Alyssa R.

Longstreet

Math 257 - 001

Instructor: Teresa Isom

April 29, 2020

Math 257 Project Problems – Set 27

Problem 1
The Figures Below are Divided into equal parts.

Which two figures are shaded to show equivalent fractions?

a. Figure C and D
b. Figure B and C
c. Figure A and D
d. Figure A and B

Problem 2
Mr. Jones rolls a six-sided cube numbered 1, 2, 3, 4, 5, 6. What is the probability he rolls a 3?

a. 1/6
b. 1/5
c. 1/3
d. 1/2

Problem 3
Max is building a rectangular prism out of wooden cubes.

What is the volume of Max’s rectangular prism?

a. 13 cubic inches
b. 24 cubic inches
c. 48 cubic inches
d. 72 cubic inches
I chose the Math 257 Project Problems – Set 27.

Problem 1:
Grade level: Grade 3

CCSS: CCSS.MATH.CONTENT.3.NF.A.3
Explain equivalence of fractions in special cases, and compare fractions by reasoning
about their size.

Solution:

Method 1:

1. Shape A
- Determine how many pieces object A is split into. 6 pieces
- Determine how many of those pieces are shaded. 4 pieces
- 4 out of our 6 pieces are shaded, this means 4/6 of the shape is
shaded
- Simplify the fraction buy dividing it by 2 which gives us 2/3. Objects A
is 2/3 shaded
2. Shape B
- Determine how many pieces shape B is split into. 3 pieces
- Determine how many of those pieces are shaded. 1 piece
- 1 out of 3 pieces are shaded, this means 1/3 of the shape is shaded
3. Shape C
- Determine how many pieces shape C is split into. 2 pieces
- Determine how many of those pieces are shaded. 1 piece
- 1 out of 2 pieces are shaded, this means 1/2 of the shape is shaded

4. Shape D
- Determine how many pieces shape D is split into. 4 pieces
- Determine how many of those pieces are shaded. 2 pieces
- 2 out of 4 pieces are shaded, this means 2/4 of the shape are
shaded.
- Simplify the fraction by dividing by 2 which gives us 1/2. 1/2 of object
D is shaded.
5. Review the fraction that were created for each object and determine which
ones are the same. Shapes C and D have the same fraction. So our answer
is a. Figure C and D
Method 2:

1. Look at shape A. It is more than ½ shaded, no other shapes are more than ½
shaded.
2. Look at shape B. It is less than ½ shaded, no other shapes are less than ½
shaded
3. Look at shape C. It is exactly ½ shaded, shape D appears to also be ½
shaded
4. Double check the assumption with shape D. 2 out of 4 pieces are shaded
which does mean it is ½ shaded.
6. Shape C and D are both half shaded, which means our answer is a. Figure
C and D

Activities:

Activity 1:

When beginning the unit on equivalent fractions bring oranges or Hershey bars and
have the student split them with each other. These items both come already broken
into equal parts, so it is easy for students to see that they are each getting
equivalent parts of the snack

Activity 2:

Use pattern blocks with fraction work sheets. The work sheets should have shapes
already divided into sections that the pattern blocks fit nicely into, the shapes should say
how much of the shape needs to be filled. For example, a triangle is broken up into 4
smaller triangles and says it needs to be ½ shaded. A student would put 2 blocks on the
paper to cover ½ of the triangle. This helps them see that 2/4 is equal to 1/2

Connections:

- Being able to identify or create equivalent fractions is essential in adding

or subtracting numbers with fractions
- Equivalent fractions are also important when measuring with rulers or
measuring cups.
Problem 2:
Grade level: Grade 7

CCSS: CCSS.MATH.CONTENT.7.SP.C.7.A
Develop a uniform probability model by assigning equal probability to all outcomes,
and use the model to determine probabilities of events

Solution:

Method 1:

1. Identify how many sides there are total on the cube. 6 sides
2. How many sides have a 3? 1 side
3. 1 out of the 6 sides has a 3, which means if the cube is rolled there is a 1
in 6 chance that it will land on a three and not another number. This can
be expressed as having a probability of 1/6
4. Rolling a 3 has a probability of 1/6, so our answer is a.1/6

Method 2:

1. Probability can be found by our desired outcome divided by all possible

outcomes.
2. Our desired outcome is 3. There is one 3 on the cube
3. All possible out comes are every side of the cube. There are six sides on the
cube
4. The probability will be 1/6. So our answer is a. 1/6

Activities:

Activity 1:

Use M&Ms or Skittles. Each student should have a small bag. These candies are
great because they each have 4 colors. The students will need to figure out the
probability of take a specific color out of their bag. For example, if I have a bag of 15
skittles, 4 of them are green. The probability of me picking a green skittle is 4/15,
they should do this for each color and simplify the fractions as needed.

Activity 2:

Probability with a deck of cards. In partners the students will work together with a deck
of cards to answer questions like these.

What is the probability of drawing a red card?

What is the probability of drawing a face card?

What is the probability of drawing an odd number card (not including face cards)?

Connections:

- Probability plays a big role in genetic, when students start learning about
genetic inheritance they will be able to identify the probability of things
like, a flower being purple based off the parent flowers.
- Probability also is use full in determining what the odds are that you will
win a game.

Problem 3:
Grade level: Grade 7

CCSS: CCSS.MATH.CONTENT.7.G.B.6
Solve real-world and mathematical problems involving area, volume and surface
area of two- and three-dimensional objects composed of triangles, quadrilaterals,
polygons, cubes, and right prisms.

Solution:

Method 1:

1. Count the number of cubes used to make the face of the prims. -18 cubes
2. Count how many rows are used to make the prism. -4 rows
3. Multiply the number of rows by the number of cubes that make the face.
18cubes x 4rows= 72cubes
4. Since each cube is equal to 1 cubic inch and we have 72 cubes, our answer
is d.72cubic inches

Method 2:

1. Remember Volume = Length x Width x Height

2. Find the length of the prism. L= 6 cubes
3. Find the Width of the prism. W= 4 cubes
4. Find the Height of the prism. H= 3 cubes
5. Plug the found amounts into the formula.
6cubes x 4cubes x 3cubes = 72 cubes
6. The prism is made up of 72 cubes and each cube = 1 cubic inch, so our
answer is d. 72 cubic inches
Activities:

Activity 1:

A great activity for this lesson would be to bring in wooden blocks and allow the
students to build their own prisms out of them and then find the volume, this way
they can do the math and double check their own work by simply counting out the
individual blocks they used to build it.

Activity 2:

Ask students if they can find the volume of a shoe box using Unifix cubes. Do they need
to fill the box to find the answer? Line the bottom of the box with cubes. How many
cover the bottom? What is the area of the base of the box? Now ask how many layers
they will need to fill the box. Let students experiment in small groups. Some will want to
fill the box entirely with cubes to find the volume, while others may realize they only
need to find the height of the box in cubes and multiply it by the area of the base.

Connections:

- Understanding how to find the volume of a prism is a steppingstone into

finding the volume of more complex shapes
- As students get older, they will see how volume is used all the time with
things like filling up water bottles, putting items in boxes, and when trying to
make sure an item will fit in the house.

Concluding thoughts:
While working on this project I realized how little I think about the connections of one
subject to another or even connection into deeper lessons. This assignment helped me
focus more on that and I plan to take that with me. I want to be able to prepare for a
lesson and think about the connections to it so that I can talk about them with my class
to further their understanding of the lesson, or to engaged them more.