Math Puzzle!

Take the digits 5, 4, 3, 2 and 1, in that order. Using those digits and the four arithmetic signs — plus, minus, times and divided by — you can get 1 with the sequence 5 – 4 + 3 – 2 – 1. You can get 2 with the sequence (5 – 4 + 3 – 2) x 1.

The question is … how many numbers from 1 to 40 can you get using the digits 5, 4, 3, 2, and 1 in that order along with the four arithmetic signs?

You can group digits with parentheses, as in the example. There are no tricks to this, though. It’s a straightforward puzzle. How many numbers from 1 to 40 can you get — and, specifically, what number or numbers can you not get?

Problem of the Week

Ariel, Ollie and Eden are going trick-or-treating for Halloween, but first their parents are taking them to a costume store to pick out costumes. The store has 9 different costume options available – witch, pirate, cat, superhero, princess, vampire, fire fighter, zombie, clown. In how many different ways can Ariel, Ollie and Eden each select one of these costumes, with no two of them wearing the same costume?

 

To carry their candy, Ariel, Ollie and Eden each have a bucket that looks like a pumpkin. It is completely spherical in shape with a straight slice across the top of the bucket that creates a circular opening for dropping in candy. If the radius of the bucket is 6 inches and the height, measured from the base of the bucket to the open top, is 9 inches, what is the area of the circular opening of the bucket, in square inches? Express your answer in terms of π.

 

Last year, after Ariel, Ollie and Eden went trick-or-treating, they combined all their candy together and sorted it. They found that 1/3 was chocolate candy, 1/4 was hard candy, 1/5 was candy corn and the rest were fruit chews. If they had a 180 pieces of candy total, how many pieces were fruit chews?

 

Few Factors…Many Multiples

The fourth grade students have been exploring factors and multiples.  Their interest in factor trees and factor rainbows inspired some additional work on greatest common factors and least common multiples! Using their factor trees, the fourth graders have learned to find the prime factorization of a number which is helpful in determining the GCF and LCM of large numbers!

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We have learned that the minds of are our classmates can be very helpful when solving a problem!