Teacher Guide

---

Before You Teach

..................

Teacher Guide Our resource has been created for ease of use by both TEACHERS and STUDENTS alike. Introduction

The drill sheets are provided to help students with their procedural proficiency skills, as emphasized by the NCTM’s Curriculum Focal Points.

hrough multiple intelligence and a multidisciplinary approach, this book engages students in meaningful learning activities that enhance their understanding of the concepts outlined by the NCTM. Students who are logical/mathematical can explain orally the processes they used, those who are visual learners can draw their understandings, those who are bodily-kinesthetic can use manipulatives, those with good interpersonal skills can talk about their understandings, and those who are linguistic can write about their knowledge of the topic. Each activity provides teachers with the opportunity to reinforce skills and extend student learning through additional exposure with varying levels of difficulty within each topic. Each activity can be used as a formative assessment tool to inform teachers and students about the progress students are making in the understanding of a particular concept. Rubrics are provided for teachers as an assessment tool and for students to engage in self assessment.

T

The NCTM Content Standards Assessment Rubric (page 4) is a useful tool for evaluating work in many of the activities in our resource. The Reviews (pages 24-26) are divided by grade and can be used for a follow-up review or assessment at the completion of the unit.

E L

PICTURE CUES

This resource contains three main types of pages, each with a different purpose and use. A Picture Cue at the top of each page shows, at a glance, what the page is for.

P M

A S



Teacher Guide • Information and tools for the teacher



Student Handout • Reproducible worksheets and activities



Easy Marking™ Answer Key • Answers for student activities

EZ

EASY MARKING™ ANSWER KEY Marking students’ worksheets is fast and easy with this Answer Key. Answers are listed in columns – just line up the column with its corresponding worksheet, as shown, and see how every question matches up with its answer!

How Is Our Resource Organized? STUDENT HANDOUTS Reproducible task sheets and drill sheets make up the majority of our resource.

NAME:

1

+ 2

Every question matches up with its answer!

Task Sheet

...................

Task Sheet 1

The task sheets contain challenging problem-solving tasks, many centered around ‘real-world’ ideas or problems, which push the boundaries of critical thought and demonstrate to students why mathematics is important and applicable in the real world. It is not expected that all activities will be used, but are offered for variety and flexibility in teaching and assessment. Many of the task sheet problems offer space for reflection, and opportunity for the appropriate use of technology, as encouraged by the NCTM’s Principles & Standards for School Mathematics.

1)

Answer the questions using the information in the table below.

1.

2.

3.

Answers will vary.

4.

6.

7.

a) 2 times b) Ferris Wheel c) Roller Coaster d) 62 e) Bumper Cars and Spider

a) iii) 18 Answers will vary. Information on the grid should make sense from the information in the chart.

b) i) 22

c) i) 12

10

d) ii) 14

5. Green

Red

Blue Orange Color of Balloons

Pink

Yellow

a)

Wendell has 7 balloons of which color?

a) Blue

b)

Which color of balloons does Wendell have the least of?

b) Red

c)

How many balloons does Wendell have in all?

d)

Which color of balloons does Wendell have the most of?

e)

How many green balloons does Wendell have?

f)

Which balloons does Wendell have the same number of?

e) ii) 26

Possible answer includes: 1 $5 + 2 $10 + 2 $20 = $65

f) iii) 183

d) Yellow

e) 20

EZ



Answers will vary. Sarah would receive $65 in change.

c) 84 Data Analysis and Probability CC3110

©

4

©

Number of Balloons

Wendell’s Balloons 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

f) Orange and Pink 





11

12

13

Data Analysis and Probability CC3110

Data Analysis and Probability CCP3110-4

NAME:

1

+ 2

Task Sheet

...................

Task Sheet 10 10)

A number cube has 10 sides. The sides have the numbers 5, 6, 8, 4, 2, 4, 2, 4, 9 and 3.

a)

If the cube is thrown once, what is the probability of rolling the number 4? i) ii) iii) iv)

b)

3/10 5/10 2/10 1/10

P M

A S

A number cube has 6 sides. The sides are numbered 1 to 6. If the cube is thrown once, what is the probability of rolling the number 2? i) ii) ii) iv)

e)

1/10 3/10 2/10 4/10

If the cube is thrown once, what is the probability of rolling a 5 or an 8? i) ii) iii) iv)

d)

E L

If the cube is thrown once, what is the probability of rolling the number 2? i) ii) iii) iv)

c)

4/10 1/10 3/10 2/10

1/6 3/6 5/6 6/6

A number cube has 6 sides. The sides are numbered 1 to 6. If the cube is thrown once, what is the probability of rolling the numbers 3 or 4? i) ii) ii) iv)

1/6 2/6 3/6 4/6 6

Data Analysis and Probability CCP3110-4

NAME:

...................

Review A Macalister owned a pet store. On the grand opening day, he sold 30 pets, which included parrots, goldfish, and frogs. Macalister sold twice as many frogs as goldfish. What are the possible combinations? Show ALL your work. Remember to use a chart, graph, or picture to explain your answer.

E L

P M

A S Reflection

What is the possibility of one person buying all three animals, a parrot, a goldfish, and a frog as pets? Explain your answer.

11

Data Analysis and Probability CCP3110-4

The Probability of Sales .................. At Ramon’s school, they had a bake sale as a fundraiser for families at Christmas. Each year, Ramon’s school tries to raise more money than the previous year. The line graph below shows how much money the bake sales have sold over the past few years. Use the graph to answer the following questions: Christmas Fundraiser Bake Sale

Christmas Fundraiser Bake Sale 170 160 150 140 130 120 110 100 90 80 70 60 50 40 30 20 made during bake sale Dollars 10 0

P M

A S Year 1 2003

Year 2 2004

E L

Year 3 2005

Year 4 2006

Year 5 2007

Year 6 2008

Years Years

a)

How much money was made in Year 4?

b)

In which year did they make the least amount of money?

c)

In which year did they make the most amount of money?

d)

How much more money did they make in Year 5 than in Year 2?

e)

What was the most money made in one year?

f)

What were the combined sales of the last two years?

©

Sales

17

Data Analysis and Probability CCP3110-4