Pizzazz Book B - Houston Independent School District

Wright Group

Middle School Math with Pizzazz! (Binder B)

Copyright O Wright Group/McGraw-Hill

Text by Steve Marcy and JanisMarcy

Illustrations by Mark Lawler

Cover by Nimbus Design

Published by Wright GroupjMcGraw-Hill of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc. All rights reserved.

The contents, or part thereof, may be reproduced for classroom use with Middle School Math with Pizzazz! (Binder B) provided such

reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without the prior written consent

of Wright GrouplMcGraw-Hill, including, but not limited to network or other electronic storage or transmission, or broadcast for

distance learning.

Wright Group/McGraw-Hill

One Prudential Plaza

Chicago, lL 60601



Customer Service: 800-624-0822

Printed in the United States of America.

7 MAL og 08 07 06

ISBN: 0-88488-739-1

NOTES FROM THE AUTHORS

have tried to minimize the time spent on

finding answers or doing other puzzle

mechanics.

MIDDLE SCHOOL MATH WITH P I Z Z A !

is a series of five books designed to provide

practice with skills and concepts taught

in today's middle school mathematics

programs. The series uses many of the

same puzzle formats a s PRE-ALGEBRA

W l l X P m ! and ALGEBRA WZTH PIZAZZ!

both published by Creative Publications.

3. CAREFUL SELECTION OF TOPICS

AND EXERCISES. The puzzles within

each topic area are carefully sequenced

so that each one builds on skills and

concepts previously covered. The

sequence of exercises within each puzzle

is designed to guide students in incremental, step-by-step fashion toward

mastery of the skill or concept involved.

A primary goal is the development of

problem-solving ability. In order to solve

problems, students need not only rules

and strategies but also a meaningful

understanding of basic concepts. Some

puzzles in this series are designed specifically to build concepts. Other puzzles,

especially those for estimation, also help

deepen students' understanding by

encouraging them to look a t numbers as

quantities rather than just a s symbols to

be manipulated. For puzzles specifically

keyed to problem solving, we have tried

to write problems that are interesting

and uncontrived. We have included extra

information in some problems, and have

also mixed problem types within sets,

so that the problems cannot be solved

mechanically.

We believe that mastery of math skills and

concepts requires both good teaching and a

great deal of practice. Our goal is to provide

puzzle activities that make this practice

more meaningful and effective. To this end,

we have tried to build into these activities

three characteristics:

1. KNOWLEDGE OF RESULTS. Various

devices are used in the puzzles to tell

students whether or not their answers

are correct. Feedback occurs immediately

after the student works each exercise.

For example, if a particular answer is not

in the code or scrambled answer list, the

student knows it is incorrect. He or she

can then try again or ask for help.

Additional feedback and reinforcement

occurs when the student finds a puzzle

solution that is appropriate. This

immediate knowledge of results benefits

students and also teachers, who no

longer have to spend time confirming

correct answers.

In addition to 'these efforts to make the

puzzles effective, we have tried to make

them easy to use. The topic for each puzzle

is given both a t the bottom of the puzzle

page and in the Table of Contents on pages

iv and v. Each puzzle is keyed to a specific

topic in recent editions of leading middle

school textbooks. Each puzzle requires

duplicating only one page, and many

of them provide space for student work.

Finally, because the puzzles are selfcorrecting, they can eliminate the task

of correcting assignments.

2. A MOTIVATING GOAL FOR THE

STUDENT. The puzzles are designed so

that students will construct a joke or

unscramble the answer to a riddle in

the process of checking their answers.

The humor operates as a n incentive,

because the students are not rewarded

with the punch line until they complete

the exercises. While students may decry

these jokes a s "dumb" and groan loudly,

our experience has been that they enjoy

the jokes and look forward to solving the

puzzles. The humor h a s a positive effect

on class morale. In addition to humor,

the variety and novelty of procedures for

solving the puzzles help capture student

interest. By keeping scrambled answer

lists short and procedures simple, we

We hope that both you and your students

will enjoy using these materials.

Steve and Janis Marcy

iii

Table of Contents

1. PROBLEM-SOLVING STRATEGIES

a.

b.

c.

d.

e.

f.

g.

h.

i.

Problem-Solving Strategy: Guess and Check.............................................7

Problem-Solving Strategy: Work Backwards ..............................................8

Problem-Solving Strategy: Solve a Simpler Problem ..................................9

Problem-Solving Strategy: Make an Organized List .................................10

Problem-Solving Strategy: Make a Table ...............................................11

Problem-Solving Strategy: Draw a Picture................................................12

Problem-Solving Strategy: Use Logical Reasoning ..................................13

Problem-Solving Strategy: Use a Venn Diagram ......................................14

Review: Problem-Solving Strategies.........................................................15

2. DECIMAL NUMERATION

a.

b.

c.

d.

e.

f.

g.

Tenths and Hundredths.............................................................................16

Hundredths and Thousandths............................................................. 17-18

Place Value to Thousandths .....................................................................19

Place Value to Hundred-Thousandths ......................................................20

Place Value to Millionths ......................................................................21-22

Comparing and Ordering Decimals ...........................................................23

Rounding Decimals ............................................................................. .24-26

3. ADDITION AND SUBTRACTION OF DECIMALS

a.

b.

c.

d.

e.

f.

g.

h.

Estimating Sums: Using Front-End Estimation .........................................27

Estimating Sums and Differences.............................................................28

Adding Decimals .......................................................................................29

Subtracting Decimals ................................................................................30

Mental Math: Addition and Subtraction .....................................................31

Review: Addition and Subtraction ..............................................................

32

Problem Solving: Mixed Applications ...................................................33-34

Problem Solving: Completing a Checkbook Record .................................35

4. MULTIPLICATION OF DECIMALS

Estimating Products: Rounding to Whole Numbers ..................................36

Multiplying a Decimal by a Whole Number ...............................................37

Multiplying Decimals ............................................................................38-39

Multiplying Decimals: Zeros in the Product ...............................................40

Mental Math: Multiplication........................................................................41

Mental Math: Multiplying by 10. 100. and 1.000 ........................................42

Review: Multiplication................................................................................43

Estimating Products ..................................................................................44

Mental Math: Addition. Subtraction. Multiplication ....................................45

Problem Solving: Choosing a Calculation Method ....................................46

Review: Addition. Subtraction. Multiplication .......................................47-48

Review: Estimating Sums. Differences. and Products ..............................49

m.

n.

o.

p.

Problem Solving: One-Step Problems ......................................................50

Problem Solving: One-Step and Multi-Step Problems ..............................51

Problem Solving: Using Data from an Advertisement ...............................52

Problem Solving: Using Data from a Table ..........................................53-54

5. DIVISION OF DECIMALS

Dividing a Decimal by a Whole Number ..............................................55-56

Dividing a Decimal by a Whole Number: Rounding the Quotient ..............57

Mental Math: Dividing by 10. 100. and 1.000 ............................................58

Mental Math Review: Multiplying and Dividing by 10. 100. and 1.000 ......59

Dividing Decimals .....................................................................................-60

Dividing Decimals: Rounding the Quotient ..........................................6 - 6 2

Estimating Quotients: Compatible Numbers .............................................63

Problem Solving: Choosing the Operation ................................................64

Review: All Operations with Decimals .................................................65-66

Pr~blemSolving: One-Step Problems ......................................................67

Problem Solving: One-Step and Multi-Step Problems .............................68

6. PROBLEM SOLVING WITH A CALCULATOR

a.

b.

c.

d.

e.

f.

Problem Solving: Choosing a Calculation Method ....................................69

Using a Calculator: Sports Scores and Averages .....................................70

Using a Calculator: Unit Prices .................................................................71

Using a Calculator: Averages ....................................................................72

Using a Calculator: Speed, Time. and Distance .......................................73

Using a Calculator: Mixed Applications .....................................................74

7. ENRICHMENT

a.

b.

c.

d.

Scientific Notation ..................................................................................... 75

Variable Expressions ................................................................................76

Functions ...................................................................................................77

Test of Genius ...........................................................................................78

8. ANSWERS ............................................................................................-79-96

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