets include an Article

Skill Review and the Common

Core reproducible Using a Protractor,

in which students will practice measuring

angles.

Play a game to find degree measures in a motocross race!

X Games at: www.youtube.com

/watch?v=e4QGnppJ-ys

about how the X Games has influenced the

Learn

Olympic Games at: http://discoverykids.com

/activities/best-of-the-x-games/

students to rotations of geometric figures

Introduce

at:

http://planetnutshell.com/project

/math-shorts-episode-2-rotation

www.mathwarehouse.com/transformations

/rotations-in-math.php

LESSON

PLANS

LESSON PLANS

Page 14 WORKING WITH RATE

Read question 1a aloud. As a class, write an expression to represent the problem on a sticky note. Show

the cancellation of like units and simplification of

numerical terms.

CONTENT STANDARD

remaining questions in pairs. When they have finished,

ask them to share their solution pathways, paying extra

attention to multistep problems (2b) and questions that

could be solved using a method other than unit rates

(1b). Where students did not use unit rates, challenge

them to do so after completing the problem their own

way. Before wrapping up, retake the poll from Step 2:

After doing the math, do students think Watney can

survive?

How to Survive

on Mars

Ratios & Proportional Relationships: Convert a quantity from one unit of measure to another by multiplying the

quantity by different unit rates.

2. Reason abstractly and quantitatively.

6. Attend to precision.

OBJECTIVE

Using unit rates, determine what an astronaut needs to

survive on Mars by converting a quantitys unit of measure.

LESSON

math and open your digital issue to page 14. Click the

Watch a Video button for an overview of scientists

study and exploration of Mars. Then ask students:

What characteristics of Mars would make it difficult for

humans to survive there? (Mars is very cold; there is

almost no oxygen; the atmosphere is too thin to block

dangerous radiation.)

take turns reading the article aloud. When finished,

ask: What must the main character Mark Watney do

to survive on Mars until a rescue mission arrives?

(Hell have to stretch the minimal supplies available

to him and figure out how to grow additional food

in an inhospitable environment.) Take a poll before

beginning the math section: Do the students think

Watney can survive and make it home?

Enlarge the Working with Rate box on page 15.

Read the introduction and example aloud. Ask students: When can you cancel out like units? (When

they appear in the numerator of one rate and the denominator of another rate.) Remind students that multiplying a number by a fraction with the same numerator

as denominator is the same as multiplying that number

by 1. Therefore, the numerator and denominator cancel

each other when they are equal. This concept extends

to all units of measure.

S.T.E.M. CONNECTION

Have students measure the weight or length of various

classroom items and the temperature at different locations.

Give them conversion charts, and ask them to convert their

measurements to different units. Hold a discussion about

the difference between converting temperature units (using

a nonproportional formula) and units of weight or length

(using proportional unit rates). Click the blue Web Links

button for a link to conversion tables.

ONLINE

GET MORE AT:

www.scholastic.com/math

Your skills sheets include an Article

Skill Review and the Common

Core Reproducible Canceling Common

Factors, which reviews the method to

cross-cancel factors.

Watch a background video about

the history of humans exploration of Mars.

more about NASAs Curiosity Mars Rover at:

Learn

www.nasa.gov/mission_pages/msl

Mars at: http://mars.jpl.nasa.gov/participate

/marsforeducators/soi

Find conversion charts at:

www.mathatube.com/converting-betweencustomary-and-metric-units-chart.html

www.csgnetwork.com/temp2conv.html

T5

NAME

If angle C is complementary to

angle B, what is their sum?

DAY 6

25.1243

DAY 1

DAY 12

cheese were detected in about

one third of NYCs 466 subway

stations. How many stations is

this? Round your answer to the

nearest whole number.

DAY 2

DAY 13

$x each and 9 paintings for $y

|626| + |-14| =

each. Write an expression for the

total amount the gallery made.

DAY 7

cranberries that Americans eat

each year, 20% is consumed

during Thanksgiving week! How

many pounds of cranberries is

this?

DAY 8

36 or 63

DAY 3

DAY 19

1, 1, 3, 4, 7, 7, 8, 9, 11

DAY 14

A snowboarder completes a

900 spin on her board. How

many complete rotations did she

make?

DAY 9

three-point shots in 150 games,

how many three-pointers did he

sink per game on average?

DAY 4

DAY 20

Games: Mockingjay earned

$337,135,885 at U.S. box

offices. If this months Part 2

makes 1.2 times as much, how

much money will it bring in?

DAY 15

Solve for b:

DAY 10

DAY 11

symbol ( >, <, or =):

2 5 ___ 5 8

DAY 18

Try one of these quick exercises each day as a fast, fun way to start your math lesson!

22r + 11

DAY 17

DAY 5

DAY 16

with a base length of 4 inches?

Permission granted by Scholastic MATH to reproduce this page for classroom use only. 2015 by Scholastic Inc. All Rights Reserved.

144 + 64 =

42

b

2,000 = 3,000

22 2 + 1 4 =

decimal form?

an algebraic expression:

17 less than the quotient of

x and y

the National Institutes of Health

recommend consuming from

1,600 to 2,200 calories daily.

Express this range as an

inequality.

Answers on T8

ANSWERS

PAGES 2-3

NUMBERS IN THE NEWS

Currys On Point

10x + 26(7) + 3(5) + 1(1) = 1,198; 10x +

198 = 1,198; 10x = 1,000; x = 100

Curry received 100 first-place votes.

See Spot Paint

8($100) m 8($700);

$800 m $5,600

Cran-tastic Growth

405,000 280,000 1.45

Production has increased by a factor of

about 1.5

PAGE 4

A WHALE OF A JOB

6 whales

1a. 1,000 sq km

6 whales

x whales

1c. 90,000 = 1,000x; x = 90 whales

9 whales

x whales

2. 1,500 sq km = 10,590 sq km ;

95,310 = 1,500x; x = 63.54

About 64 whales

8 whales

3. 1,000 sq km =

338 whales

;

x sq km

25,000 whales

x whales

6b. 1260 360 = 3.5 rotations

7a. 360 5 = 1800

7b. 360 4 = 1440

8. Student answers will vary but should

include some combination of three full

rotations (flips or spins).

PAGE 12

A DEFLATED HOLIDAY?

1. D

2. C

$7 $4.75 = $2.25

3. B

(10 lb $7) (10 lb $5) = $20

4. A

5. B

6. C

160 pounds 110 pounds = 50 pounds

7. Weather balloons and blimps

8. 0.06 6,400,000,000 = 384,000,000

cubic feet

$7

10. (6.6 billion 18 billion) 100 -63%

6.6 billion

PAGE 14

HOW TO SURVIVE ON MARS

1a.

About 73 whales

500 whales

x whales

PAGE 16

BY THE NUMBERS: THE HUNGER

GAMES: MOCKINGJAY PART 2

Using the order of operations, solve the

equation in this order:

1. Find the quotient inside the parentheses.

2. Subtract the quotient from the first term

in the parentheses.

3. Complete the subtraction.

65 (16 4 2) = 65 (16 2) = 65

14 = 51

So the answer is 51.

3 meals

50 days 6 people = 900 meals

day

1 day

2a.

2,000 calories

1 kg

1 potato

770 calories 0.3 kg 1,425 days 12,338 potatoes

day

About 1 whale!

2b.

1 kg

1 potato

1,500 calories

770 calories 0.3 kg 1,425 days 9,253 potatoes

day

10,000 whales

x whales

0.006 kg

1 potato

About 29 whales

3b.

PAGE 6

GRIMY RIDE

1a. 0.47 15,152 7,121 samples

1b. 0.002 15,152 30 samples

2. 0.12 562 67 species

3. 0.32 466 149; 466 149 = 317

stations

Alternate solution path:

1.00 0.32 = 0.68 466 317 stations

4. 0.16 62 10 unique species

5. 0.006 466 3 stations

1.8 potatoes

1,425 days = 2,565 potatoes

day

1

1 kg

1 potato

1,500 calories

770 calories 0.3 kg 6,331 potatoes

day

1 day m2

0.3 kg

1 potato 6,331 potatoes 111 m2

0.012 kg

4c. Student answers will vary. (But we sure hope he makes it!)

PAGE 8

TOO EXTREME?

1. 360 2 = 720; so its called a 720

2. 900 360 = 2.5 rotations

3

3. 360 4 = 270

4. 360 2 = 180

5. 1080 360 = 3 rotations

T7

ANSWERS

PROBLEM OF THE DAY

1. 20 + 5 + 0.1 + 0.02 + 0.004 + 0.0003

1

466

3. 36 = 729; 63 = 216; so 36 is greater

4. 300 150 = 2 three-pointers per game

5. 22 2 + 1 4 = (22 2) + (1 4) = 11 + 4 = 15

6. 90

7. $8x + $9y

8. 640

9. 900 360 = 2.5; so the snowboarder made

2 complete rotations.

42

126,000 2,000 = b; b = 63

11. 11 (2r + 1)

12. 2 5 = 0.4; 5 8 = 0.625; so (2 5) < (5 8)

13. 20% = 0.2 400,000,000 pounds = 80,000,000 pounds

14. 1 and 7

15. $337,135,885 1.2 = $404,563,062

16. 46.6% 100 = 0.466

x

17. (x y) 17 or y 17

18. 1,600 c 2,200

19. 4 in. 4 in. 4 in. = 64 in.3

20. 12 + 8 = 20

GO ONLINE!

Dont miss out on all of the FREE

digital resources that come with your

subscription at:

www.scholastic.com/math

DOWNLOADABLE SKILLS SHEETS

provide more math problems.

I NSTRUCTIONAL VIDEOS

teach step-by-step math lessons.

BACKGROUND VIDEOS

give real-world and cross-curricular

tie-ins.

MATH GAMES

If youre prompted to register online to access your materials, all you need is your access code.

SCHOLASTIC MATH Editor: Karina Hamalainen Associate Editor: Jacqueline Barba Intern: Jennifer Hackett Art Director: Yoana Yelin Photo Editor: Lois Safrani Production Editor: Allan Molho Senior Marketing

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Copy Desk: Craig Moskowitz President, Chief Exec. Officer, and Chairman of the Board of Scholastic Inc.: Richard Robinson. 2015 Scholastic Inc. SCHOLASTIC and Scholastic MATH and associated logos are

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