Title:  Relay Teams

Problem:  Friday is Team Events Day at summer camp.  This week all 47 campers will take part in relay races.  The counselors need to organize for the races by making up the teams.  They’ve decided that there should be at least 4 members on each relay team, but not more than 5.

 How many relay teams are possible?  How many campers will be on each team?  Explain how you find your answer.

Math Topic/Concept:  Using algebraic concepts and procedures to represent and solve problems.

Materials:  If a worksheet is desired, type on using the problem above.  Leave space for response.  You will need a copy for the overhead to walk through ideas from the students.  You will also need a pencil.

Classroom Use: Developmental

Grade:  Third

Grade Cluster: Early Elementary

Illinois Goal:  Mathematics State Goal 8

Standard:  8.D.1

Applied? (1-4):  3

Source:  Explain It!   Grades 3-4  (Answering Extended – Response Math Problems)
 Louis Lepore   Creative Publications 2001   ISBN 0-7622-1597-6

Answer:  There are two correct answers to this problem.
· 10 teams, 7 of which have 5 members, and 3 of which have 4 members.
· 11 teams, 8 of which have 4 members, and 3 of which have 5 members.

Strategies Listed:  Draw a picture or make a chart of how you would figure out the answer.  Then write out an explanation for your answer.

Solution:  Listed in the answer section.

Intended rubric or assessment method:  The rubric I will use is the scoring rubric for short answer questions for all grade levels.  It has clear BUZ WORDS that will remind my students of what they will need to score well on the developmental level.

Write-up submitted by: Cheri Stanton

Problem:  Sally brought one of the items on the menu. She paid for it with $1.00.  She got  $0.21 in change.  Which item did Sally buy?
      Menu
Orange Juice    $0.89
Apple Juice      $0.79
Yogurt             $0.59
Chicken Salad  $0.99
Fruit Salad $0.71

Math Topic/Concept:  Algebraic concepts and predicting results.

Materials: If a worksheet is desired, one can be made using the problem and the questions under classroom use comments.

Classroom Use: Introductory

Classroom use comments*:
· What facts do you know from the problem?
· What does the problem ask?
· How do you find the price of the item that Sally brought?
· Write a number sentence that you can use to find the answer.
· How do you solve the number sentence?
· Which item did Sally buy?

Grade:  Third

Grade Cluster: Early Elementary

Illinois Goal:  Mathematics State Goal 8

Standard:  8.A.1b    8.C.1    8.D.1

Applied? (1-4): 3

Source:  Bridging the Test Gap in Mathematics – Book 3   1999  Curriculum Associates  Inc.   CA 8053-Single

Answer: The answer is (B) Apple Juice for $0.79.
 

Strategies Listed:
1. Use as introduction for solving for the unknown.
2. Use as an overhead for the whole class to work through.

Solution:
· After going over the problem and finding out what was being asked, you will need to figure what operation is needed.
· Can we make a table, look for a pattern, or work backwards?  $1.00 - $0.21 =  ?
· Line up decimals and dollar sign and subtract.  The answer is $0.79.

Intended rubric or assessment method:  The assessment method I would use for the introductory level is observation.  While observing, I would also interact with my students using the BUZZ WORDS for the scoring rubric to get them familiar with terminology and what to look for.

Write-up submitted by:  Cheri Stanton
 
 

James R. Olsen, Western Illinois University
E-mail: jr-olsen@wiu.edu
updated June 27, 2001