Math Skills Differentiated Activities Grade 4

Grades
4--6
Differentiated Activities
for Teaching Key
Differentiated Activities for Teaching Key Math Skills: Grades 4-6 Lee & Miller, Scholastic Teaching Resources
Math Skills
40+ Ready-to-Go Reproducibles
That Help Students at Different Skill
Levels All Meet the Same Standards
Martin Lee and Marcia Miller

For Gracie
Scholastic Inc. grants teachers permission to photocopy the reproducible pages from this book
for classroom use. No other part of this publication may be reproduced in whole or in part, or
stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, without permission of the publisher. For information
regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012
Editor: Sarah Longhi

Content editor: Nicole Iorio
Designer: Holly Grundon
Illustrator: Mike Moran
Cover designer: Maria Lilja
ISBN-13: 978-0-545-17282-0
ISBN-10: 0-545-17282-9
Copyright 2010 by Martin Lee and Marcia Miller.

All rights reserved. Printed in the U.S.A.
1 2 3 4 5 6 7 8 9 10 40 16 15 14 13 12 11 10
Contents
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
NCTM Standards Correlation Grid. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Activities
Amazing National Parks: Data table. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
On the Road: Map of driving distances. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Pet Pen Products: Frequency table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Peanuts! Popcorn! Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Time for a Tour: Table and schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Curling, Anyone? Schematic drawing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Pedicabs for Hire: Pricing schedules comparison . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Faster and Faster! Line graph and data table. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Community Quilt: Visual patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Gracies Day: Circle graph and data table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Cooking Cornbread: Recipe. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Taking a Spin: Game spinners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Looking Up: Coordinate grid. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Windmills and Wishing Wells: Scorecard. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Introduction
Differentiated
instruction E ach child arrives in your classroom with a unique set of experiences,
abilities, and needs. Prior knowledge, language skill, ability to focus, and
other key factors vary widely in any grouping.
isnt a single Given the challenge of helping all learners master core grade-level concepts
strategy. Rather, and skills, how can you address a typical range of needs without creating
this flexible 30 different plans per lesson per subject per day? You can differentiate your
instruction, adjusting your presentation style and modifying the level of

and research-
challenge for learners at several levels rather than expecting students to adapt
based approach themselves to a standard curriculum or method of teaching (Hall, 2002).
incorporates This book can be an effective tool to help you differentiate math instruction.
many and varied Each lesson opens with data, based on fact or whimsy, presented in graphical
form. Then come three leveled approaches to engage students with the data. All
strategies to
three tiers pose problem-solving and critical-thinking questions and activities
better serve involving overlapping math skills and strategies. Students move along different
student diversity. but related paths to actively assimilate information and demonstrate their
In Integrating learning. They read, think, plan, solve, respond, summarize, retell, write,
explain, question, and synthesize what theyve learned.
Differentiated
The chart below summarizes the key elements of differentiated instruction.
Instruction and We use the acronym CAP, for Content, Approach, and Product. Teachers plan
Understanding CAP; students perform CAP. For each tier, notice what the teacher does and what
by Design, Carol students do.
Ann Tomlinson
and Jay McTighe Teachers CAP Students
state that Select materials CONTENT Choose materials
differentiated Set goals Consistent for all Understand objectives
Prepare lessons Clarify expectations
instruction
Make groupings APPROACH Get involved
focuses on Address modalities Differentiate as needed Apply skills
whom we teach, Vary pacing Develop strategies
Provide support Sharpen techniques
where we teach,
Develop activities PRODUCT Present projects
and how we Make adjustments Ideal for differentiation Participate in discussion
teach (2006). Wrap up the experience Perform assessment
Extend Reflect on learning
4
Each Lesson
Includes:
Using This Book
Skill:
Solving problems
Teaching Pedicabs For Hire with money and

time
Students compare and contrast pricing schedules.

Tasks Tier 1 Tier 2 Tier 3
Below Level On Level Above Level
Find and compare data from two sources. X X X
Answer questions about hourly rates. X X X
Complete an hourly rates table. X
Apply new data to expand an hourly rates table. X
Describe patterns in the data table. X X
Write equations to describe pricing plans. X
I
Create a double line graph to represent data. X
Getting Started
n developing this book, we have used the CAP model as a structural See the tips below for introducing the lesson. Make copies of the student data sheet (page 39) and the
appropriate leveled activity sheet for each group of learners (pages 4042).
Access prior knowledge by talking about pedicabs and taxicabs. Have students practice comparing and
contrasting price options to choose the better buy.
Tier 1 Tier 2 Tier 3
guideline to streamline your efforts to differentiate instruction. We

Build Background:
Compare and contrast
pedicabs with taxicabs.
Analyze the Data: Review
the information in the ads
Use the Data: Review the
information in the ads with
students. Ask them to summarize
the differences in the pricing. Have
volunteers explain items 14. For
item 5, review how to find the
Use the Data: Have students
explain what the ads show
and dont show. Ask them to
suggest other things a customer
might want to know about
the services these companies
with students. Elicit what the
differences in prices are. percent of a number (10% = 0.1) provide. Have volunteers explain
hope the lessons will serve as tools to help you become more familiar and
and demonstrate that to multiply their solutions to the What if?
Complete the Table: Work an amount by 0.1, we simply move questions.
through how to determine the decimal point 1 place to the left.
prices in the table. Have Write an Equation: Review
Model one way to find a total cost how to use variables. Invite
some students work with with a 10% tip: multiply the price by
partners, as needed. volunteers to show and
1.1. demonstrate their equations.
Write About It: Focus on Complete the Table: Invite You may wish to challenge
one row of the table with students to work in pairs to students to write an equation
students. Guide them to
comfortable with implementing tiered activities.

complete the pricing table and spot describing Hals Happy Cabs
notice changes in price from the patterns it displays. prices (See Tier 2 student
hour to hour. Help them page.).
describe the patterns they Write About It: Have partners
see. focus on one row of the table at Make a Double Line Graph:
a time, looking for and describing Have students share and
Extension: Invite a patterns they see in the price describe their line graphs. Invite
volunteer to explain and changes from hour to hour. students to discuss their ideas
demonstrate how to find the about the best way to display
Extension: You may wish to
Teacher Page
different prices for a 5-hour the pricing data.
Here is how we suggest you use this book:

tour. challenge students to come up with
an equation that describes each
companys pricing structure.
38
Each lesson begins with content that is consistent for all students in the
Name Date Skill:
form of a one-page data sheet. We have selected topics and materials (data,
Solving problems
with money and
Pedicabs for Hire:

time
Data Sheet
Paula and Carl have great summer jobs. They are driving for two
different pedicab companies that give tours of the city.
information, graphic organizers) that support the goals and tasks outlined Pedicabs? Pedicabs are eco-friendly, low-tech means of
transportation. These sturdy vehicles are propelled by pedal
power alone. Each pedicab can seat two people comfortably.
By the end of the summer, Paula and Carl will have some cash
on the teacher page. In examining and discussing the data sheet with the
in the bank and a full knowledge of city sights. They will also
have much stronger leg muscles and hoarse voices!
Here are ads that Paula and Carls companies use to attract
customers. Paula pedals for Pats company. Carl pedals for Cals.
whole class, you guide students to clarify the lessons objectives and begin to LET OUR STRONG DRIVERS The most comfortable cabs!
DO THE PEDALLING!
analyze the data.

Just sit back and relax in one of
WORRIED THAT YOURE CALS COMFY PEDICABS

MISSING KEY SIGHTS? We know the city!
OUR KNOWLEDGEABLE DRIVERS $30 for first hour
SHOW AND TELL YOU ABOUT
$5 for each addition half-hour
EVERYTHING!*
NO CHARGE for blankets
Our approach is then to have students use the data sheet to complete one of
NO CHARGE for bad information
$12 for first half-hour
$7.50 for each additional half-hour
CALL NOW!
$5 for a big warm blanket
* Jokes and clever comments are free 212-PEDAL-ME
the best ride of my life!
the three leveled activity sheets. Each level is identified throughout the book
Sid from NJ
CALL 212-SIT-BACK
Data Page
We had such a friendly driver!
for Pats Pedicabs Al and Allie Adams, Yuma, AZ
Differentiated Activities for Teaching Key Math Skills: Grades 46 2010 by Martin Lee and Marcia Miller. Scholastic Teaching Resources 39
by its own recurring icon.

Name Date
Pedicabs for Hire: Activity Sheet
Tier 1 is best used with struggling learners.

Look at the two ads. They show information from
competing pedicab companies.
Use the Data

1. Which pedicab company charges $30 for the first hour of each tour?
2. Which charges $5 for a blanket?
3. Which charges $30 for a one-hour tour plus blanket?
4. Which charges $34.50 for a two-hour tour?
5. Which charges $50 for a three-hour ride?
Tier 2 is intended for use with students who are 6. Which is more expensive for a 2 hour tour? How much more?
7. Which is less expensive for a 4-hour tour? How much less?
Complete the Table
performing on level. Use the data from the ads to

complete the table. For example,
for 1 hour,
Pat charges $12 + $7.50 = $19.50.
Pedicab
Company
Cost for
1-hour
tour
Cost for 2-
hour tour
Cost for
3-hour
tour
Cost for
4-hour
tour
Cal charges $30. Pats

$19.50
Pedicabs
Cals Comfy
$30
Pedicabs
Tier 3 is designed to challenge more advanced students. Write About It

Study the data your table shows. Look for patterns as the costs increase.
Tier 1 Page
On the back of this page, describe the patterns you see.
40 Differentiated Activities for Teaching Key Math Skills: Grades 46 2010 by Martin Lee and Marcia Miller. Scholastic Teaching Resources
As students work through activity sheets individually, in pairs, or in

Name Date

Compare and contrast the two ads. They show information from competing pedicab companies.
small groups, they become involved in the topic, apply skills, develop Use the Data
1. What does a tour for 1 hours cost with Pats Pedicabs?
2. What does that same tour cost with Cals Comfy Pedicabs?
strategies, and sharpen the techniques necessary to complete the tasks.

3. What is the difference in price for a 2-hour tour,
with a blanket, with both companies?
4. What is the total cost of a 3-hour tour with

Pats company, including a $10 tip?
5. What is the cost of a 3-hour tour with Cals
The accompanying teacher page offers background ideas to guide you as company, including a 10% tip?
Complete the Table

Hals Happy Cabs is another pedicab Use the data from the ads and the new data
company. Here are Hals prices: to complete the table. For example, for 1 hour,
you prepare the lesson. It suggests how to encourage and support students $15 for the first half-hour Pat charges $12 + $7.50 = $19.50.
Cal charges $30.
$6 for each additional half-hour Hal charges $15 + $6 + $1 = $22.
$1 tip per hour for the driver (Dont forget the tip!)
Cost for Cost for Cost for Cost for Cost for
in each tier.
Pedicab
1-hour 2-hour 3-hour 4-hour 5-hour
Company tour tour tour tour tour
Pats Pedicabs $19.50
Cals Comfy
$30
Pedicabs
The product for each lesson is a combination of the written responses and
Hals Happy
$22
Cabs
Tier 2 Page
Write About It Study the data your table shows. Look for patterns as the costs increase.
Differentiated Activities for Teaching Key Math Skills: Grades 46 2010 by Martin Lee and Marcia Miller. Scholastic Teaching Resources 41
final products students create, their participation in discussion, and their

reflections upon their work. To provide further challenges and extension Name Date
activities for students, use the data (or have students use the data) to develop Compare and contrast the ads from two competing pedicab companies.
Use the Data

Use the data in the table and any new data provided below to answer these What if? questions.
1. What if you took a 2-hour tour with Pats Pedicabs and left a $10 tip?
additional questions or tasks.

What would you pay?
2. What if you took a 3-hour tour with Pats Pedicabs, paid with three $20 bills,
and gave a $5 tip? What would your change be?
3. What if the cost of your 4-hour tour plus a $10 tip came to $70?
Which pedicab company did you use?
Write an Equation
Use variables and numbers to write two equations. Let C represent the cost
and r the number of additional half-hours of touring.
Show what it costs to hire one of Pats pedicabs.
Show what it costs to hire one of Cals Comfy Pedicabs.
Make a Double Title:

Line Graph $100
On the grid at the right, $90
graph the costs of 1-hour, $80
2-hour, 3-hour, 4-hour, $70
5-hour, and 6-hour tours $60

Cost
with both pedicab companies. $50
Use one color for Pats Pedicabs $40

$30
and another color for Cals
$20
Comfy Pedicabs. Give your
$10
graph a title.
1 2 3 4 5 6
Length (in hours) of Tour
Think About It
Tier 3 Page
What other displays could you use to show the same data? Which one do you think works
best for comparing prices? Explain your answer on the back of this page.
42 Differentiated Activities for Teaching Key Math Skills: Grades 46 2010 by Martin Lee and Marcia Miller. Scholastic Teaching Resources
5
Keep in mind that the key to successful differentiated instruction is to
know your students.
Observe early and often to determine how to differentiate, and
whether the approaches youve presented are working.
Be flexible! Adjust and adapt grouping, pacing, modalities, and
support as needed.
Mix and match tasks, presentations, or activities within tiers to
better fit your students abilities and interests.
Help students make good choices that can propel their learning.
For example, suggest that struggling writers make lists, use
graphic organizers, or explain ideas to a partner. Advanced
learners might debate solutions, research additional data, or
pursue tangential ideas.
Expect students to demonstrate learning at their own level.
Ideally, differentiated instruction should provide ample
challenge to stimulate students to work and succeed, but not
so much as to cause them stress or lead them to a point of
frustration.
Provide feedback as often as possible while students work;
invite them to express their thinking or explain their solution
strategies.
Encourage self-assessment to empower students to identify their
own strengths and weaknesses. This can lead students to deeper
ownership of their responsibilities as learners.
Sources:
Gregory, G. H. & Chapman, C. (2002). Differentiated instructional strategies:
One size doesnt fit all. Thousand Oaks, CA: Corwin Press.
Hall, T. (2002). Differentiated instruction. Wakefield, MA: National Center

on Accessing the General Curriculum. Retrieved from http://www.cast.org/
publications/ncac/ncac_diffinstruc.html
Heacox, D. (2002). Differentiating instruction in the regular classroom: How to reach

and teach all learners, grades 3-12. Minneapolis, MN: Free Spirit Publications.
Tomlinson, C. A. & McTighe, J. (2006). Integrating differentiated instruction

& understanding by design. Alexandria, VA: Association for Supervision and
Curriculum Development.
6
NCTM Standards Correlation Grid
Use the grid below to identify which of the ten National Council of Teachers of
Mathematics (NCTM) Principles and Standards most closely match the skills and
strategies covered in each lesson. For more on the NCTM and explanation of the
standards for grades 46, go to www.nctm.org.
Data Analysis &
Problem Solving
Communication
Representation
Reasoning and
Measurement
Number and
Connections
Operations
Probability
Geometry
Algebra
Proof

1. Amazing National Parks
2. On the Road
3. Pet Pen Products
4. Peanuts! Popcorn!
5. Time for a Tour
6. Curling, Anyone?
7. Pedicabs for Hire
8. Faster and Faster!
9. Community Quilt
10. Gracies Day
11. Cooking Cornbread
12. Taking a Spin
13. Looking Up
14. Windmills and
Wishing Wells
7
Skills:
Teaching Comparing, computing, and
Amazing National Parks

analyzing data from a table
Students solve problems using data

presented in a table.
Use given data to solve problems. X X X
Use data to create a new table. X
Compare and compute with whole numbers. X X X
Apply understanding of fractions and decimals. X

Estimate to solve problems. X X X
Formulate new problems based on data. X X
Use data to create a bar graph. X
Use measures of central tendency. X
Getting Started
See the tips below for introducing the lesson. Make copies of the student data sheet (page 9) and the
Access prior knowledge by discussing what students have read about national parks, as well as any
experiences they have had visiting them. Review place value through millions.

Use the Data: Review how to Use the Data: Review the Use the Data: Challenge
read rows and columns on a meaning of authorize and students to think critically about
table. Clarify that authorize use local benchmarks to help what the table doesnt show.
means to make official and that students understand an acre. Model using the data to write
an acre is a measure of area, Discuss place value through a what if question. Work
using a local benchmark to millions and rounding large through a question to model.
give a sense of the size. Review numbers. Use the data in the Review the concepts of mean,
place value and comparing, table to practice rounding larger median, mode, and range for
ordering, rounding numbers numbers. Demonstrate how to items 45.
through millions. use place value concepts to Create the Question: Model
Make a Table: Provide graph solve item 6. one or more items. Challenge
paper for each student. Have Make a Graph: Provide graph students to develop more than
them set up their tables as paper. Discuss the advantages one question for each answer in
shown in the sample. Point of bar graphs for comparing items 69.
out that the new table will not data. Clarify intervals chosen Write About It: Invite
present new information but will for graphs. Consider pairing volunteers to share with the
display the same information in students. Display the completed class the problems they
a different order. graphs for students to compare formulate.
Write About It: Suggest that and contrast.
students generate problems Write About It: Brainstorm
based on the revised table. useful information about
national parks.
8
Name Date Skills:
Comparing, computing, and
analyzing data from a table
Amazing National
Parks: Data Sheet
The National Park Service (NPS) is a government agency. It cares
for about 400 sites across the United States. The NPS manages
parks in every state except Delaware. It oversees more than
just parks. It also protects rivers, monuments, historical sites,
seashores, recreation areas, and trails. Even the White House

is an NPS site! Hundreds of millions of visitors enjoy our
national parks every year.
Yellowstone was the first national park. It was

established in 1872. The table below lists some
other spectacular national parks.
It shows their location, year of
authorization, and size in acres.
Notable National Parks

* 1 acre = 4,840
Park Name State Authorized Size, in Acres* square yards, about
the size of a soccer
Acadia Maine 1916 47,390 field
Arches Utah 1929 76,519
Big Bend Texas 1935 801,163
Cuyahoga Valley Ohio 1974 32,861
Denali Alaska 1917 4,740,912
Everglades Florida 1934 1,508,539
Grand Teton Wyoming 1929 309,995
Kings Canyon California 1890 461,901
Mammoth Cave Kentucky 1926 52,830
Mesa Verde Colorado 1906 52,122
Petrified Forest Arizona 1906 221,540
Shenandoah Virginia 1926 199,074
9
Name Date
Amazing National Parks:

Activity Sheet
Use the Data Complete each statement.
1. is a national park in Texas.
2. The is in Florida. It was authorized in the year

3. is bigger than Shenandoah but smaller than

Grand Teton.
4. Big Bend is about 4 million acres smaller than .
5. The two parks that differ in size by 708 acres are

and .
6. There were two parks authorized 20 years after Mesa Verde was. They are
and .
7. Two parks authorized in the same year have a combined size of about 400,000 acres. They
are and .
Make a Table
The table on the Data Sheet lists national parks in alphabetical order by name. On a sheet of graph
paper, make a new table that lists the same parks by how big they are. Follow these steps:
44 Draw a table with 13 rows and 4 columns.
Make the columns wide enough to write in. Title:
44 Give your table a new title and use the same Park Name State Authorized Size, in Acres
headings as the table on the Data Sheet.
44 Use your knowledge of place value. List the parks in
the table in order from largest to smallest size in
acres. Record the state, year, and size in acres for each.
Write About It
Make up your own problem based on data about national parks from the Data Sheet.
Show your solution on the back of the page.
10
Name Date
Activity
Amazing National Parks: Sheet
Use the Data Solve each problem.
1. Which two parks were authorized 39 years after Kings Canyon National Park was?
2. Which park is 23,689 acres smaller than Arches?

3. What is the difference in size between the largest and smallest parks listed?
4. Which two parks have a combined size of about 1 million acres?
5. Which two parks differ in size by about 240,000 acres?
6. Which park is about one-tenth the size of Denali?

Which park is about one-hundredth the size of Denali?
Title
Make a Graph
A bar graph shows comparisons. On graph paper, make a vertical
Acres
bar graph. Compare the sizes in acres of the five smallest parks in
the table on the Data Sheet. Follow these steps:
44 Round the number of acres of each park to the nearest _____ _____ _____ _____ _____
Parks
thousand.
44 Draw vertical and horizontal axes.
44 Label the vertical axis Acres. Label the horizontal axis Parks. Give your graph a title.
44 Choose a scale for the vertical axis that fits the data. Start with 0. Label equal intervals.
44 List the parks in alphabetical order along the horizontal axis.
44 Draw bars to represent the data.
Compare your graph with a classmates. Check one anothers work. Explain to each other why you
chose the scale and intervals you did.
Write About It
The table on the Data Sheet gives only three facts about each national park listed. Suppose you
could add three new columns to the table. What kinds of data would you add? Make a list.
11
Name Date
Amazing National Parks:

Activity Sheet
Use the Data se the table on the Data Sheet and any new data
U
included below to answer each What if? question.
1. What if 20,000 acres were added to Cuyahoga Valley National Park? Which parks would it
be larger than?
2. What if the number of acres of Mesa Verde National Park were increased by a factor
of 10? Where would this park appear, in size order, from greatest to least acreage?
3. What if Utahs Zion National Park with its 146,598 acres replaced Arches National Park in
the table? Which of the following descriptions of park sizes would be affected: the mean,
median, mode, range?
4. What if South Dakotas Badlands National Park, established in 1929, were added to the table?
How would it affect the authorization data?
5. About 20,000 employees and about 145,000 volunteers work in the National Park system.
What if the same number of workers worked in each of the 391 areas the National Park
Service runs? About how many workers would be at each site?
Create the Question

The exercises below have answers but not questions. Your job is to use the information in the table
to write questions for the answers.
6. Answer: 1926 Question:
7. Answer: about one-third as great Question:
Write About It
Make up two Create the Question problems of your own for classmates to solve. Write the
solutions (questions for the answers) on the back of the page.
12
Skills:
Solving problems based on
Teaching On the Road mileage data in a map
Students use a mileage map to solve problems

about travel between select cities.
Use visual reasoning to gather data from a map. X X X
Compute with and estimate whole numbers. X X X
Compare and order whole numbers. X
Make an organized list to solve problems. X X X

Compute with fractions, percentages, and decimals. X X
Solve problems involving time zones. X X
Apply situational problem-solving plans and strategies. X X X
Getting Started
See the tips below for introducing the lesson. Make copies of the student data sheet (page 14) and the appropriate
leveled activity sheet for each group of learners (pages 1517).
Access prior knowledge by reviewing a map with students, as well as a road atlas and mileage table. Discuss
typical highway driving speeds, automobile gas mileage rates, and gas prices. Talk about planning a long family
car trip.

Use the Data: Talk about the Use the Data: Talk about the Use the Data: Have volunteers
features of the mileage map. features of the mileage map. If explain their solutions to the
Build interest by describing the possible, compare it with maps What if? questions. For question
possible destinations Kims from a road atlas. Encourage 3, clarify that 10% below a
family may visit. For item 5, students to explain their thinking number is equivalent to 90%
review rounding numbers to the as they solve problems. For of that number. For question 5,
nearest 100. You might work as item 4, explain the meaning of challenge students to identify
a group on items 4 and 6. miles per gallon. the extra information.
Write About It: Guide students Use Time Zones: Display Write About It: Post
as they formulate their own a time-zone map and review completed problems on an
problems based on the map. the four time zones in the interactive bulletin board.
Have them solve their problem continental United States. Ask Make an Itinerary: Point out
before asking partners to questions, such as: If it is 4:00 that this is a task many families
exchange problems. Post the pm in Los Angeles, what time is
do when planning a trip. Define
problems on an interactive it in Denver? In Boston? In New itinerary as a detailed plan for
bulletin board. Orleans? Have students work a trip. Discuss the features
Make a List: Consider having in pairs or small groups. Point travelers seek in a trip itinerary.
students work in pairs to out that there are different ways Help students determine typical
choose, list, and compare to arrive at the solution. Extend highway speeds, gas mileage,
driving routes. by finding the local time in each and costs for gas, meals, and
city on the map, compared to lodging, as well as kinds and
the current classroom time. lengths of stops.
13
Name Date Skills:
Solving problems based on
mileage data in a map
On the Road: Data Sheet
Our vast country offers travelers so much to see! Kims family is going
to see a lot of it this summer on a cross-country car trip. Her family
will start from their home in San Francisco, California. They plan to
visit many great cities in the United States.
The map below shows driving distances between some cities.

Road Mileage Between U.S. Cities
14
Name Date
On the Road: Activity Sheet
Use the Data T he map shows driving distances in miles between cities.
Use it to complete each statement.
1. It is miles from Denver to St. Louis.
2. It is 1,189 miles from to .

3. It is miles farther from Seattle to Salt Lake City than it is from

Salt Lake City to Denver.
4. The family wants to tour the Lower East Side Tenement Museum in New York. Then they
want to visit the Voodoo Museum in New Orleans. Then they want to see the Space Center
in Houston. They will drive a total of miles from New York City to
Houston, passing through New Orleans.
5. To the nearest 100 miles, the driving distance from to

is about 1,100 miles.
6. Kims family wants to see the Space Needle in Seattle. Then they want to hear the Tabernacle
Choir sing in Salt Lake City. After that, they plan to visit the Arch in St. Louis. This long trip
from San Francisco to St. Louis would cover miles.
Write About It
Use the map on the Data Sheet. On the back, write a fill-in-the-blank problem of your own.
Make a List
Drivers have a choice of routes. Using the map on the Data Sheet, list three different routes a family
from St. Louis can follow to drive to Seattle, Washington. For each route, name the cities in the
order that the family drives through them and the total mileage.
Choice 1:
Choice 2:
Choice 3:
Find the total mileage for each route.

7. Which is the shortest route? Which is the longest?
15
Name Date
1. What does the map show?

What about the driving routes does it not show?
2. To the nearest 100 miles, how far is it from San Francisco to Seattle, then to Denver?
3. Suppose that Kims family leaves New York City and stops for gas halfway between it and St.
Louis. How far from St. Louis are they when they stop?
4. The family car gets 30 miles per gallon. About how many gallons of gas would they need to
get from Washington, D.C. to New Orleans?
5. Kims mother drives at an average speed of 60 miles per hour. At that rate, and without
stopping, about how long would it take the family to drive from Phoenix back to San
Francisco?
6. Suppose the family car gets 30 miles per gallon and gas costs an average of $2 per
gallon. To the nearest $10, what would it cost them to drive from Houston to New York?
Use Time Zones Hint: Make sure to

find the total distance
Seattle, Denver, New Orleans, and Washington, D.C., are in of the trip, the total
different time zones. At noon in Seattle, it is 1:00 p.m. in Denver, time that it takes at 65
2:00 p.m. in New Orleans, and 3:00 p.m. in D.C.. Use these facts mph, and the total time
and the data below to solve problems 78. you stopped.
44 Your family leaves Denver at 10:00 a.m. on a Tuesday
headed for the nations capital. Use the map to choose
the shortest route.
44 Your average driving speed is 65 miles per hour.
44 You stop 3 times to sleep, each time for about 8 hours.
44 You stop 8 other times for about an hour each time.
7. On what day and at about what time do you reach Washington, D.C.?
8. Show your solution on the back of this page.

16
Name Date
Use the Data Use the map and any new data provided below to solve each problem.
1. Of all the possible routes from San Francisco to St. Louis, which is the shortest?
2. Use the mileages and lengths of line segments on the map as guides. About how far would
you estimate it is to drive from Houston directly to St. Louis?
3. What if Kims family drives from Seattle to Salt Lake City at an average speed that is 10%
below the speed limit? If the speed limit were 60 miles per hour, how long would the drive
take? Round to the nearest hour.
4. What if the family drives from Salt Lake City to Denver and back, at a speed of 65 miles per
hour each way? If they stop for 2.5 hours on each trip, how long will it take to go and return?
Round to the nearest hour.
5. What if gasoline costs $2.50 a gallon? If Kims car holds 14 gallons and gets 25 miles to the
gallon, about how much would Kim pay for gas to drive from Houston to San Francisco?
Round to the nearest dollar.
Write About It
DAY 1
Use the map on the Data Sheet. Make up your own What if?
Distance well travel:
question for classmates to solve. Write the answers on the back.
Driving speed:
6. What if Total drive time:
Number of stops
(where and how long?):

Make an Itinerary

Using a U.S. road atlas, pick any two cities that are at least 1,500 miles Total stop time:
apart. Plan any route you like between them. On separate paper, write Start time:
an itinerary. Include: End time:
Food cost:
44 distances and estimated driving speeds Breakfast
44 daily start and end times Lunch
Dinner
44 approximate number of miles driven and stops made per day Gas cost:
44 estimated costs of gas, food, and lodging Hotel/lodging cost:
Total costs:
Display your itinerary. Compare and contrast yours with friends itineraries.
17
Skills:
Solving problems using
Teaching Pet Pen Products data from a frequency

table
Students analyze sales data presented in a

frequency table.
Solve problems involving whole-number operations. X X X
Formulate problems based on given data. X X X
Make a pictograph. X
Use math language to summarize and communicate. X

Make a bar graph. X
Use algebraic reasoning to solve problems. X
Make a double bar graph. X
Getting Started
Access prior knowledge by reviewing tally and frequency tables, pictographs, and bar graphs. Have students
discuss what they know about pet toys and supplies for pets.

Use the Data: Review reading Use the Data: Have small Use the Data: Help students
tally marks. Ask questions to groups discuss written consider what the table does
assess students understanding summaries of the information not show. As needed, work
of the table, focusing on the on the Data Sheet. Review the through one of the questions
relationship between columns meaning of range, as needed. with students.
2 and 3. Solve item 1 together Make a Bar Graph: Review Write About It: Invite a
before assigning items 26. the basic features of bar graphs volunteer to use the data to
Write About It: Make up a and their advantages for formulate a What if? question.
question based on the data displaying certain kinds of data. Make a Double Bar Graph:
to model for students how Discuss the intervals that make As needed, review the features
to answer a complete-the- sense for this bar graph. As and uses of double bar
sentence problem. Then have needed, pair students to create graphs. Discuss other visual
students formulate their own their graphs. ways to display the data. As a
problems verbally, then in Write Two Problems: group, generate and answer
writing. Encourage students to be comparison questions based on
Make a Pictograph: Discuss creative. You might want to the graph.
pictographs features and provide a sample estimation Extension: Challenge students
uses. Help students set up the problem to guide their thinking. to create a magazine ad for the
columns and labels on their new pet products. Have them
pictographs, as well as choose make up prices for each and
their symbols and symbol value. present special deals. Invite
Guide them to use values of them to use fractions, percents,
two or four for the symbols and and statistics in the language of
model how to use half symbols. the ad to make it more effective.
18
Name Date Skills:
data from a frequency
table
Pet Pen Products: Data Sheet
Pet Pen is a one-of-a-kind pet store. It is proud to present an

assortment of unusual new products. Pet Pen predicts that pets will
love them!
Store manager Brad Byrd keeps frequency tables to see how

well new products are selling. The frequency table below was
for the month of May. It shows how many of each product

Pet Pen sold during that month.
Check it out, pet lovers!
Monthly Sales of Pet Products
New Product Tally Frequency
Gerbil Exercise Mat 28
Parakeet Microphone 12
Quacking Duck Toy (for puppies) 48
Rubber Mouse-on-Bun (for kittens) 34
Fish Goggles 10
Hermit Crab Exercise DVD 22
Guinea Pig Pajamas 12
19
Name Date
Pet Pen Products: Activity Sheet
Use the Data Use the frequency table to complete each sentence.
1. was the best-selling new product this month.
2. The store sold pairs of Fish Goggles.
3.
In May, Pet Pen sold 10 fewer Parakeet Microphones than .
4. The number of Gerbil Exercise Mats sold plus the number of

sold totals 50.
5. In all, Pet Pen sold new products this month.
6. The number of Quacking Duck Toys sold was exactly 4 times the number of
sold.
Make a Pictograph
Complete a pictograph to display the
New Pet Products Sold
data in the table on the Data Sheet.
Follow these steps: Pet Product Number Sold
44 Choose a picture to use as a symbol,
such as a dog bone or a
goldfish .
44 Look at the data in the table and
decide how many products each
symbol should stand for.
44 Draw your symbol and its value in
a key box below your graph.
44 Draw the correct number of symbols
in the right column of the graph.
Write About It
On the back of this page, write one Key
complete-the-sentence problem of
=
your own based on your pictograph.
(symbol) (number of
products sold)
20
Name Date
Use the Data

On the lines below, write a short summary of the information provided in the frequency table by the
Pet Pen store manager. Pretend it is for a monthly report. Include facts such as:
44 What information does each column of the table show?
44 Which new product was the best-seller?
44 Which one was the poorest seller?

44 Which two products had the same number of sales?
44 What is the range of the sales figures?
Make a Bar Graph

To help his boss see how well the new products are Title
selling, Brad Byrd makes a horizontal bar graph that
shows the same data that his frequency table does.
NewProducts
How would Brads bar graph look? Follow these steps

to create it:
44 Give your graph a title.
44 List products along the vertical axis. Label it New NumberSold
Products.
44 Label horizontal axis Number Sold.
44 Choose a scale for the horizontal axis that fits the data. Label equal intervals. Start with 0.
44 Draw bars to represent the data.
Write Two Problems

On a separate sheet of paper, write two math problems about your graph that can be solved
using one or more of the four operations (addition, subtraction, multiplication, division).
You may ask for exact or estimated answers.
21
Name Date
Use the Data Use the table and any new data given below to answer each What if? question.
1. What if a special deal on Gerbil Exercise Mats had tripled their sales? Then how many mats
would have been sold that month?
2. What if Fish Goggles sell for $12 a pair and Guinea Pig Pajamas sell for $18
a pair? What would the total price be for all the goggles and pajamas sold?
3. What if Parakeet Microphones cost twice as much as Hermit Crab Exercise DVDs?
If the total sales of DVDs were $330, what would the total sales for microphones be?
4. What if the price for a Quacking Duck Toy is n dollars and the price of a Rubber Mouse-on-
Bun is m dollars? What algebraic expression can you write for the total price of all duck toys
and rubber mice sold?
Write About It
Make up a What if question of your own for classmates to solve. Add new information as needed.
5. What if
Make a Double Bar Graph Title

Imagine that all sales figures
rose by half in June. On a separate
sheet of paper, make a table
NumberSold
showing June sales data for

each product. Then use a piece
of graph paper to make a vertical
double bar graph that visually
compares May and June sales.
Give your graph a title and label
both axes. Use a key to show
which bars represent which month.
PetProducts
Follow the model at right.
Key May June
22
Skills:
Solving problems with
Teaching Peanuts! Popcorn!

money based on data in
a menu
Students work with a baseball stadium menu to

solve assorted problems.
Compare, compute, and estimate with money amounts. X X X
Choose the operation. X
Solve multi-step problems. X X X
Formulate problems based on menu data. X X

Use situational problem solving X X
Compute with percentages. X X
Solve problems involving outcomes and probability. X
Getting Started
Access prior knowledge by having students practice ordering from a menu and computing a reasonable tip.
Also discuss baseball talk such as homer, whiff, bean ball, balk, and dugout.

Use the Data: Talk about what Use the Data: Discuss the Use the Data: Review finding
the menu shows and doesnt features of the menu, item percentages and calculating the
show. Acknowledge that the names, and prices. Talk about total cost of an item including
prices are high. Work through ways to solve items 13. Model tax. Provide examples, as
items 1 and 2 together. Review estimation strategies students needed. Have volunteers
rounding money amounts to the can use. Invite volunteers to explain their solutions to items
nearest $10 by focusing on the explain their strategies for 34.
digit in dollars place. Review solving items 5 and 6. Make Your Choices: Review
how to compare values of Juice Up the Menu: Prepare finding possible outcomes and
money. an interactive bulletin board calculating probabilities. Point
Find the Price: Remind on which students can post out that there are eight choices
students to align decimal points their menu revisions and the for main dishes, counting add-
to add or subtract money problems they created. Invite ons, and seven for sides and
amounts. classmates to solve them. desserts.
Choose the Operation: Order for a Group: Guide Create a Menu: Consider
Have students look for clues students to tip on the total having students work in pairs
in the questions, such as price before the tax is added. to create their menus and
change and equally in order Consider having students work problems. Then have pairs
to determine the operation. in pairs. Have students share exchange menus and solve
Emphasize the value of their orders and bills. each others problems. Point
estimating total costs before out that tips in restaurants
making a purchase. usually range from 10% to 20%
and are based on the price of
the food without tax added.
23
Name Date Skills:
money based on data in
Peanuts! Popcorn!
a menu
Data Sheet
At the new ballpark, you can place your order before you sit. So
head for the restaurant before you root, root, root for your team!
Check out the many tasty delights that await you. Bring your
appetite and plenty of cashthese prices are out of the ballpark!
Heres the amazing menu. *
FIELDERS CHOICE FAMILY FOODS

The food is beyond compare. And the prices are beyond belief!
Get Your Main Course! Get Your Drinks!
Homer Hot Dog. . . . . . . . . . . . . . . . . . $9.50 Scorecard Soda . . . . . . . . . . . . . . . . . . $6.50

Ball Four Burrito. . . . . . . . . . . . . . . . . $10.95 Cy Young Cider . . . . . . . . . . . . . . . . . . $9.25
Balk Burger. . . . . . . . . . . . . . . . . . . . . $12.50 Lazy Fly Lemonade. . . . . . . . . . . . . . . . $7.79
with Change-Up Cheese add $2.00 Winner Water. . . . . . . . . . . . . . . . . . . . $5.00
Triple-Decker Sandwich. . . . . . . . . . . $16.95 Mound Milk . . . . . . . . . . . . . . . . . . . . . $6.50
Plate Tacos (beef or beans) . . . . . . . . $14.49 Shake-off-the-Sign Shake . . . . . . . . . . $8.95
Champs Chicken Wings (5). . . . . . . . $3.95 Infield Iced Tea. . . . . . . . . . . . . . . . . . . $4.79
with Slider Sauce add $2.00
Get Your Sides! Get Your Desserts!
Corn on the Cobb. . . . . . . . . . . . . . . . $4.99 Single-Scoop Sundae. . . . . . . . . . . . . . $6.95

Babe Ruth Biscuits (3). . . . . . . . . . . . . $9.00 Double-Scoop Sundae. . . . . . . . . . . . $12.95
Change-Up Cheese Dip. . . . . . . . . . . . $7.50 Triple-Scoop Sundae. . . . . . . . . . . . . $16.95
Bean-Ball Baked Beans. . . . . . . . . . . . $8.25 Pitchers Pie. . . . . . . . . . . . . . . . . . . . . $8.95
Pop Fly Popcorn. . . . . . . . . . . . . . . . . . $5.75 with Whiffed Cream add $4.95
Smashed Potatoes. . . . . . . . . . . . . . . . $6.00 Major League Cookie. . . . . . . . . . . . . . $4.44
with Grounder Gravy. . . . . . . . . . . $8.50 Dugout Donut . . . . . . . . . . . . . . . . . . . $5.00
* Sorry, all out of peanuts today!

24
Name Date
Peanuts! Popcorn! Activity Sheet
1. Which main courses cost more than $14?
2. Which main courses cost less than a Double-Scoop Sundae?

3. Which main courses cost between $10 and $15?
4. Which main course rounds to $20 when rounded to the nearest $10?
5. Which costs more: a Homer Hot Dog and a Shake or a Balk Burger and a
Scorecard Soda?
How much more?
6. Which costs more: a) Plate Tacos, Corn on the Cobb, and Infield Iced Tea or
b) a Triple-Decker Sandwich, Bean Ball Baked-Beans, and a Lazy Fly Lemonade?
How much more?
Find the Price Solve each problem.
7. Ollie orders two Ball Four Burritos and three Shake-off-the-Sign Shakes.
How much does his meal cost?
8. Wanda wants Champs Chicken Wings with Slider Sauce, Smashed Potatoes with Grounder
Gravy, and Winner Water. How much will her meal cost?
Choose the Operation Solve each problem.
9. You order three items. You want to know how much change you will get from a $50 bill.
What operations do you use?
10. Four pals equally share the cost of Plate Tacos, Pop Fly Popcorn, two Shake-off-
the-Sign Shakes, and a Pitchers Pie. Explain how to figure what each pal pays.
25
Name Date
1. Miguel has $30 to spend. Can he afford Plate Tacos, Corn on the Cobb, and Cy Young Cider?
Why or why not?
2. Homer has $25 to spend. Is that enough to buy a Ball Four Burrito and a Triple-Scoop
Sundae? Why or why not?
3. Ana has $25. She orders 10 Chicken Wings, an order of Slider Sauce, and Lazy Fly
Lemonade. Does she have enough cash left for a dessert? If so, which could she get?
4. Talia spends $26.73. She orders a Triple-Decker Sandwich, Corn on the Cobb, and a
beverage. Which beverage does she order?
5. Jen orders the most expensive item from each category. Kai orders the least expensive one.
Neither orders any sauce, cheese, or gravy. How much less than Jens order is Kais order?
6. Max spends $21.45 on a main and a dessert. He doesnt like ice cream. Which main course
and dessert does he order?
Juice Up the Menu

Expand the ballpark menu. On the Data Page, add one new item and its price to each section.
Be clever and think like a chef! Write two problems based on the new data.
Order for a Group

Imagine that your team goes to Fielders Choice restaurant. There are 10 of you in all. Each person
orders one item from each section of the menu. Coach Ryan asks you to figure out the total cost of
the meal. On a separate paper, create a table like the one below to do the following:
44 Find the total cost of each persons meal.
1 2 3 4 5 6 7 8 9 10
44 Find the total pre-tax and pre-tip cost of Main Course
all 12 meals. Side
44 Add on 5% of the total for sales tax. Drink
Plan for a 10% tip. Dessert

Total per person
44 Find the final total.
Group total:
26
Name Date
1. Sales tax is 8%. How much tax would pay if you order a Homer Hot Dog, Smashed Potatoes,
and Winner Water?
2. You order Plate Tacos, Change-Up Cheese, and Cy Young Cider.

If sales tax is 6%, what is your total cost?
3. You order a Balk Burger, a Scorecard Soda, and a Dugout Donut. You pay a total of $26.40.
How much is the tax? What percent is the tax?
4. You pay a total of $13.17 for a side and a drink. Tax is 7.5%. What did you order? Hint: Use
number sense to remove some possibilities.
Make Your Choices
5. How many different choices are there for main courses?
6. How many different choices are there for a beverage with a dessert?
7. If you dont like sundaes or shakes, how many choices do you have for a beverage
with a dessert?
8. Inez orders a drink. What is the probability that she orders an Infield Iced Tea?
9. Dan orders a main course and a side, but the restaurant has run out of Change-Up Cheese,
Slider Sauce, Babe Ruth Biscuits, and Grounder Gravy. What is the probability that he orders
a Balk Burger and Bean Ball-Baked Beans?
Create a Menu
On separate paper, make up a menu of foods you enjoy. List the foods in three categories: Starters,
Main Dishes, and Desserts. Plan for 46 options per category. Include prices. Use a chart like this one.
Next, make up 3 problems about your menu. Include:
44 1 problem that takes more than one operation to solve
44 1 problem that involves possible outcomes Starters Main Dishes Desserts
and probabilities Item Price Item Price Item Price
44 1 problem about taxes or tips
27
Skills:
Teaching Time for a Tour

Solving problems with money,
distance (miles), fractions,
and elapsed time based on
data in a table
Students use data about tours at Kentuckys

Mammoth Cave to solve problems.
Locate and use data from a table. X X X
Compute with money, fractions, and mixed numbers. X X X
Formulate problems based on given data. X X
Solve problems involving elapsed time. X X X

Complete a table involving time. X X
Summarize data in paragraph form. X
Use situational problem solving. X
Getting Started
Access prior knowledge by discussing Mammoth Cave National Park and other major cave systems.
Talk about how to compare and contrast prices.

Use the Data: Discuss the Write About It: Ask students Use the Data: Invite students
table and other facts on the to locate information about cave to describe what the table
Data Sheet. Ask questions to tours not shown in the table. shows and doesnt show.
assess students understanding Before they write, suggest that Challenge them to suggest
of the data before assigning students take notes on the other information the table
items 18. Review minutes and information. As students share might include. Have volunteers
fractions of an hour as well as their summaries, discuss their explain their solutions to the
adding and subtracting mixed similarities and differences. What if questions. For item 1,
numbers. Use the Data: Review the have students guess and test
Write About It: Have students relationships between minutes possibilities. For item 5, ask
use items 18 as models for and fractions of an hour. As students to find what percent
their own problems. Be sure needed, review computing one number is of another.
they provide the answers to the with mixed numbers. Discuss Write About It: Guide students
problems they create. students answers in item 4. to refer to items 15 as models
Complete the Table: Work Complete the Table: for their own problems. Be sure
through the first two rows of the Challenge individual students or they provide the answers to the
table together. After students pairs to create their own table problems they create.
complete and discuss the table, with tour-price information and Make a Schedule: Suggest
challenge them to tell what time times. Invite them to post these that students divide their time
the class needs to arrive for for classmates to solve. chart into half-hour or quarter-
each tour. hour rows, and then complete
it by listing tours, rests, and a
shop visit in the Activity column.
28
Name Date Skills:
Solving problems with money,
distance (miles), fractions,
Time for a Tour:

and elapsed time based on
data in a table
Data Sheet
People who explore caves are called spelunkers. Leons class in

Nashville, Tennessee, has been studying the environment. They take
a class trip to Kentuckys Mammoth Cave National Park to try out
being spelunkers.
Mammoth Cave is the longest cave in the world. It has more than 300
miles of known passageways. Visitors can take ranger-led walking

tours of some of them. These tours vary in length and difficulty. Some
are easy, and some are wheelchair accessible. Others can be very
challenging. Some involve crawling through tight spaces.
Tours at Mammoth Cave National Park
Tour Time Distance Price per Person
Cleveland Avenue 2 hours 2 miles $7.00
Discovery hour mile $3.50
Frozen Niagara 2 hours mile $7.00
Gothic Lantern 2 hours 1 miles $7.00
Grand Avenue 4 hours 4 miles $16.00
Historic 2 hours 2 miles $7.00
Travertine 1 hours mile $6.50
Trog 2 hours 2 miles $8.50
Violet City Lantern 3 hours 3 miles $8.25
Park rangers talk to groups before they enter the cave. Leons teacher must make sure each
group arrives at the cave entrance 20 minutes before a tour starts.
29
Name Date
Time for a Tour: Activity Sheet
Use the Data Complete each statement.
1. The cave tour is 4 miles long.
2. The cave tour covers the least distance.
3. The Discovery tour takes minutes to complete.

4. The Violet City Lantern tour takes to walk.

It costs for a group of 20 to take that tour.
5. The difference in price between the most expensive tour and the least expensive tour
is .
6. The combined distance of the Discovery tour and the Frozen Niagara tour is
miles.
7. The tour costs half as much as the Historic tour does.
8. The difference in distance between the longest and shortest tours is miles.
Write About It
Write one complete-the-sentence problem of your own. Give it to a classmate to solve.
Complete the Table

Use the information on Cave Tour Tour starts Tour ends
the Data Sheet to
Frozen Niagara 8:30 am
complete this table.
2:20 pm 5:20 pm
Grand Avenue 4:00 pm
Trog noon
11:45 am 1:00 pm
Discovery, then Historic 3:15 pm
30
Name Date
Write About It
On the back of this page, write a short summary of the

information in the table. Use these questions:
44 What information appears in each column?

44 Which cave tours travel the same distance?
44 Which tour is the longest? Which is shortest?

44 What is the range of tour distances, times, and prices?
Use the Data
1. Which two cave tours have a combined length of 4 miles?
2. The class arrives at noon for the ranger talk before the Discovery Tour. What time does their
tour end?
3. Leon, 8 classmates, and their science teacher take the Historic tour and then the Violet City
Lantern tour. What is the combined distance they walk?
Including their early arrival for each tour, how much time do they spend?
How much does it cost in all?
4. On their second day at Mammoth Cave, Leons class has 5 hours to explore. Choose
at least two cave tours. Include 10 minutes for them to arrive at each cave entrance.
Remember to include 20 minutes for each ranger talk. What tours did you pick?
How much time is spent touring and resting?
Complete the Table Use the information in the table on the Data Sheet to complete this table.
Cave Tour Class arrives Tour starts Tour ends

Gothic Lantern 9 am 9:20 am
Historic 3:20 pm 5:20 pm
Grand Avenue 2 pm
Trog Noon
10:40 am 1 pm
31
Name Date
Use the Data se the information on the Data Sheet and any new data given
U
below to answer each What if? question.
1. What if Leons class of 20 takes 4 cave tours for a total time of 5 3/4 hours, not including
each 20-minute ranger briefing. What tours do they take?
What is the cost per student?
2. What if Mammoth Cave gave a discount of 1/3 off the regular price for student groups?
How much would Leons class pay if all 20 students took the Violet City Lantern tour?
3. The Wild Cave tour lasts 6 hours, covers 5 miles, and costs $35 per person.
What if 15 students take that tour instead of the Grand Avenue tour? How much farther
will they hike? How much longer will it take?
How much more will they spend in all?
4. What if Leon walked the length of all the tours shown in the table? About what percent of
the entire known cave system would he cover?
Write About It
Make up a What if question of your own for classmates to solve.
Make a Schedule
Suppose its your job to make a full-day spelunking schedule, in chart form, for Leons class. Have
the day start at 8 am and end at 4:30 pm. Allow time for lunch and short rests. Build in 15 minutes
to get from one tour entrance to the next, and dont forget the ranger talks. Use the Data Page and
these questions to guide you:
44 How many and which cave tours will you schedule?
44 How much time will you set aside for lunch and Start Time End Time Activity
8:00 am
rest breaks?
44 When will the class visit the museum shop? 4:30 pm
For how long?
On separate paper, set up a chart like the one shown.
Use it to make a schedule. Post your schedule for classmates to see.
32
Skills:
Solving geometry and
measurement problems
Teaching Curling, Anyone? based on a diagram
Students solve geometry and measurement

problems based on a diagram of a curling sheet.
Identify plane figures, find area, and find perimeter. X X X
Use relationships between units of standard measure. X X X
Make a diagram. X X X
Make a scale drawing. X X

Use situational problem solving (length measures). X X X
Identify and calculate circle measurements. X X X
Find the area of irregular figures. X
Getting Started
Access prior knowledge by discussing the sport of curling and reviewing how to read a diagram, scale
drawing, and other detailed visual images.

Make a List: Have students use Use the Data: Discuss Use the Data: Discuss
mathematical terms to discuss the drawing. Review the what the drawing shows
the plane figures in the drawing. attributes of polygons and how and doesnt show. Discuss
As needed, give examples of rectangles, parallelograms, and polygons and how to
lines and angles. quadrilaterals are related, as well distinguish them, as well
Use the Data: Review the as finding the circumference and as the relationships among
meanings of perimeter and area of a circle. Note that when special quadrilaterals. Ask:
area as well as the formulas using 3.14 = , answers are Is every parallelogram a
for finding each. Review the approximations. rectangle? Is every rectangle a
relationship between diameter Write About It: Ask students parallelogram?
and radius. to explain how to find the radius Write About It: Invite a
Make a Diagram: Discuss with the circumference. volunteer to provide an example
measuring tools (string, rulers, Make a Scale Drawing: to demonstrate the strategy.
trundle wheels, measuring tape) Discuss measuring tools and Make a Scale Drawing:
and how to measure the field or how to measure the field or Review how to take actual
court. Together, walk the school court. Walk around the school measurements. Take students
grounds or go to a local park to grounds or go to a local park to together on a walk around the
take measurements. Students take measurements. Students school grounds or to a local
will need tools and notebooks. will need tools and notebooks. park for measurements. Make
Assist them as needed. Review Review that the scale of a sure that students have tools
rounding to the nearest foot. drawing is the ratio of its drawn and notebooks, and assist
Students should use visual lengths to actual lengths. Model them as needed. Consider
sense to draw a shape similar how to determine lengths, find having students work in pairs
to the actual field or court, with ratios, and solve proportions to or small groups. Circulate as
sides proportional to the original. make scale drawings. students work and give aid.
33
Name Date Skills:
Solving geometry and
measurement problems
Curling, Anyone?
based on a diagram
Data Sheet
In what Olympic sport do sweepers with brooms push off a hack to slide a
stone across hog lines from button to button?
Curling, of course! Curling Sheet

Curling is a sport played
on ice by two teams of four

players. The United States has
curling teams that compete
for the world championship.
Invented in Scotland hundreds
of years ago, curling is a game
of teamwork and skill. It is
also a game known for its good
sportsmanship. Players call
their own fouls and even give
up when they no longer have
a chance to win! The losers
take off their curling gloves,
congratulate the winners, and
wish them luck.
The curling playing surface is

called a sheet. This is what a
sheet looks like.
34
Name Date
Curling, Anyone? Activity Sheet
Make a List
Study the diagram of a curling sheet. What geometric figures do you see? List them here.
Use the Data Complete each sentence.
1. The length of the curling sheet is feet.
2. The sheet is feet wide.
3. The perimeter of the sheet is feet.
4. The distance from the foot score line to the hog score line is yards.
This distance is the same as feet.
5. The diameter of the house is feet. Its radius is feet.
6. To find the area in square feet of the region between hog lines, multiply
feet by feet . That area is square feet.
Make a Diagram
Measure the length
On separate paper, make a
drawing of a sports field or court
at your school. Follow these steps Measure
the width
and use the example below:
44 Measure the field or courts
length and width to the
nearest foot. Record each Measure other important lines and markers
measurement.
44 Measure all of its special parts. Record each measurement. (For example, a basketball court has a
center line at mid-court, two end lines, two sidelines, a free-throw line, and a free-throw lane.)
44 Draw the playing field on plain paper. Use a ruler or straight edge. Use a compass, if you need
to make circles. Label all measurements. Label all special parts.
44 Write a short summary of your diagram on separate paper.
44 Display your diagram and summary for others to see.
35
Name Date
1. List four geometric figures that describe the curling sheet.
Which description is the most precise?

2. What is the sheets perimeter? How did you find it?
3. What is the area, in square feet, of the region between hog lines?
4. What is the area of the entire sheet?
5. Use 3.14 for . What is the circumference of a house? What is its area?
Write About It
If you know the circumference of a circle, how can you find its diameter?
Make a Scale Drawing

Measure the length and trace the proportional
A scale drawing of a playing field number of squares based on your key.
shows the exact shape of the Measure

the width.
field. Only the size is different. On Use your
a separate paper, make a scale key to
trace
drawing of a sports field or court squares.
at your school. Follow these steps:
Measure other important lines and markers.
44 Measure the court or fields Show them on your drawing.
length and width to the
nearest foot. Record each measurement.
44 Measure all its special parts. Record each measurement. (For example, a soccer field has goal
areas, a center circle, goal lines, and a half way line.)
44 Make a rough sketch of the playing field or court.
44 Now make a scale drawing of the playing field or court. Use cm graph paper. Let 1 cm = 10
feet for a large field (like a soccer field); let 1 cm = 5 feet for a smaller one (like a volleyball
court). Write the scale at the lower left of your drawing. Make a key.
44 Label all parts. Write all actual dimensions. Display your scale drawing.
36
Name Date
Use the Data
1. What closed figures do you see in the drawing?

List as many as you can, from least specific to most specific.
2. What is the area of the sheet? What is the area not including the two houses?
3. If you use 3.14 or 22/7 = , would your answer for the area be exact or an estimate? Why?
4. If you had to find the area of the sheet in square yards, how would you do it?
5. If a diagram of the curling sheet used the scale 1 in. = 5 ft, what would be the length of the
sheet in the diagram? What would the width be?
Write About It
If you know the circumference of a circle, how can you find its radius?
Make a Scale Drawing Measure the length and trace the proportional
number of squares based on your key.
Make a scale drawing of a sports
Measure
field or court at your school. Follow
the width.
these steps: Use your
key to
44 Measure a field or courts trace
length and width to the squares.
nearest foot. Record each Measure other important lines and markers.
Show them on your drawing.
measurement.
44 Measure all its special parts. Record each measurement. (For example, a volleyball court has a
net, end lines, a center line, and a serving area.)
44 Make a rough sketch of the playing field or court. Label all parts.
44 On cm graph paper, make a scale drawing of the field or court. Choose a reasonable scale.
Label all parts. Write all actual dimensions. Include the scale you selected.
44 Display your scale drawing for classmates to see.
Answer questions your classmates may have.
37
Skill:
Solving problems
Teaching Pedicabs for Hire with money and

time
Students compare and contrast pricing schedules.

Find and compare data from two sources. X X X
Answer questions about hourly rates. X X X
Complete an hourly rates table. X
Apply new data to expand an hourly rates table. X
Describe patterns in the data table. X X

Write equations to describe pricing plans. X
Create a double line graph to represent data. X
Getting Started
Access prior knowledge by talking about pedicabs and taxicabs. Have students practice comparing and
contrasting price options to choose the better buy.

Build Background: Use the Data: Review the Use the Data: Have students
Compare and contrast information in the ads with explain what the ads show
pedicabs with taxicabs. students. Ask them to summarize and dont show. Ask them to
Analyze the Data: Review the differences in pricing. Have suggest other things a customer
the information in the ads volunteers explain items 14. For might want to know about
with students. Elicit what the item 5, review how to find the the services these companies
differences in prices are. percentage of a number (10% = 0.1) provide. Have volunteers explain
and demonstrate that to multiply their solutions to the What if?
Complete the Table: Work an amount by 0.1, we simply move questions.
through how to determine the decimal point 1 place to the left.
prices in the table. Have Write an Equation: Review
Model one way to find the total cost how to use variables. Invite
some students work with with a 10% tip: multiply the price
partners, as needed. volunteers to show and
by 1.1. demonstrate their equations.
Write About It: Focus on Complete the Table: Invite You may wish to challenge
one row of the table with students to work in pairs to students to write an equation
students. Guide them to complete the pricing table and spot describing Hals Happy Cabs
notice changes in price from the patterns it displays. prices (See Tier 2 student
hour to hour. Help them activity sheet.).
describe the patterns they Write About It: Have partners
see. focus on one row of the table at Make a Double Line Graph:
a time, looking for and describing Have students share and
Extension: Invite a patterns they see in the price describe their line graphs. Invite
volunteer to explain and changes from hour to hour. students to discuss their ideas
demonstrate how to find the about the best way to display
different prices for a 5-hour Extension: You may wish to
challenge students to come up with the pricing data.
tour.
an equation that describes each
companys pricing structure.
38
Name Date Skill:
Solving problems
with money and
Pedicabs for Hire:

time
Data Sheet
Paula and Carl have great summer jobs. They are driving for two
different pedicab companies that give tours of the city.
Pedicabs? Pedicabs are eco-friendly, low-tech means of

transportation. These sturdy vehicles are propelled by pedal
power alone. Each pedicab can seat two people comfortably.
By the end of the summer, Paula and Carl will have some cash
in the bank and a full knowledge of city sights. They will also
have much stronger leg muscles and hoarse voices!
Here are ads that Paula and Carls companies use to attract
customers. Paula pedals for Pats company. Carl pedals for Cals.
LET OUR STRONG DRIVERS The most comfortable cabs!

DO THE PEDALING!
Just sit back and relax in one of
WORRIED THAT YOURE CALS COMFY PEDICABS

MISSING KEY SIGHTS? We know the city!
OUR KNOWLEDGEABLE DRIVERS $30 for first hour
SHOW AND TELL YOU ABOUT
$5 for each addition half hour
EVERYTHING!*
NO CHARGE for blankets
NO CHARGE for bad information
$12 for first half hour
$7.50 for each additional half hour
CALL NOW!
$5 for a big warm blanket
* Jokes and clever comments are free 212-PEDAL-ME
the best ride of my life!
Sid from NJ
CALL 212-SIT-BACK
We had such a friendly driver!
for Pats Pedicabs Al and Allie Adams, Yuma, AZ
39
Name Date

Look at the two ads. They show information from
competing pedicab companies.
Use the Data
1. Which pedicab company charges $30 for the first hour of each tour?
2. Which charges $5 for a blanket?
3. Which charges $30 for a 1-hour tour plus blanket?
4. Which charges $34.50 for a 2-hour tour?
5. Which charges $50 for a 3-hour ride?
6. Which is more expensive for a 2 hour tour? How much more?
7. Which is less expensive for a 4-hour tour? How much less?
Complete the Table
Use the data from the ads to

Cost for Cost for Cost for Cost for
complete the table. For example, Pedicab
1-hour 2-hour 3-hour 4-hour
for 1 hour, Company tour tour tour tour
Pat charges $12 + $7.50 = $19.50.
Cal charges $30. Pats
$19.50
Pedicabs
Cals Comfy
$30
Pedicabs
Write About It
Study the data your table shows. Look for patterns as the costs increase.
40
Name Date

Compare and contrast the two ads. They show information from competing pedicab companies.
Use the Data
1. What does a tour for 1 hours cost with Pats Pedicabs?
2. What does that same tour cost with Cals Comfy Pedicabs?
3. What is the difference in price for a 2-hour tour,

with a blanket, with both companies?
4. What is the total cost of a 3-hour tour with

Pats company, including a $10 tip?
5. What is the cost of a 3-hour tour with Cals

company, including a 10% tip?
Complete the Table

Hals Happy Cabs is another pedicab Use the data from the ads and the new data
company. Here are Hals prices: to complete the table. For example, for 1 hour,
$15 for the first half hour Pat charges $12 + $7.50 = $19.50.
Cal charges $30.
$6 for each additional half hour Hal charges $15 + $6 + $1 = $22.
$1 tip per hour for the driver (Dont forget the tip!)
Cost for Cost for Cost for Cost for Cost for
Pedicab
Company tour tour tour tour tour
Pats Pedicabs $19.50
Cals Comfy
$30
Pedicabs
Hals Happy
$22
Cabs
Write About It tudy the data your table shows. Look for patterns as the costs increase.
S
41
Name Date

Compare and contrast the ads from two competing pedicab companies.
Use the Data

Use the data in the table and any new data provided below to answer these What if? questions.
1. What if you took a 2-hour tour with Pats Pedicabs and left a $10 tip?
What would you pay?
2. What if you took a 3-hour tour with Pats Pedicabs, paid with three $20 bills,
and gave a $5 tip? What would your change be?
3. What if the cost of your 4-hour tour plus a $10 tip came to $70?
Which pedicab company did you use?
Write an Equation
Use variables and numbers to write two equations. Let C represent the cost
for an hour and r the number of additional half hours of touring.
Show what it costs to hire one of Pats Pedicabs.
Show what it costs to hire one of Cals Comfy Pedicabs.
Make a Double
Line Graph Title:
On the grid at the right, graph the $100
costs of 1-hour, 2-hour, 3-hour, 4-hour, $90
5-hour, and 6-hour tours with both $80
pedicab companies. Use one color for $70
Pats Pedicabs and another color for Cals $60
Cost
Comfy Pedicabs. Make a ley for the line $50

color and give your graph a title. $40
$30
$20
Think About It $10
What other displays could you use

1 2 3 4 5 6
to show the same data? Which one do Length (in hours) of Tour
you think works best for comparing
prices? Explain your answer on the Key Cals Pats
back of this page.
42
Skills:
Teaching Faster and Faster!

data in decimal form and in
a double-line graph
Students solve problems based on Olympic event

data given in a table and in a line graph.
Compare, order, and compute with decimals. X X X
Calculate and analyze measures of central tendency. X X X
Generate, record, and display game data. X X X
Use metric measures of length. X X X

Summarize results using mathematical language. X X X
Analyze data to find patterns and make predictions. X X
Make a line graph. X
Getting Started
Access prior knowledge by discussing the Olympics Games and the measurements used to decide the time,
distance, weight, or score involved in winning events.

Use the Data: Explain that Use the Data: Discuss how Use the Data: Discuss
the table and graph show the table and graph show the student answers. Ask why
the same data. Review each. same data. Note that s stands for 20-year rather than 10-year,
Point out that m stands seconds. Ask: What change do intervals were used in the
for men and w stands for you notice about times from 1968 graph and table. [Olympics
women. Guide students on? Discuss the effect of improved have been held every four
to notice that times were technology on greater accuracy years except in 1938 and
measured in tenths of a in measuring time in the events. 1958.]
second until 1968, when Review range and mean, as well Play a Game: Have team
officials recorded times as how to round decimals to the members work cooperatively
to the hundredths of a nearest tenth. to measure, play the game,
second. Review range as Play a Game: Assist students record the data, as well as
the difference between the in recording as they play. If time make their line graphs. Assist
fastest and slowest winning permits, let each player make more with creating keys and lines on
times. flicks. the graph, as needed.
Play a Game: Help students Write About It: Have students Write About It: Help students
set up their lane. If time write their summaries using focus on how to use a line
permits, let each player make mathematical language. Invite graph to make predictions.
more flicks. volunteers to take 50 flicks, analyze Extension: Ask students to
Write About It: Discuss the the results, and share the findings. conduct online research about
questions to help students Extension: Ask students to other Olympic events and
focus their thinking. Then use online sources to determine their record times. Have them
have students summarize the whether winning times in other compare the results to those of
discussion in writing, using Olympic events have improved over the 100-meter dash and share
mathematical language. time. their findings.
43
Name Date Skills:
data in decimal form and in
Faster and Faster!

a double-line graph
Data Sheet
The first Olympic Games were held in Greece nearly 3,000 years ago. It
was just one race! Poets read their works aloud. There were horse races
and political meetings. This event grew into a big festival. More races
and sports were added. It went on for about 200 years. Then the ancient
Olympic Games stopped.
The modern Olympics first took place in 1896. They were held in Greece,
just like the first ancient Games. There have been Olympic Games every
four years since then. The Winter Olympic Games were added, beginning
in 1924 and also take place every four years.
The Summer Olympics now hosts more than 10,000 athletes from over 200 countries who
compete in at least 300 events. Todays technology lets millions of fans follow the events from
almost anywhere in the world.
Female athletes first

competed at the 1928 Winning Olympic Times in the 100-Meter Dash
Games. They had three

Year 1928 1948 1968 1988 2008
running races: the
100-meter, the 800- Mens Times 10.8s 10.3s 9.95s 9.92s 9.69s
meter, and the 400-
Womens Times 12.2s 11.9s 11.08s 10.54s 10.78s
meter relay. Women
also competed in the Winning Olympic Times in the 100-Meter Dash
high jump and threw 13
Winning Times in 100-Meter Dash
the discus. 12.5

12
The table and graph 11.5
show winning times 11
10.5
for the 100-meter dash
10
in 1928 and every 20 9.5
years thereafter. 9
8.5
8
0
1928 1948 1968 1988 2008
Year
Key Men Women
44
Name Date
Faster and Faster! Activity Sheet
Use the Data Complete the sentences.
1. The graph compares winning times for men and women in the dash.
2. The winning mens time in 1928 was seconds.
3. The fastest womens time in 1948 was seconds.

4. The fastest winning time was seconds. The slowest was seconds.
5. In 1988, the womens winning time was seconds slower than the mens
winning time.
6. The range of mens winning times is seconds.

The range of womens winning times is seconds.
Play a Game
Athletes usually get better with practice. Will you get

1st Flick 2nd Flick 3rd Flick 4th Flick 5th Flick
better with practice at the Checker Flick?
Player 1
Find out!
44 Make a team of four students. Player 2
44 Use chalk or tape and a meter stick. Make a Player 3
lane that is 2 meters long and 50 centimeters Player 4

wide. Mark a Start line on one end of the lane.
Mark the Finish line at the other end.
44 Place a checker just behind the Start line. Use your finger and thumb to flick it down the lane.
Aim to get as close to the Finish line as you can. Record how close you got, in centimeters.
44 Each team member flicks the checker 5 times. Record how close each flick is to the Finish line.
On separate paper, set up a table like the one shown. Record the results.
Write About It Study the team results. Answer these questions on the back of this page:
A. Who had the closest flick? How close was it?
B. What was the worst flick? How far away was it?
C. What patterns, if any, do you see? Explain.
45
Name Date
Use the Data
1. What was the difference in mens winning times from 1928 to 1948? In womens winning
times for those same two Olympics?
2. In what year was the difference in mens and womens winning times 1.13 seconds?
3. In what year was the difference in winning times the greatest?

In what year was the difference the least?
4. What is the range of winning times for men? For women?
5. To the nearest tenth of a second, what is the mean winning time for men for these five
Olympics? For women?
6. Which is more useful for finding statistics such as the range and meanthe table or the
graph? Explain.
Play a Game
Athletes usually get better with practice.
Will you get better with practice at the Player 1
Checker Flick? Find out! Player 2

44 Use chalk or tape and a meter stick. Make
Player 4
a lane that is 2 meters long and 50
centimeters wide. Mark a Start line on one
end of the lane. Mark the Finish line at the other end.
44 Place a checker just behind the Start line. Use your finger and thumb to flick it down the lane.
Aim to get as close to the Finish line as you can. Record how close you got, in centimeters.
44 Each team member flicks the checker 5 times. Record how close each flick is to the Finish line.
On a separate paper, set up a table like the one shown. Record the results.
Write About It
On the back of this page, summarize what your table shows. Include the mean distance and the
range of distances. Explain whether your results improved. How might the results differ if each
player made 50 flicks?
46
Name Date
Use the Data
1. What patterns in winning times does the table and the graph show? Write your answer on
the back of this page.
2. What change in scoring do you notice starting with the 1968 Games?
3. If you were asked to show the winning times for the years 1938, 1958, 1978, and 1998,
would you be able to do this? Why or why not?
4. What is the range of mens winning times? What is the range of womens
winning times? Compare the ranges. What do you notice about the rate of
change?
5. Study the trend in winning times. What do you predict the winning times will be for men
and for women in 2028? Explain.
Play a Game
Athletes usually get better with practice. Will you
get better with practice at the Checker Flick? Find out! Player 1
44 Use chalk or tape and meter stick. Make a lane Player 3
that is 2 meters long and 50 centimeters wide. Player 4

Mark a Start line on one end of the lane. Mark
the Finish line at the other end.
200
44 Place a checker just behind the Start line. Use 180
your finger and thumb to flick it down the lane.
Distance in Centimeters
160
140
Aim to get as close to the Finish line as you can.
120
Record how close you got, in centimeters. 100
44 Each team member flicks the checker 5 times. 80

60
Record how close each flick is to the Finish line. 40
On a separate paper, set up a table like the one 20
shown. Record the results.
Flick 1 Flick 2 Flick 3 Flick 4 Flick 5
44 Display the results in a quadruple line graph Number of Flicks
a line for each player. Key
44 Use a different color for each line. Be sure to Player 1 Player 2 Player 3 Player 4
include a key.
47
Skills:
Using fractions and percents
Teaching Community Quilt

to name parts of a whole
Students examine and analyze a 36-block

quilt to solve part/whole problems.
Use a symbol key. X X X
Sort and classify visual data. X X X
Use fractions and mixed numbers. X X X
Create a quilt on grid paper. X X X

Formulate questions based on visual data. X X
Express fractions as percentages. X X
Create and summarize a circle graph based on quilt data. X
Getting Started
Access prior knowledge by talking about quilts and quilting, as well as interpreting visual symbols. Provide
students with grid paper for them to design their own quilt blocks.

Use the Data: Demonstrate Use the Data: Review Use the Data: Ask students to
how to use the key to interpret equivalent fractions and describe how to simplify fractions
the quilt. Clarify that the 36 simplifying fractions and mixed and mixed numbers. Discuss
blocks together represent numbers using the greatest why a quilt with 36 blocks was
one whole; each block is 1/36 common factor. Clarify that the designed for this activity. [36
of that whole. Review factors 36 blocks comprise 100% of has many factors.] Discuss the
of 36 (1, 2, 3, 4, 6, 9, 12, 18, the quilt. For items 68, remind relationship between fractions and
36), equivalent fractions, and students that fractions and percentages, and the process
expressing fractions in simplest percentages can name the for finding the percentage one
form. same amounts. Ask students number is of another. Have
Make a Quilt: Brainstorm to name the percentage students identify the percentage
ideas about your community equivalents of common fractions equivalents of common fractions
before students begin. Consider ( as 50%, as 25%, and so such as thirds, fourths, sixths,
having students work with a on). eighths, and tenths.
partner. Guide them in choosing Make a Quilt: Brainstorm Make a Quilt: Brainstorm ideas
categories and icons. To ideas about your community about your community before
simplify the quilt, students can before students begin. Consider students begin. Consider having
use color codes for the blocks having students work with students work with a partner. Give
rather than icons. a partner. Give guidance on guidance on categories and icons.
Write About It: Guide students categories and icons. Make a Circle Graph: Provide a
to reread items 16 to get ideas Write About It: Guide students compass or template for students
for their own questions. Have to reread items 17 to get ideas and possibly a protractor. Help
students exchange and solve the for their own questions. Have them determine the size of each
problems they created. students exchange and solve sector. Display the completed circle
the problems they created. graphs to compare and contrast.
48
Name Date Skills:
Using fractions and percents
to name parts of a whole
Community Quilt: Data Sheet
It is Brices 100th anniversary. Local businesses and schools in Brice made a community
quilt to honor the event. Each block in the quilt shows a business or school that took part.
The Quilting Club sewed the blocks together. The quilt will hang in the Brice Town Library.
Note that you make a quilt by sewing pieces together. Each piece is a block. Use the key
below the quilt to see what the symbols in each block mean.
Books, Etc. Jeans n Tops Plaza Theater Zoller School Dr. Hart Rx Pharmacy
Buds &
Petes Pets Blooms Clothes Horse Dr. Mott Calhoun High Lopez Dental
Central Oneida
Market Mels Market Mysteries, Ink Foodland Corner Market School
Fame Hats and

Rivera High Pharmacy PuppyLand BookWorm Coats Bijou Theater
24-Hour
Dr. Flesch Lincoln High Java Cafe Coffee Bouquets Kids Klothes
Smile Kittens and

Dentistry Dr. Foote Ute High Movieland Cats Paiges Books
Key
Clothing Coffee
Bookstore Dentist
Store Shop
Movie
Doctor Florist Market
Theater
Pet Shop Pharmacy School
49
Name Date
Community Quilt: Activity Sheet
1. There are blocks in the quilt.
2. A is a symbol that stands for a .
3. A stands for a .
4. different schools made blocks for the quilt.
5. movie theaters and pet shops made blocks.
6. as many groceries made blocks as pharmacies did.
The quilt represents one whole. What fraction names each of the following parts?
Write each fraction in simplest form.
7. groceries 9. coffee shops
8. schools 10. schools and pet shops
Make a Quilt
Make your own community quilt on

the grid below. Follow these steps:
44 Pick 16 local businesses, schools,
or groups. Make categories.
44 Design a special symbol for each
category. On separate paper, make
a key for the symbols.
44 Use the symbols to fill in each
block of your quilt. Try to make a
pleasing design.
Write About It
On the back of this page, write four

questions about your quilt.
50
Name Date
1. The part made by doctors is .
2. The part made by pet shops, bookstores, and coffee shops is .
3. One of these quilts, plus all the clothing store blocks is .

4. Two of these quilts and all blocks for doctors and dentists is .
Solve the following problems.

5. What percent of the quilt is blocks for schools and pet shops?
6. What percent of the quilt is blocks for doctors, dentists, pharmacies, and groceries?
7. What percent represents one complete quilt?

What percent represents one quilt plus the part of the quilt for schools?
Make a Quilt
Make a community quilt on grid below to

honor your town or city.
44 Choose 25 local businesses,
schools, or organizations. Group
them into categories.
44 Design a special symbol for each
category. On separate paper, make
a key for the symbols.
44 Use the symbols to fill in each
block of your quilt. Try to make a
pleasing design.
Write About It
On the back of this page, write 3 fraction

and 3 percent questions about your quilt.
51
Name Date
Use the Data
A quilt represents one whole. What fraction or mixed number describes each of the following?
Give each answer in simplest form.
1. The part made by doctors, dentists, and pharmacies is .
2. The part not made by coffee shops and groceries is .
3. Two of these quilts, plus all the school blocks is .
4. One of these quilts, plus one quilt that is missing all blocks for clothing stores is
.
Solve the following problems.

5. What percent of the quilt is blocks for dentists, pet shops, and bookstores?
6. What percent of the quilt is blocks for doctors, dentists, pharmacies, and groceries?
7. If 6 fast-food restaurants wanted to add blocks to the quilt, what percent of the enlarged
quilt would be movie theater and clothing store blocks?
Make a Quilt Use these steps to plan and create your own community quilt on paper.
44 On a sheet of graph paper, outline a 5 x 6 rectangle. This is the frame for your quilt.
44 Choose 30 local schools, businesses, or organizations. Group them into at least 8 different
categories.
44 Design a special symbol for each of your 8 or more categories. Make a key for the symbols.
44 Use the symbols to fill in each block of your quilt, just as the quilt on the Data Page has.
Make a Circle Graph
Draw a large circle on the back of this page. Create a circle graph to
display the data in your community quilt.
44 Make sure that each category is represented in the graph.
44 Color or use a pattern to shade each sector.
44 Write the percentage of each category in its sector of the
graph (or outside it).
52
Skills:
Teaching Gracies Day

fractions, percents, and angle
measures
Students analyze a table and circle graph that

show how a dog spends 24 hours.
Gather data from a table and circle graph. X X X
Compare and contrast data in tables and circle graphs. X X X
Compute fractions of a number. X X X
Apply percentage concepts. X

Relate fractions and percents. X X
Understand central angles. X X
Complete a circle graph. X X
Find the percent of a number. X X
Getting Started
Access prior knowledge by reviewing the properties of circles, the uses of circle graphs and fractional
equivalents of benchmark percents commonly used, such as 50% and 25%.

Use the Data: Clarify that the Use the Data: Discuss how a Use the Data: Discuss
table and circle graph show circle graph shows parts related to item 1 together. Review the
the same data in different a whole (100%) and the relationship relationships among central
ways. A circle graph relates between the two displays and the angles, circles, and data.
parts to a whole (the full advantages of each. Talk about Point out that 360 is divisible
circle is the whole, or 100%). other kinds of data for which a by the denominators of the
Read the sections of the circle graph is useful. fractions shown. Ask: If a
circle graph as fractions or Complete a Graph: Remind circle has 360 degrees, how
percentages of the dogs day. students that there are 360 degrees big is the central angle for 1/3
Write About It: Help students in a circle. Explain that the central of it? How much is it for 2 /5?
verbalize what they see and angles that form the parts of this Ask a volunteer to explain the
how it conveys information circle represent each percent of answer to item 7.
before they write their allowance and that the greater the Make a Table: Point out that
responses. central angle, the greater the part students must convert hours
Complete a Graph: Guide of the allowance shown. Students of activities to fractions of a
students to understand that can use a protractor to check angle day.
the sum of all the fractions in measures as they label the sectors Write About It: Discuss why
the table is 1, which matches of the circle graph. Have volunteers graphs are better displays
the graph. For item 8, help explain how they use visual for certain data, while tables
students find each fraction of reasoning for the labels. more effectively show other
24 for the number of votes for Plan a Budget: Remind students to kinds. Have partners discuss
the two dogs. Also discuss find each percent of $800 to answer their ideas before writing.
the number of votes each the question.
other name received.
53
Name Date Skills:
fractions, percents, and angle
Gracies Day:
measures
Data Sheet
My dog Gracie has a great life. Each day includes only her
favorite activities. Look at the table and graph to see what I
mean.
Both show how Gracie spends a typical 24-hour day.*

Compare the table and the circle graph.
*Note that neither display shows eating times. Thats because

Gracie wolfs down her meals in no time at all!
A Day in the Life of a Dog Chewing

something
Sniffing
Fraction valuable
Activity
of Day
Sniffing 1/12
Sleeping 1/2 Staring out

a window
Playing with a ball 1/8 Sleeping
Playing
Staring out a window 1/6 with a ball
Chewing something valuable 1/8
The next time you hear sayings like treated like a dog or works like a dog, think twice about it!
54
Name Date
Gracies Day: Activity Sheet
1. There are hours in one day.
2. Gracie spends more of a day than on anything else.
3. She spends the least amount of time a day .

4. She spends the same amount of a day

as she does .
5. Gracie spends 4 hours of her day .
6. Twenty-four hours is % of a day.
7. Gracie spends % of a day sleeping.
Write About It
How can you tell by looking at the graph that Gracie spends half her day sleeping? Explain.
How does the graph show that the dog spends one-fourth of a day chewing something or playing
with a ball? Explain.
Complete a Graph Best Dog Names

Bailey
Name Fraction of Votes Pebbles
Mr. Metzgers class took a survey on dog
Bailey 1/12 Chewy
names. The table shows the results. The
Chewy 1/6
circle graph shows the same data. Use the Mugsy
Gracie 1/3
data in the table to add percentages to the Gracie
Mugsy 3/12
graph.
Pebbles 1/6
8. There were 24 students who voted
in the survey. How many votes did
Bailey get?
9. How many votes did Chewy get?
55
Name Date
Use the Data Answer each question based on the Data Sheet.
1. What is Gracies favorite activity?

What percent of her day does she spend doing it?
2. What is Gracies least time-consuming activity?

What percent of her day does she spend doing it?
3. On which two activities does Gracie spend the same number of hours?
How many hours does she spend on each?
4. Why is a circle graph useful for showing the data listed in the table?
5. How does the size of each part of the circle graph relate to the time Gracie spends on the
activities?
Complete a Graph Gracies Spending
The table to the right shows how Gracie would spend Item Part of Allowance
her allowance (if she had one). Use the data to label the Steak 45%
percentages of the circle graph below it.
Dog biscuits 20%
Plan a Budget Squeaky toys 15%
Bones 5%
What if Gracie had $800 to spend? Use the percentages
given in the table to find out how much she would spend Slippers 10%
on each of the six items listed.
Doggy magazines 5%
Doggy magazines
Steak Bones
Slippers
Bones
Dog biscuits Slippers
Steak
Squeaky toys
Squeaky toys Doggy magazines
Dog biscits
56
Name Date
Use the Data
1. How can you figure out the number of hours a day Gracie spends on each activity?
2. What fraction of a day does Gracie spend staring out the window?
How many hours is that?
3. How many hours does Gracie spend chewing?
4. On which activity does Gracie spend half the time she spends staring out the window?
Angles created around the center of a circle are called central angles.
The sum of the measures of the central angles of any circle is 360 degrees.
5. One part of the graph is formed by a central angle of 180.
Which activity does it represent? Explain.
6. One part of the graph is formed by a central angle of 30.

Which activity does it represent? Explain.
7. What if one day Gracie slept for only 11 hours but chased her tail for an hour?
What fraction of the circle graph would show the tail-chasing time?
How big would the central angle be for that section?
Make a Table How Tiger Spends His Day
The circle graph shows how Kicking Activity Fraction of Day

litter on Chasing his tail
Roys cat Tiger spends its day. floor
Use the circle graph to fill in

the table. Hiding
under bed
Write About It Scratching Sleeping

furniture
On the back of this page,
summarize what your graph Purring
and table show. Then compare

and contrast Tigers day with
Gracies day. List your ideas.
57
Skills:
Teaching Cooking Cornbread

fractions, proportions, and
standard measurements
based on a recipe
Students examine and analyze a recipe for

cornbread and its cooking instructions.
Read and interpret a recipe. X X X
Multiply fractions and mixed numbers. X X X
Use proportional reasoning. X X X
Complete a function table. X X

Work with standard units of capacity. X X X
Follow a recipe. X X X
Describe a process using mathematical language. X
Getting Started
Access prior knowledge by discussing how to follow a recipe, be safe in a kitchen, and use standard units of
measure for capacity.

Use the Data: Review Complete the Table: Review Use the Data: Review
standard measures standard measures of capacity, standard measures of capacity,
of capacity and their relationships among them, and their relationships among them, and
abbreviations. Show abbreviations. Show examples of their abbreviations. Discuss using
examples of capacity capacity measurements. Discuss equal ratios to solve items 17.
measurements. Review how to use equal ratios to adjust Guide students to round their
that the diameter of a the recipe for different numbers of answers to items 5 and 7. Have
circle is like a line through servings. Focus on the first row of the students explain their solutions.
its center and show how table. Explain that since 16 servings Write About It: Invite the group
to measure the diameter is twice the number of servings in the to discuss this question together
of a 10-inch skillet. recipe, the amount of each ingredient before they write. Then have a
Adjust the Recipe: needs to be doubled. Work through volunteer demonstrate his or her
Model how to double some computations as a group. For method to classmates.
and triple the recipe. example, for doubling the eggs, write
the proportion 2 cups/8 servings = Make a Batch: Send the recipe
Work through multiplying home with students and invite
(or repeatedly adding) n cups/16 servings. Have partners
complete the table. Provide help with feedback from them.
fractions and mixed
numbers, as needed. writing proportions and performing Extension: Challenge students
Provide examples of fraction calculations, as needed. to list the steps in order for a
fractions students can Add Ingredients: Discuss solution simple task, such as making a
manipulate. methods for items 15 with the group, bowl of cereal with banana, or
as needed. brushing their teeth. Then have
Make a Batch: Send them scramble the steps and
the recipe home with Make a Batch: Send the recipe ask a classmate to order them
students and invite home with students and invite correctly. Talk about the process.
feedback from them. feedback from them.
58
Name Date Skills:
fractions, proportions, and
Cooking Cornbread:
standard measurements
based on a recipe
Data Sheet
Its cowboy day at Mos school. Shes fixing to make a batch of good
old-fashioned cornbread. Shes hoping that Lefty, Slim, Junior, Tex,
and all her other pals will fix grub every bit as tasty! Yee-hah!
Old-Fashioned
Skillet Cornbread
Recipe makes 8 servings
Ingredients Steps
1 cups cornmeal
1. Preheat oven to 425F. Position baking rack in the
(yellow or white)
middle. Heat skillet in the oven for 10 minutes.
1 tablespoon sugar
2. As skillet heats up, blend all dry ingredients in a
teaspoon baking soda mixing bowl. Set aside.
teaspoon salt 3. Whisk together eggs and buttermilk in another
2 large eggs, beaten bowl. Set aside.
1 cups buttermilk 4. Using oven mitts, carefully remove hot skillet from
oven. Add butter to skillet so it can melt. Swirl
4
ounces butter (salted or
skillet to coat the bottom and sides. Dont worry if
unsalted)
the butter starts to turn brown.
5. Pour melted butter into egg and buttermilk

Cooking Tools mixture. Whisk together quickly. Set aside.
Measuring cups and spoons
6. Return coated skillet to oven.
Mixing bowls
7. Blend together wet and dry ingredients until evenly
M
ixing spoon and whisk moist but lumpy. Do NOT overmix.
(or fork)
8. Pour batter into hot skillet. Bake until golden
10-inch diameter cast-iron skillet brown, 2025 minutes.
Oven mitts
9. Turn cornbread out onto a wire rack and let cool.
Wire cooling rack When its ready, slice and serve. Eat and enjoy!
Knife for slicing
59
Name Date
Cooking Cornbread: Activity Sheet
Use the Data Complete each sentence about the recipe.
1. This recipe makes servings.
2. The cornbread is made in a .
To make this cornbread, you will need:

3. different kinds of ingredients.
4. cups of cornmeal.
5. ounces of butter.
6. cups of buttermilk.
7. eggs.
8. a skillet with a -inch diameter.
You also will need to

9. preheat the oven to F.
10. bake the cornbread for minutes.
Adjust the Recipe
If you have 16 students in your class, you must double the recipe to feed them all. Complete
the table to show how much of
People Served Cornmeal Sugar Eggs
each of ingredient you will need.
16
If there are 24 students
in your class, show
People Served Baking Soda Buttermilk Salt Butter
how much of each
ingredient you will need. 24
Make a Batch Try this recipe at home with permission and help from an adult. Read the recipe.
Gather all ingredients and cooking tools before you start. Then follow the directions. Enjoy!
60
Name Date
Complete the Table
Use the information in the recipe to complete the table. To figure out how much of each ingredient
you would need to serve different numbers of people, remember to use equal ratios.
Servings Baking Soda Buttermilk Salt Butter Sugar Eggs Cornmeal

16
24
32
20
4
Add Ingredients
You can vary how cornbread tastes by adding other ingredients to the batter. Here are some ideas:
44 Spicy: Add cup chopped jalapeo peppers. 44 Sweet: Add 1 tablespoon honey or molasses.
44 Chewy: Add cup corn kernels. 44 Colorful: Add cup chopped red bell pepper.
Use the two measurement facts below to answer items 15.

1 cup = 8 ounces tablespoon = ounce
1. How many tablespoons are in 1 cup?
2. How many cups of chopped jalapeo peppers do you need for 8 wedges of spicy
cornbread? For 24 wedges?
3. How many ounces of jalapeo peppers is used for 8 wedges? For 24 wedges?
4. How many ounces of honey do you need for 8 sweet wedges? For 16?
5. For 32 colorful wedges, how many ounces of red pepper do you need?
Make a Batch
Try this recipe at home with permission and help from an adult. Read the recipe. Gather all
ingredients and cooking tools. Then follow the directions. If you add any extra ingredients,
do so after Step 7. Good luck!
61
Name Date
Use the Data
Use the recipe and any new data given to answer each What if? question.
What if
1. you wanted to make enough cornbread for 16 servings?
How much buttermilk would you need?
How much cornmeal?
2. you needed enough cornbread to serve 24 people?

How many eggs and how much sugar would you need?
3. you wished to make cornbread for 4 people?

How many eggs and how much sugar would you need?
4. you used 3 teaspoons of baking soda to make your cornbread?

How many servings did you make?
5. you wanted to make enough cornbread for your whole class?

How much of each ingredient would you need?
6. adding a tablespoon of honey would sweeten a batch of cornbread? If 1 tablespoon = oz,

how many ounces of honey are needed to sweeten 32 servings?
7. adding cup of chopped red peppers would make a batch of cornbread more colorful?
How much red pepper would you need to make colorful cornbread for your whole class?
Write About It
Explain how to use equal ratios to figure out how much of each ingredient you need for more than
8 servings and less than 8 servings.
Make a Batch
Try this recipe at home with permission and help from an adult. Read the recipe. Gather all
ingredients and cooking tools. Then follow the directions. Happy eating! If you add any extra
ingredients, do so after Step 7. Good luck!
62
Skills:
Solving problems about
Teaching Taking a Spin

outcomes and probabilities
using game spinners
Students compare, contrast, and analyze

three different game spinners.
Find possible outcomes. X X X
Conduct a probability experiment with spinners. X
Display results in a frequency table. X
Solve problems about outcomes or probabilities. X X X

Design spinners that reflect given probabilities. X X
Explain solution strategies in writing. X
Find the probability of two or more independent events. X
Getting Started
Access prior knowledge by discussing chance and outcomes in familiar games and terms used for
probability, such as likely, unlikely, certain, possible, and impossible.

Find the Outcomes: Define Find the Outcomes: Review Find the Probability: Define
outcome. Discuss what outcomes and what makes probability as favorable outcomes
makes an outcome more or outcomes equally, more, or (numerator of fraction) out of all
less likely, and what equally less likely. Discuss outcomes possible outcomes (denominator).
likely outcomes are. Discuss that are impossible and Use probability notation, such as:
some impossible outcomes certain. Help students make P(3) = probability of spinning a 3;
for these spinners and why lists or tree diagrams to solve P(even number) = probability of
the outcomes are equally items 34. spinning an even number. Review
likely for Spinners A and B. Find the Probability: Define inequality symbols. In items 59,
Do an Experiment: Clarify probability as favorable students find the probability of two
the details of the experiment. outcomes (numerator of or more independent (mutually
Have students work in pairs fraction) out of all possible exclusive) events. Explain that one
or small groups. You might outcomes (denominator). outcome does not affect another,
provide ready-made spinners such as spinning a spinner and
Design a Spinner: You picking a card.
like Spinners A and B for may have students work
each team. Review using in pairs. They should use Write About It: Discuss why there
tally marks. Point out that a straightedge to draw the are a total of 48 ways to reach all
the Frequency column will sections of their spinners. possible sums. [4 x 3 x 4]
show the total of the tallies Encourage them to use a Design Spinners: You may have
for each sum. protractor to draw sectors at students work in pairs. Encourage
Summarize the Results: correct degree measures or them to use protractors to find
Talk about outcomes before guide students to use visual the exact degree measures of the
students summarize the reasoning to estimate the sectors. Have students compare their
results. sizes of the sectors. spinners and explain their strategies.
63
Name Date Skills:
Solving problems about
outcomes and probabilities
Take a Spin:
using game spinners
Data Sheet
Chauncey Spinnaker does not like to spin his wheels. He

hates to spin out of control. He likes to spin tall tales and he
really likes taking a spin on his skateboard.
Best of all, he loves to make spinners and play games with

them. His nickname at school is Dr. Chance.
Here are three spinners Chauncey made. He will use them

at his schools annual Math Games Day.
Spinner A Spinner B
1 2
1 2
4 3
3
Spinner C
4
4
1
3
2
64
Name Date
Taking a Spin: Activity Sheet
Spin the Spinners
Each spin of a spinner is an experiment. Each possible result of an experiment is called an

outcome. Solve these problems.
1. You spin Spinner A. What are all the possible outcomes?
2. Are all outcomes equally likely for Spinner A? Explain.
3. If you spin Spinner B, which is not a possible outcome: 1, 2, 3, or 4?

Why?
4. What are all the possible outcomes when you spin Spinner C?
Are all these outcomes equally likely? Why?
5. If you win a game when you get the most 3s in 10 spins, would you want to use Spinner A,
Spinner B, or Spinner C? Why? Explain your thinking.
Do an Experiment
Suppose you spin both Spinners A Sum Tally Frequency

and B and add the two numbers you
get. List all the possible sums here.
Now guess which sum you will spin the

most often in 25 spins. Guess:
Write each sum you listed above in the
Sum column of the table to the right.
Using separate paper and materials, make spinners like Spinners A and B. Then spin Spinner A and
Spinner B for a total of 25 times each. Tally the sum you get each time you spin the two spinners.
Fill in the Frequency column with the total for each sum after you finish all 50 spins.
Summarize the Results
On separate paper, summarize. Use these questions as a guide: Which sum did you get most often?
Which sum did you get least often? How did the results of the experiment compare with your guess?
65
Name Date
Spin the Spinners

1. You spin Spinner A. List all the possible outcomes.
Are all outcomes equally likely? Explain.
2. You spin Spinners A and B and add the two numbers. What are all the possible sums?
Which sum would you expect to get most often in 25 spins? Why?
3. If you spin all the spinners and add the three numbers you get, what sums are possible?
(Hint: Make a diagram or list.)
4. Use your diagram or list from item 3. Which sum do you think would come up most often?
Least often? Why?
Find the Probability
5. You spin Spinner A. What is the probability of spinning a 1?

a 4? a number less than 4?
6. You spin Spinner B. What is the probability of spinning an odd number?

an even number?
7. Use Spinner B. What is the probability of spinning a 5? Why?
8. Which spinner gives the least probability of spinning a 3? Why?
Design a Spinner Spinner
Make the spinner described below in the empty circle.
44 Make 3 sections.
44 Label them R, Y, and G.
44 Make the probability of spinning R = .
44 Make the probability of spinning Y = .
44 Make the probability of spinning G = .
44 Draw the pointer.
66
Name Date
Find the Probability

1. You spin Spinner A. What is P(3)? What is P(even number)?
2. You spin Spinner B. What is P(odd number)? What is P(even number)?
3. For which spinner is P(4) = 0?
4. You spin Spinner C. What is P(<2)? What is P(<3)?
5. You spin Spinners A and B. What is the probability of spinning (1, 3)?
6. You spin Spinners A and B. What is the probability of spinning (2, odd number)?
7. You spin Spinners B and C. What is the probability of spinning (1, 1)?
8. You spin Spinners A and C. What is the probability of spinning (4, 1)?
Of spinning (1, 4)?
9. You spin Spinners A, B, and C. What is the probability of spinning (1, 1, 1)?
Of spinning (4, 4, 4)?
Write About It
44 What if you spin all 3 spinners and add the 3 numbers you get?
44 What is P(sum of 3)?
44 What is P(sum of 7)?
44 Explain how you determined your answer.
Design Spinners
Use a compass and straightedge to sketch the spinners described. Use a separate page.
Spinner 1 has 4 sections. Spinners 2 and 3 have different numbers

The probability of spinning one of the of sections. But for each spinner, the
sections is 3 times that of spinning any probability of spinning 1, 2, or 3 = 1/3.
other section.
67
Skills:
Teaching Looking Up
coordinate geometry
Students examine a representation of a constellation,

as plotted with ordered pairs on a coordinate grid.
Identify points and coordinate pairs. X X X
Identify plane figures formed by connecting ordered pairs. X
Plot and connect ordered pairs. X X X
Understand and plot transformations. X X

Use integers in the coordinate plane. X X
Use mathematical language to describe transformations. X X
Getting Started
Access prior knowledge by discussing constellations and mythology, as well as coordinate geometry.

Use the Data: Model Use the Data: Review how to plot Use the Data: Review that
how to plot points given points on a grid and how to identify in a coordinate pair, the first
ordered pairs, and identify coordinates. Remind students that number is the x-coordinate
ordered pairs given points in an ordered pair (coordinate pair), and the second is the
on a grid. Review that in an the first number is the x-coordinate y-coordinate. Discuss that
ordered pair (coordinate and the second is the y-coordinate. the x-coordinate gives
pair), the first number is the Identify x- and y-axes and the origin the number of units left or
x-coordinate and the second (0, 0). Help students interpret the full right of the y-axis and that
is the y-coordinate. Remind coordinate plane. Identify the four the y-coordinate gives the
students to go Over, then quadrants and discuss similarities number of units up or down
up. Identify x- and y-axes. and differences among them. Clarify from the x-axis. Review the
Explain that the x-coordinate that the x-coordinate gives the features of a coordinate
tells the number of units from number of units to the left or right of plane. Identify the four
the y-axis; the y-coordinate the y-axis; the y-coordinate gives the quadrants. Ask questions
tells the number of units from number of units above or below the such as: In which quadrant
the x-axis. x-axis. Ask: What can you say about do you find (-3, 4)? [II]
Identify the Figures: every point that lies along the x-axis? Reflect an Image:
Review classifying angles [y-coordinate = 0] Discuss the distinctions
by degree measures and Slide an Image: Review different among translations (slides),
polygons by their number of transformations, focusing on reflections (flips), and
sides. Explain that students translations. Extend by having rotations (turns). Ask: In
must connect the last and students identify Leos location if he which kind of transformation
first letters to close each were translated 5 units down. is a figure turned around a
figure in items 1719. Write About It: Have students use center point? [rotation]
Make a Constellation: precise mathematical language. Write About It: Have
Review the (x, y) order of a students use precise
coordinate pair. mathematical language.
68
Name Date Skills:
coordinate geometry
Looking Up: Data Sheet
Where can you find a horse, a hunter, a crab, a hare, a harp, or

a bear? Look in the night sky! Use your imagination, and you may
see what people have seen for thousands of years: constellations.
These are groups of stars that represent the shapes of known things.
How many constellations can you name?
Look at the grid. Points AO show the positions of the key stars that
form a constellation. When connected as shown, they form Leo the
Lion. Leo lies between Cancer to the west and Virgo to the east.
Use an ordered pair to
name points on a grid. The
ordered pair (8, 3) names
12
point I.
11
10
8 @ D
7 = B C
6 : <
5 ?
4 6 9
3 7 ; > A
1 8
0 1 2 3 4 5 6 7 8 9 10 11 12
69
Name Date
Looking Up: Activity Sheet
Use the Data An ordered pair names a location. The ordered pair (2, 3) names Point B.
Write the ordered pair that names each point.
1. A 2. D 3. H 4. L 5. O
The ordered pair (10, 7) names Point M. Name the letter for each point.
6. (2, 3) 7. (3, 6) 8. (7, 6) 9. (8, 5) 10. (11, 7)
11. Find point E. What two ordered pairs name points that are the same distance from
the y-axis as E is?
12. What letter names a point on the y-axis?
13. What letter names a point that is the same distance from both axes?
Identify the Figures
Write acute, right, or obtuse to describe each angle on the Data Sheet.
14. AED 15. ABC 16. DEG
18
Make a Constellation 17
16
Use the grid. 15
14
44 Plot points A through F. 13
A (2, 2) D (12, 9) 12
B (4, 12) E (18, 11) 11
10
C (9, 9) F (17, 5)
9
44 Connect the points like this: 7
6
A C D E
5
B C D F 4
C D 3
1
Look at the figure. Can you see a crab?
It is the constellation Cancer, the crab. 0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
70
Name Date
Use the Data An ordered pair names a location. The ordered pair (2, 3) names Point B.
Write the ordered pair that names each point.
1. A 2. D 3. H 4. L 5. O
The ordered pair (10, 7) names Point M. Name the letter for each point.
6. (2, 3) 7. (3, 6) 8. (7, 6) 9. (8, 5) 10. (11, 7)
11. How would you describe all points that have the same x-coordinate?
12. What is true about a point that lies along the y-axis?
13. How would you describe a point that has the same distance from both axes?
Slide an Image
y
QuadrantII QuadrantI
The Data Sheet shows how Leo looks 12
when you plot it in Quadrant I of the 11
coordinate plane. In a translation (or

10
slide), every point in a figure moves the 8
same distance and in the same direction. 7
6
Make the 4-quadrant coordinate grid on 5
graph paper. Plot Leo (as shown on the 4
3
Data Sheet) in Quadrant 1. Slide Leo to 2
the left by 5 units. Plot each new point. 1
x
Then write the ordered pair for the new -12 -11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10 11 12
-1
location of each point that forms Leo -2
(A to O) after the slide. -3
-4
-5
Write About It -6
-7
What if you slid Leo to the left 5 units and -8
-9
down 5 units? How would you describe -10
Leos new position? Use the back of -11
this page. Name the quadrants in your QuadrantIII

-12
QuadrantIV
explanation.
71
Name Date
Use the Data Write the ordered pair that names each point.
1. A 2. (3, 4) 3. H 4. (8, 5)
5. What can you say about all points that are the same distance from the y-axis?
6. What can you say about a point along the y-axis?
7. What can you say about a point that is the same distance from both axes?
8. Look at the coordinate plane below. In which quadrant are the x-coordinates of an ordered
pair always negative and the y-coordinates always positive?
In which quadrant are both x-and y-coordinates always negative?
Slide an Image
The Data Sheet shows how Leo looks
when plotted in Quadrant I of the y
QuadrantII QuadrantI
coordinate plane. In a reflection, a
12
figure is flipped over a line to form 11
its mirror image. Make a 4-quadrant 10
9
coordinate grid on graph paper. Plot 8
Leo (as shown on the Data Sheet) in 7
Quadrant 1. Reflect Leo over the x-axis. 6
Plot each new point. Then write the 4
ordered pair for the new location of 3
2
each point (A to O) that forms Leos 1
reflection. -12 -11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7 8 9 10 11 12

x
-1
-2
-3
Write About It -4
-5
What if you flipped Leo over the x-axis -6
and then slid him 3 units to the left? -7
-8
How would you describe Leos position -9
now? Use the back of this page. Name -10
-11
the quadrants in your explanation. -12
QuadrantIII QuadrantIV
72
Skills:
Describe data in a table using
Teaching Windmills and integers
Wishing Wells
Students examine a miniature golf scorecard and
perform computations based on it.
Read and interpret data in a golf scorecard. X X X
Solve problems based on a given data. X X X
Express scores using integers. X X X

Use logical reasoning to complete a scorecard. X X X
Compute with integers. X X
Situational problem solving: create a scorecard. X
Getting Started
Access prior knowledge by talking about students experiences with miniature golf, as well as scoring in golf.

Use the Data: Discuss the Use the Data: Define mulligan as Use the Data: Define mulligan
scorecard. Explain that in a free shot (also known as a do- as a free shot (do-over) a golfer
golf, a lower score is better over) a golfer takes after a bad one takes after making a bad one.
because it means that fewer and duffer as an unskilled golfer. Clarify that in golf, a low score is
strokes were used to put the Clarify that in golf, a lower score is better than a high one. Discuss
ball in the hole. For a hole better because it means that fewer the scorecard using golf terms.
that is a par 3, ask: What strokes were used to put the ball Ask: What is the difference in
score is par? [3] What score in the hole. Discuss the scorecard strokes between an eagle and a
is an eagle, a birdie, a bogey, using golf terms. For instance, refer double bogey? [4]
and a double bogey? [1; 2; 4; to a hole with a par 4. Ask: What What if? Have students explain
5] score is a par, an eagle, a birdie, a their solutions.
Show the Score: Discuss bogey, and a double bogey? [4, 2,
3, 5, 6] Make a Scorecard: Consider
integers (positive and negative having students work in pairs
whole numbers and 0). Show Complete the Scorecard: to complete this task. Have
integers on a number line or Review the meaning of integers. students follow the tips, but
a thermometer. Ask: Which is Ask: Which is a better golf score: point out that there are many
a better golf score: +3 or -3? -3 or -1? [-3] How many strokes acceptable solutions.
[-3] better is it? [2 strokes] Have
students rephrase items 59 using Extension: Challenge students
Complete the Scorecard: to design their own miniature golf
Guide students first to integers. Have students first write
in each players total score, then fill hole on graph paper. Have them
record the total score for choose and draw obstacles,
each player, and then fill in in the given information, and last,
work backwards to find missing consider the angles formed by
the given information before the borders along the edges;
determining the missing scores.
determine par; and make up a
scores. Invite students to Write About It: Invite students to whimsical name for the hole.
share their thinking. work in pairs to complete this task.
73
Name Date Skills:
Describe data in a table using
integers
Windmills and
Wishing Wells: Data Sheet
Can you name a sport in which players compete against clowns,

volcanoes, castles, and maybe an alligator?
If you say miniature golf, youre par for the course!
Also known as putt-putt, mini-golf, or Tom Thumb golf,

miniature golf has been around for nearly 100 years. Its not just a
silly family sport. Pros play in big-money matches. One day, this
game may even become an Olympic event!
Four teens play the first 9 holes of the North Course at Mulligan
Stus Mini-Golf. Their completed scorecard is below. It shows par
for each hole. It shows the score each player got on each hole.
Finally, it shows the total 9-hole score for each player.
Mulligan Stus North Course
Hole 1 2 3 4 5 6 7 8 9 Total
Par 3 2 2 3 2 3 2 3 3 23
Juan 4 3 2 5 3 3 3 2 4 32
Keisha 4 2 3 4 4 3 4 3 4 31
Ben 5 4 3 6 4 3 4 3 2 34
Maggie 3 2 2 2 3 4 1 2 3 22
Golf scoring:
44 Each swing of the club is called a stroke. 44 A birdie is a score of 1 stroke under par.
44 Par is the expected number of strokes An eagle is a score of 2 strokes under
a player should take in order to sink par.
the ball in the hole. Par is based on the 44 A bogey is a score of 1 stroke over par.
length and difficulty of the hole. 2 strokes over par is a double bogey;
3 strokes over, a triple bogey.
74
Name Date
Windmills and Wishing Wells:

Activity Sheet
Use the Data Use the scoreboard to answer the questions.
1. What do the columns of the scorecard show?

What does each row show?
2. What is par for the first 9 holes?

Which player had a total score that was under par?
3. Which player birdied the 9th hole?
4. How many holes did Keisha par on the front nine?
5. Which player had a total score that was 8 over par?
Show the Score You use integers to record golf scores.
44 Record a score of 1 under par as -1. You shoot 30. Par = 32.
So your score is -2, or 2 under par.
44 Record a score of 1 over par as +1. You shoot 35. Par = 32.
So your score is +3, or 3 over par.
Use integers to solve these problems.

6. How would you show Bens total score?
7. What integer describes Juans score on the 8th hole?
Complete the Scorecard Duffers DelightUpper Course

Use the facts below to
Hole 1 2 3 4 5 6 7 8 9 Total
complete Remys scorecard.
Par 3 2 3 3 2 3 4 3 4 26
44 Remy was -1 on the Remy 3 3 3
first 9 holes. He got a
hole-in-one on hole 2.
44 He got birdies on the 3rd and 9th holes.
44 He got a bogey on the 1st hole. He shot par on all other holes.
75
Name Date

Activity Sheet
Use the Data Use the scoreboard to answer the questions.
1. What do the columns of the scorecard show?

What does each row show?
2. What is par for the 9 holes?
3. Which player had the most pars?
4. Which player had the most double bogeys?
5. Which player shot a total score of 1 under par?
6. On which hole did the players shoot a combined score of 6 over par?
Show the Scorecard You use integers to record golf scores.
44 Record a score of 1 under par as -1. You shoot 30. Par = 32. Your score is -2.
44 Record a score of 1 over par as +1. You shoot 35. Par = 32. Your score is +3.
Use the facts below to complete the scorecard.

44 Amir shot +5. He got a hole-in- Duffers DelightLower Course
one on the 5th hole.
Hole 1 2 3 4 5 6 7 8 9 Total
44 He got bogeys on the 1st and
Par 3 2 3 3 2 3 4 2 3 25
9th holes. He double bogeyed
Amir 4 3 4
the 7th hole.
Rosie 2 2 4 3
44 He parred the 2nd hole and
birdied the 4th hole.
44 Rosies total score was 2 strokes lower than Amirs. She needed two more strokes than
Amir on the 5th.
44 She parred the 7th hole and birdied the 3rd hole. She triple-bogeyed the last one.
Write About It
If you play the Lower Course at Duffers Delight and get a 3 on every hole, how did you play?
Write on the back. Give your total score. Tell how many pars, birdies, and bogeys you got.
76
Name Date

Activity Sheet
Use the Data Use integers to record golf scores.
44 1 under par = -1 You get 30. Par = 32. Your score: -2.
44 1 over par = +1 You get 35. Par = 32. Your score: +3
1. Which player shot a score of -1?
2. Who had the most double bogeys?
3. On which hole did the players shoot a combined score of +5?
4. Which hole proved to be the hardest for the players?

How do you know?
What If Jerome and Anna played the North Course at Mulligan Stus.
5. If Jerome had 3 pars, 5 birdies, and a bogey during his round, what was his score?
6. What if Anna had 5 pars and 3 times as many bogeys as birdies? How would her score
compare with Jeromes?
Make a Scorecard Make a 9-hole mini-golf scorecard for two players on a separate paper.
44 Name your course. Name the two players. Write the course When you add up the
44 Set par for the course between 21 and 27. name at the top. par for each hole, your
number here should
44 Choose pars for each hole that range be 2127
Write player
from 2 to 4. Include at least 2 of each names here.
______________________________
par. Mix them up!
44 Fill in the scorecard so that each Hole 1 2 3 4 5 6 7 8 9 Total
Par
player shoots par, except
44 Give each player at least one of each
kind of score: an eagle, a birdie, a par,
a bogey, and a double-bogey. Write a par of 24 for each
hole in the boxes in this row.
77
Answer Key
Amazing National Parks Tier 2, page 26: Use the Data: 1. Yes. The total is $28.23 2. No.
The total is $27.90 3. Yes. She could get either a Single-Scoop
Tier 1, page 10: Use the Data: 1. Big Bend 2. Everglades; 1934 sundae, a Major League Cookie, or a Dugout Donut. 4. Infield Iced
3. Petrified Forest 4. Denali 5. Mammoth Cave, Mesa Verde 6. Tea 5. $52.15 - $18.17= $33.98 6. Balk Burger and Pitchers Pie;
Mammoth Cave, Shenandoah 7. Grand Teton, Arches; Make a Table: Juice Up the Menu: Answers will vary. Check student problems.
Check student tables; Write About It: Answers will vary. Order for a Group: Answers will vary. Check student work.
Tier 2, page 11: Use the Data: 1. Grand Teton, Arches 2. Mammoth Tier 3, page 27: Use the Data: 1. $1.64 2. $33.11 3. $2.64; 10
Cave 3. 4,708,051 acres 4. Big Bend, Shenandoah 5. Kings Canyon, 4. Pop Fly Popcorn and Scoreboard Soda; Make Your Choices: 5. 8
Petrified Forest 6. Kings Canyon, Acadia; Make a Graph: Answers will 6. 49 7. 24 8. 1/7 9. 1/36; Create a Menu: Answers will vary.
vary. Check student graphs; Write About It: Sample answers: number of
visitors each year, number of park rangers, kinds of activities, closest airport
Tier 3, page 12: Use the Data: 1. Acadia, Mesa Verde, Mammoth Time for a Tour
Cave 2. 4th, after Denali, Everglades, and Big Bend 3. Only the mean Tier 1, page 30: 1.Grand Avenue 2.Travertine 3. 30 4. 3 hours; $165
would change. 4. It would change the mode of the data to 1929. 5. 5. $12.50 6. 1 7. Discovery 8. 3; Write About It: Answers will
Sample answer: about 400; Create the Question: Answers will vary. vary; Complete the Table.
Sample questions: 6. In what year were Mammoth Cave and Shenandoah

authorized as national parks? 7. How does the size of Arches compare with Cave Tour Tour starts Tour ends
the size of Petrified Forest? Write About It: Answers will vary. Frozen Niagara 8:30 am 10:30 am
Violet City Lantern 2:20 pm 5:20 pm

On the Road Grand Avenue 11:30 am 4:00 pm
Tier 1, page 15: Use the Data: 1. 858 2. Houston to Phoenix 3.
Trog noon 2:30 pm
300 4. 1,673 5. Washington, D.C. to New Orleans 6. 3,026; Write
About It: Answers will vary; * Choice 1: St Louis, Denver, Salt Lake Travertine 11:45 am 1:00 pm
City, Seattle 2,216 miles; Choice 2: St Louis, Denver, Phoenix, San Discovery, then Historic 12:45 pm 3:15 pm
Francisco, Seattle 3,229 miles; Choice 3: St Louis, Phoenix, San
Francisco, Seattle 3,066 miles. Tier 2, page 31: Write About It: Answers will vary. Check student
summaries; Use the Data: 1. Violet City Lantern, Gothic Lantern
Tier 2, page 16: Use the Data: 1. It shows driving distances between
or Trog, Cleveland Avenue 2. 12:50 pm 3. 5 miles; 5 hours,
cities. Sample answer: It doesnt show names of highways linking the
40 minutes; $82.50 + $70 = $152.50 4. Answers will vary.
cities. 2. 2,200 3. 489 miles 4. about 36 gallons 5. about 12 hours
Check student figures and computation.
6. $110; Use Time Zones: 7. about 6:00 a.m. on Friday 8. Sample
solution: I divide the total driving distance by 65, round the answer, add Complete the Table:
sleeping hours and stopping hours, and then add 2 hours for the difference
Cave Tour Class arrives Tour starts Tour ends
in time zone.
Tier 3, page 17: Use the Data: 1. San Francisco to Phoenix to St. Gothic Lantern 9:00 am 9:20 am 11:20 am
Louis 2. Answers should be in the range of 850 miles 3. 15 hours 4. 21 Historic 3:00 pm 3:20 pm 5:20 pm
hours 5. $194; Write About It: Answers will vary; Make an Itinerary:
Grand Avenue 2:00 pm 2:20 pm 6:50 pm
Answers will vary.
Trog 11:40 am Noon 2:30 pm
Pet Pen Products Frozen Niagara 10:40 am 11:00 am 1:00 pm
Tier 1, page 20: Use the Data: 1. Quacking Duck Toy 2. 10 3. Tier 3, page 32: Use the Data: 1. Travertine, Gothic Lantern, Frozen
Hermit Crab Exercise DVDs 4. Hermit Crab Exercise DVDs 5. 165 Niagara, Discovery; $24 2. $110 3. 11 2 miles; 2 hours; $285 4. about
6. Parakeet Microphones; Make a Pictograph: Answers will vary. 4.75% (based on 300 miles as total length); Write About It: Answers
Check student pictographs; Write About It: Problems will vary. Check will vary. Check student questions; Make a Schedule: Answers will vary.
student answers. Check student schedules.
Tier 2, page 21: Use the Data: Summaries will vary. Check student
work; Make a Bar Graph: Check that the data shown in student graphs Curling, Anyone?
match the data in the frequency table; Write Two Problems: Problems
Tier 1, page 35: Make a List: Possible answers: plane, line segments,
will vary; check student answers.
parallel lines, perpendicular lines, angles, polygons, rectangles,
Tier 3, page 22: Use the Data: 1. 84 2. $336 3. $360 4. 48n + quadrilaterals, parallelograms, circles; Use the Data: 1. 146 2. 14 3.
34m; Write About It: Problems will vary; Make a Double Bar Graph: 320 4. 11; 33 5. 12; 6. 72, 14, 1,008; Make a Diagram: Answers will
Answers will vary. Check student bar graphs. vary. Check student drawings, labels, and measurements.
Tier 2, page 36: Use the Data: 1. polygon, quadrilateral,
Peanuts! Popcorn! parallelogram, rectangle; rectangle 2. 320 feet; I added twice the
length and twice the width. 3. 1,008 square feet 4. 2,044 square
Tier 1, page 25: Use the Data: 1. Triple-Decker Sandwich, Plate feet 5. 37.68 feet; about 113.04 square feet; Write About It: You can
Tacos, Balk Burger with cheese 2. Homer Hot Dog, Ball Four divide the circumference by (3.14); Make a Scale Drawing: Answers
Burrito, Balk Burger (no cheese), Chicken Wings 3. Ball Four will vary. Check student drawings, labels, and measurements.
Burrito, Balk Burger, Plate Tacos, Balk Burger with cheese
4. Triple-Decker Sandwich 5. Balk Burger and Scoreboard Soda; Tier 3, page 37: Use the Data: 1. polygon, quadrilateral,
$.55 6. b; $8.72; Find the Price: 7. $48.75 8. $19.45; Choose the parallelogram, rectangle; concentric circles, circle 2. 2,044 square
Operation: 9. addition and subtraction 10. Add all the prices. feet; 1,817.92 square feet 3. It will be an estimate because the value
Then divide the sum by 4. of pi has been rounded. 4. Divide the measure in square feet by
78
9. 5. 29.2 inches; 2.8 inches; Write About It: You can divide the Community Quilt
circumference by ; then divide the quotient by 2 (or divide by 2 );
Make a Scale Drawing: Answers will vary. Check student drawings, Tier 1, page 50: Use the Data: 1. 36 2. pet shop 3. florist 4. 6
labels, and measurements. 5. 3.3 6. approximately there are 2 pharmacies and 5 groceries
7. 5 36 8. 1 6 9. 1 18 10. 1 4; Make a Quilt: Check student quilts;
Write About It: Answers will vary.
Pedicabs for Hire
Tier 1, page 40: Use the Data: 1. Cals Comfy Pedicabs 2. Pats Tier 2, page 51: Use the Data: 1. 1 9 2. 1 4 3. 11 9 4. 2 1 6 5. 25
Pedicabs 3. Cals Comfy Pedicabs 4. Pats Pedicabs 5. Cals Comfy 6. 331 3 7. 100; 1162 3%; Make a Quilt: Check student quilts;
Pedicabs 6. Cals Comfy Pedicabs; $3 more 7. Cals Comfy Pedicabs; Write About It: Answers will vary.
$4.50 less; Complete the Table: Tier 3, page 52: Use the Data: 1. 4 9 2. 5 6 3. 2 1 6 4. 1 8 9 5. 25%
6. 33 1 3% 7. 16 2 3%; Make a Quilt: Check student quilts; Make a
Cost for Cost for Cost for Cost for
Pedicab Company 1-hour 2-hour 3-hour 4-hour
Circle Graph: Answers will vary. Check student graphs and summaries.
tour tour tour tour
Pats Pedicabs $19.50 $34.50 $49.50 $64.50 Gracies Day

Cals Comfy Pedicabs $30 $40 $50 $60 Tier 1, page 55: Use the Data: 1. 24 Bailey
Pebbles
2. sleeping 3. sniffing 4. playing with ball, 60 30
Write About It: Answers will vary.
chewing 5. staring out window 6. 100 Chewy
60
Tier 2, page 41: Use the Data: 1. $27 2. $35 3. Pats Pedicabs costs 7. 50; Write About It: The sleeping section
Mugsy
$.50 less 4. $59.50 5. $55; Complete the Table: of the circle takes up 1 2 the space. When you 90
Gracie
look at both sections together, they take up
Cost Cost Cost Cost Cost 1 2 the circle; Complete a Graph: see graph
120
for for for for for
Pedicab Company at right; 8.2; 9.4
tour tour tour tour tour Tier 2, page 56: Use the Data: 1. sleeping;
Doggy magazines
Pats Pedicabs $19.50 $34.50 $49.50 $64.50 $79.50 50% 2. sniffing; 8.333% 3. playing with
a ball, chewing something valuable; 18
Cals Comfy Pedicabs $30 $40 $50 $60 $70
3 hours 4. It gives a quick visual snapshot Slippers
Hals Happy Cabs $22 $35 $48 $61 $74 for comparing data and shows related Bones 36
18
parts of a whole. 5. The bigger the part
Write About It: Pats: $15 per each additional hour; Cals: $10 for Squeaky toys
Steak
of the circle graph, the more time Gracie 54 162
each additional hour; Hals: $13 for each additional hour
spends on the activity. Complete a Graph:
Tier 3, page 42: Use the Data: 1. $44.50 2. $5.50 3. Cals Comfy see graph at right; Plan a Budget: Dog biscits
72
Pedicabs; Write an Equation: C = 19.50 + 7.50r; C = 30 + 5r; Make Steak $360 Bones $40
a Double Line Graph: Check student graphs; Think About It: Answers Dog biscuits $160 Slippers $80
will vary. Possible answer: table, double bar graph, pictograph; The double Squeaky toys $120 Doggy magazines $40
bar graph provides a quick comparison and is easy to read.
Tier 3, page 57: Use the Data:
1. You find that fraction of 24
Faster and Faster! 2. 1 6 of a day; 4 3. 3 4. sniffing 5. sleeping; She sleeps half the
day since 180 is 1 2 of 360. 6. sniffing; She sniffs for 1 12 day
Tier 1, page 45: Use Data: 1. 100-meter 2. 10.8 3. 11.9 4. 9.69; 12.2 since 30 is 1 12 of 360. 7. 1 24; 15; Make a Table:
5. 0.62 6 1.11; 1.66; Play a Game: Check student tables; Write About
It: Answers will vary. How Tiger Spends His Day
Tier 2, page 46: Use the Data: 1. 0.5 seconds; 0.3 seconds 2. Activity Fraction of Day
1968 3. 1948; 1988 4. 1.11 seconds; 1.66 seconds 5. 10.1 seconds;
Chasing his tail 1/16
11.3 seconds 6. The table is more useful because it lists the data
Sleeping 7/16
precisely. Play a Game: Check student tables; Write About It: Check
Purring 1/8
student summaries.
Scratching furniture 3/16
Tier 3, page 47: Use the Data: 1. Runners in the 100-meter dash Hiding under bed 1/8
got faster over time. Womens times came closer to mens times over
Kicking litter on floor 1/16
the years 2. Winning times are measured to hundredths of a second
instead of tenths. 3. No, its not possible because the Summer Write About It: Check student summaries and comparisons.
Olympics are held every four years and there were no Games in
those years. 4. 1.11 seconds; 1.66 seconds; The range for the women
is greater, indicating that their winning times are getting faster more
quickly than the mens times are. 5. Answers will vary. Check that
students justify their answers; Play a Game: Check student line graphs;
Write About It: Check student summaries.
79
Cooking Cornbread Looking Up
Tier 1, page 60: Use the Data: Tier 1, page 70: Use the Data: 1. (0, 4) 2. (3, 4) 3. (7, 7) 4. (10, 3) 5.
(11, 8) 6. B 7. E 8. G 9. J 10. N 11. (3, 4), (3, 1) 12. A 13. H; Identify
1. 8 2. skillet 3. 7 4. 11 2 5. 4 6. 1 7. 2 8. 10 9. 425
the Figures: 14. Acute 15. Obtuse 16. Right; Make a Constellation:
10. 2025; Adjust the Recipe:
Check student grids.
People Served Cornmeal Sugar Eggs Tier 2, page 71: Use the Data: 1. (0, 4) 2. (3, 4) 3. (7, 7) 4. (10, 3)
5. (11, 8) 6. B 7. E 8. G 9. J 10. N 11. They are all the same distance
16 3 cups 2 tbsp 4 from the y-axis. 12. Its x-coordinate is 0. 13. It has the same x- and
y-coordinates, such as (3, 3) or (5, 5); Slide an Image: A (-5, 4); B (-3,
3); C (-2, 1); D (-2, 4); E (-2, 6); F (1, 3); G (2, 6); H (2, 7); I (3, 3); J
People Served Baking Soda Buttermilk Salt Butter
(3, 5); K (4, 8); L (5, 3); M (5, 7); N (6, 7); O (6, 8); Write About It:
24 2 tsp 5 c tsp 12 oz Sample response: A 5-unit slide to left moves parts of Leo into Quadrant II
(A, B, C, D, E). A slide 5 units to the left and 5 units down means that Leo
Tier 2, page 61: Complete the Table: is now in all 4 quadrants: E in Quadrant II, A, B, C, D in Quadrant III
and F, I, and L in Quadrant IV.
Servings Baking Buttermilk Salt Butter Sugar Eggs Cornmeal

Soda Tier 3, page 72: Use the Data: 1. (0, 4) 2. D 3. (7, 7) 4. J 5. They all
have the same x-coordinates. 6. It has an x-coordinate of 0. 7. It has
16 11 2 tsp 31 2 c 1 2 tsp 8 oz 2 tbsp 4 3c
the same x- and y-coordinates. 8. II; III; Reflect an Image: A (0, -4);
24 21 4 tsp 51 4 c 3 4 tsp 12 oz 3 tbsp 6 4 c B (2, -3); C (3, -1); D (3, -4); E (3, -6); F (6, -3); G (7, -6); H (7, -7); I
(8, -3); J (8, -5); K (9, -8); L (10, -3); M (10, -7); N (11, -7); O (11, -8);
32 3 tsp 7c 1 tsp 16 oz 4 tbsp 8 6c
Write About It: Sample response: With a 3-unit slide to the left after the
20 1 7 8 tsp 4 3 8 c 5 8 tsp 10 oz 21 2 tbsp 5 33 4 c flip, parts of Leo would appear in Quadrant III as well as in Quadrant IV.
4 3 8 tsp 78 c 1 8 tsp 2 oz 1 2 tbsp 1 3 4 c
Add Ingredients: 1. 16 2. 1 4 c; 3 4 c 3. 2 oz; 6 oz 4. 1 2 oz; 1 oz Windmills and Wishing Wells

5. 16 oz Tier 1, page 75: Use the Data: 1. hole number, par, each players
Tier 3, page 62: Use the Data: 1. 31 2 c buttermilk; 3 c cornmeal score per hole; players score, total for 9 holes 2. 23; Maggie
2. 6 eggs; 3 tbsp sugar 3. 1 egg; 1 2 tbsp sugar 4. 32 5. Check student 3. Ben 4. 3 5. Keisha; Show the Score: 6. +11 7. -1; Complete the
answers 6. 2 7. Check student answers; Write About It: Students Scorecard:
should explain how to set up proportions with variables to find unknown Duffers DelightUpper Course
amounts.
Hole 1 2 3 4 5 6 7 8 9 Total
Taking a Spin Par 3 2 3 3 2 3 4 3 4 26
Tier 1, page 65: Spin the Spinners: 1. 1, 2, 3, and 4; 2. Yes, because

Remy 4 1 2 3 2 3 4 3 3 25
all the sections are the same size 3. 4 because 4 is not one of the
choices included on the spinner. 4. 1, 2, 3, or 4; No because the Tier 2, page 76: Use the Data: 1. hole number, par, each players
sections are different sizes and 4 appears twice 5. B; The section for score per hole; players score, total for 9 holes 2. 23 3. Maggie 4. Ben
3 is a greater part of its spinner than in the other spinners; Do an 5. Maggie 6. 5th; Show the Scorecard:
Experiment: 2, 3, 4, 5, 6, 7; Answers will vary. Check student tables;
Summarize the Results: Answers will vary. Duffers DelightLower Course
Tier 2, page 66: Spin the Spinners: 1. 1, 2, 3, 4; Yes, because all the Hole 1 2 3 4 5 6 7 8 9 Total
sections are the same size; 2. 2, 3, 4, 5, 6, 7; The sum that could be
the result of the greatest number of spins is 4 or 5 3. 3, 4, 5, 6, 7, Par 3 2 3 3 2 3 4 2 3 25
8, 9, 10, 11 4. Answers will vary; There are 10 ways to get a sum of 7
and 1 way for sums of 3 and 11. Find the Probability: 5. 1 4; 1 4; 3 4 Amir 4 2 4 2 1 3 6 4 4 30
6. 2 3; 1 3 7. 0; 5 is an impossible outcome 8. Spinner C, P(3) = 1 8;
Rosie 2 2 2 2 3 4 4 3 6 28
Design a Spinner: Check student spinners. The spinner should be divided
in half. One half is labeled R and the other half is equally dived into Y and Write About It: Total: 27; 5 pars, 1 birdie, 3 bogeys.
G sections. The order of sectors doesnt matter.
Tier 3, page 77: Use the Data: 1. Maggie 2. Ben 3. 4th
Tier 3, page 67: Spin the Spinners: 1. 1 4; 1 2 2. 2 3; 1 3 3. Spinner B 4. 5; The total combined score was most over par; What If? 5. 19
4. 1 2; 5/8 5. 1 4 x 1 3 = 1 12 6. 1 4 x 2 3 = 2 12 or 1 6 7. 1 3 x 1 2 = 1 6 6. +6 over Jerome; Make a Scorecard: Check student scorecards.
8. 1 4 x 1 2 = 1 8; 1 4 x 1 4 = 1 16 9. 1 4 x 1 3 x 1 2 = 1 24; 0; Write About It:
1 48; 10 48 or 5 2 4. Check student explanations; Design Spinners: Check
student spinners. The Spinner 1 should be divided in half, with one half
subdivided into thirds. Sample answer for Spinners 2 and 3: one spinner
has 3 sections of equal size and sections labeled 1, 2, and 3; the other has
6 sections of equal size with two 1s, two 2s, and two 3s.
80

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Editor: Sarah Longhi

Copyright 2010 by Martin Lee and Marcia Miller.

On the Road: Map of driving distances. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Pet Pen Products: Frequency table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Peanuts! Popcorn! Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Time for a Tour: Table and schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Curling, Anyone? Schematic drawing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Pedicabs for Hire: Pricing schedules comparison . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Faster and Faster! Line graph and data table. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Community Quilt: Visual patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Gracies Day: Circle graph and data table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Cooking Cornbread: Recipe. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Taking a Spin: Game spinners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

Looking Up: Coordinate grid. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

Windmills and Wishing Wells: Scorecard. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

instruction, adjusting your presentation style and modifying the level of

Teaching Pedicabs For Hire with money and

Students compare and contrast pricing schedules.

Tier 1 Tier 2 Tier 3

guideline to streamline your efforts to differentiate instruction. We

comfortable with implementing tiered activities.

Here is how we suggest you use this book:

Name Date Skill:

Pedicabs for Hire:

analyze the data.

WORRIED THAT YOURE CALS COMFY PEDICABS

by its own recurring icon.

Pedicabs for Hire: Activity Sheet

Tier 1 is best used with struggling learners.

Use the Data

2. Which charges $5 for a blanket?

3. Which charges $30 for a one-hour tour plus blanket?

4. Which charges $34.50 for a two-hour tour?

5. Which charges $50 for a three-hour ride?

7. Which is less expensive for a 4-hour tour? How much less?

Complete the Table

performing on level. Use the data from the ads to

Cal charges $30. Pats

Tier 3 is designed to challenge more advanced students. Write About It

As students work through activity sheets individually, in pairs, or in

Pedicabs for Hire: Activity Sheet

1. What does a tour for 1 hours cost with Pats Pedicabs?

strategies, and sharpen the techniques necessary to complete the tasks.

4. What is the total cost of a 3-hour tour with

5. What is the cost of a 3-hour tour with Cals

Complete the Table

Pats Pedicabs $19.50

final products students create, their participation in discussion, and their

Pedicabs for Hire: Activity Sheet

Use the Data

additional questions or tasks.

Show what it costs to hire one of Cals Comfy Pedicabs.

Make a Double Title:

graph the costs of 1-hour, $80

2-hour, 3-hour, 4-hour, $70

5-hour, and 6-hour tours $60

with both pedicab companies. $50

Use one color for Pats Pedicabs $40

Hall, T. (2002). Differentiated instruction. Wakefield, MA: National Center

Heacox, D. (2002). Differentiating instruction in the regular classroom: How to reach

Tomlinson, C. A. & McTighe, J. (2006). Integrating differentiated instruction

Data Analysis &

Amazing National Parks:

Amazing National Parks:

Use the Data Solve each problem.