problem solving block

Problem Solving BlockThe female American robin can produce three successful broods in one year. She may have 3 or 4 eggs in her nest, or clutch, at one time. If there are 6 robin's nests in your neighborhood and a total of 19 eggs in those nests, how many nests could have 3 eggs and how many nests could have 4 eggs? Can you find another combination using both 3 and 4 eggs that also works? Which of the following represents a possible combination of eggs in the nest?A. (3 x 3) +(3 x 4)B. (5 x 3) + (1 x 4)C. (2 x 4) + (4 x 3)D. All of the Above

Ten Minute Math DECIMALS

Find the EXACT answer.

*Remember to line up your decimals!

3.27 + 1 + 8.7 + 3.0 + 12.07 =

Ten Minute Math Multiplication/Division

On Friday, some of the fourth grade students will On Friday, some of the fourth grade students will attend a special assembly. There are 48 students attend a special assembly. There are 48 students that will attend the assembly. The students will be that will attend the assembly. The students will be sitting in rows of 9. How many rows will Mrs. sitting in rows of 9. How many rows will Mrs. McNeese need at the assembly?McNeese need at the assembly?

98 x 74=

REVIEW: Data Tables

REVIEW: Geometry

REVIEW: Conversions8 days = _____ hours

4 years = _____ weeks

72 inches = ________ feet

18 feet = ________ yards

REVIEW: Elapsed Time

12

6

39

1

2

4

57

8

10

11The half time show started at 7:15 pm and ended at 8:05 pm. How long was the half time show?

Combination ReviewHow many possible outfits can be

made if one shirt, one pair of pants and one pair of shoes are chosen

from each set?

OutcomeOutcome- a result in a probability experiment

How can we predict possible outcomes?

“When you spin this spinner, what could happen? What are the possible outcomes?” “Which number is more likely to come up?” “Why do you think that?” “If you spin it ten times, is it likely that 1 will always come up?” “Why do you think that?” “What do you think will likely happen?”


Demonstrate for the class how to spin the spinner (use a pencil to hold a paper clip on the center dot of the spinner.)

Explain how to keep track of spins on the 1-2 Spinner Graph Recording Sheet (see sample at right in which the first three spins are recorded).

After 3 or 4 spins, ask: “If we keep spinning and recording, what do you think the graph will look like when one number reaches the top of the graph? Will both numbers be mostly filled in? Will one number have a lot more filled in than the other?”


ACTIVITY Each pair of students needs to complete the experiment: spinning the 1-2 spinner, recording the number the spinner lands on, and stopping when one of the numbers reaches the top of the graph.

Students should then record their results on the Class Data chart (see partial example at the right). To make the class data chart, cut the strips and tape them together in a long column. Ideally, each pair of students should use a different color of crayon to fill in their data. Making the class chart will allow students to see the results of a much larger sample.


Discussion:• Which number came up more often for you and your partner? How much more often? Was there a big difference? Did every pair of students get the same result? Why?

• Which number came up more often for the class? How much more often? Was there a big difference? What would happen if we repeated this experiment? Would the same number always come up more often?

• What is the probability of getting a 1 or 2? What does “probability” mean? What are some of the ways of stating the probability of spinning a 1 (or a 2) with this spinner?(these ways include: 1 out of 2; 50/50; 50 percent chance; even chance of 1 or 2; equal chance of 1 or 2; a 1/2 chance of either 1 or2).

• If the spinner came up 1 on the first spin, what is the probability that it will be a 1 on the next spin?


“When you spin this spinner, what could happen? What are the possible outcomes?” “Which number is more likely to come up?” “Why do you think that?” “If you spin it ten times, is it likely that 1 will always come up?” “Why do you think that?” “What do you think will likely happen?”


Each pair of students needs to complete the experiment: spinning the 1-2-3 spinner, recording the number the spinner lands on, and stopping when one of the numbers reaches the top of the graph.

Then, each pair will record their results on the class chart.


Discussion:

• Which number came up most often for you and your partner? How much more often? Was there a big difference? Did every pair of students get the same result? Why?

• Discuss the class results. Which number came up most often for the class? How much more often? Was there a big difference? What would happen if we repeated this experiment? Would the same number always or usually come up most often? How are the results for this experiment different from the 1-2 Spinner results?

• What is the probability of getting a 3?

You may also want to have students explore building some different spinners and talking about the probabilities on this website: http://nlvm.usu.edu/en/nav/frames_asid_186_g_2_t_5.html?open=activities

Guided Practice: Mentoring Minds p. 161

Independent Work: Mentoring Minds p. 162-163


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