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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

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.

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.

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

have tried to minimize the time spent on finding answers or doing other puzzle mechanics.

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.

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.

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. Problem-Solving Strategy: Guess and Check.............................................7 b. Problem-Solving Strategy: Work Backwards ..............................................8 c. Problem-Solving Strategy: Solve a Simpler Problem ..................................9 d. Problem-Solving Strategy: Make an Organized List .................................10 e. Problem-Solving Strategy: Make a Table...............................................11 f. Problem-SolvingStrategy: Draw a Picture................................................12 g. Problem-Solving Strategy: Use Logical Reasoning .................................1. 3 h. Problem-Solving Strategy: Use a Venn Diagram ......................................14 i. Review: Problem-SolvingStrategies.........................................................15

2. DECIMAL NUMERATION

a. Tenths and Hundredths.............................................................................16 b. Hundredths and Thousandths............................................................. 17-18 c. Place Value to Thousandths ....................................................................1. 9 d. Place Value to Hundred-Thousandths ......................................................20 e. Place Value to Millionths.....................................................................2. 1-22 f. Comparing and Ordering Decimals..........................................................2. 3 g. Rounding Decimals............................................................................. .24-26

3. ADDITION AND SUBTRACTION OF DECIMALS

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

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

c. Adding Decimals ......................................................................................2.9 d. Subtracting Decimals ................................................................................30 e. Mental Math: Addition and Subtraction .....................................................31 f. Review: Addition and Subtraction ............................................................3..2 g. Problem Solving: Mixed Applications...................................................33-34 h. 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 ...........................................................................3. 8-39 Multiplying Decimals: Zeros in the Product ...............................................40 Mental Math: Multiplication.......................................................................4. 1 Mental Math: Multiplying by 10. 100. and 1.000........................................42 Review: Multiplication...............................................................................4. 3 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. Problem Solving: One-Step Problems ......................................................50

n. Problem Solving: One-Step and Multi-Step Problems ..............................51 o. Problem Solving: Using Data from an Advertisement ...............................52

p. 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 ................................................6. 5-66 Pr~blemSolving: One-Step Problems ......................................................67 Problem Solving: One-Step and Multi-Step Problems .............................68

6. PROBLEM SOLVING WITH A CALCULATOR

a. Problem Solving: Choosing a Calculation Method ....................................69 b. Using a Calculator: Sports Scores and Averages .....................................70 c. Using a Calculator: Unit Prices ................................................................7.1 d. Using a Calculator: Averages...................................................................7. 2 e. Using a Calculator: Speed, Time. and Distance .......................................73

f. Using a Calculator: Mixed Applications....................................................7. 4

7. ENRICHMENT

a. Scientific Notation .....................................................................................75 b. Variable Expressions ...............................................................................7. 6 c. Functions..................................................................................................7.7

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

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

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