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Melissa Rojas

Texas Essential Knowledge and Skills (TEKS)

(b) Knowledge and skills.

(1) Mathematical process standards. The student uses mathematical processes to acquire and

demonstrate mathematical understanding. The student is expected to:

(A) apply mathematics to problems arising in everyday life, society, and the workplace;

(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or

strategy, determining a solution, justifying the solution and evaluating the problem-solving process and

the reasonableness of the solution;

(C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate,

and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;

(4) Number and operations. The student applies mathematical process standards to develop and use

strategies and methods for whole number computations in order to solve problems with efficiency and

accuracy. The student is expected to:

(A) solve with fluency one-step and two-step problems involving addition and subtraction within 1,000

using strategies based on place value, properties of operations, and the relationship between addition and

subtraction;

(5) Algebraic reasoning. The student applies mathematical process standards to analyze and create

patterns and relationships. The student is expected to:

(A) represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000

using pictorial models, number lines, and equations;

Problem to Solve:

A rubber ball rebounds to half the

height it drops. If the ball is

dropped from a rooftop 18 m

above the ground, what is the total

distance traveled by the time it

hits the ground the third time?

a. 31.5 m

b. 40.5 m

c. 45 m

d. 63 m

What do we know & what do we need to know?

• We need to know:

• “…what is the total distance traveled by the time it (the ball) hits the ground the third

time?”

• We know:

• “…a rubber ball rebounds to half the height it drops.”

• “…the ball is dropped from a rooftop 18 m above the ground.”

• We need to know:

• What m does the ball travel after each rebound?

• What is half of 18 m? We divide 18/2= 9

• What is half of 9 m? We divide 9/2= 4.5

• How to total the distance traveled by the ball.

Lets put it in our language!

*The ball dropped from 18m, or traveled down to 18m.

*The ball rebounded, or bounced up, and traveled half of that which is 9m

(We solved: 18/2=9).

*Let’s think: The ball needs to travel down now, so that amount the ball traveled up is the

same amount the ball needs to travel down which is another 9m.

* The ball rebounded, or bounced up, and traveled half of that which is 4.5 m

(We solved: 9/2=4.5).

* Let’s think: The ball needs to travel down now, so that amount the ball traveled up is the

same amount the ball needs to travel down which is another 4.5m.

This is what the ball bouncing looks like:

4

9 .

m 5

m

1 4

8 9 .

m m 5

m

What goes

up must

come down!

What do we know and what do we need to know?

• We need to know:

The total of all the amounts the ball traveled

• We know:

“total” means we need to add

• We need to know:

All of the amounts the ball traveled each time the ball bounced up

and down up until the third bounce

Let’s review!

• The ball dropped at 18m

• The ball bounced up at 9m

• The ball dropped down at 9m

• The ball bounced up at 4.5m

• The ball dropped down at 4.5m

Let’s write an equation and solve!

• 18m + (9m + 9m) + (4.5m + 4.5m) =

• 18 + 18 + 9 =

• 36 + 9 =

• 45

C 45 m is the total distance traveled!

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