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?
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?
A. Choose TWO of the following graphs. Create a story that describes each of the graphs (label A-F). Make sure that you identify and describe the two variables (Distance from Home (y) and Time (x)). Use appropriate math vocabulary.
B. Write a short description of how the two stories you wrote are similar/different based on the graphs you chose!
With Halloween quickly approaching, it seemed appropriate for the fifth graders to use their knowledge of variables to take a look at some pumpkins. After identifying possible variables, they were ready to get messy while counting the ribs on the pumpkins, measuring circumference and diameter, and recording the number of seeds in each. They were surprised by just how many seeds they had to count!
Their next step will be to identify the correlation between variables in order to draw conclusions and graph the results. As a class we will work to determine the volume of the pumpkins and determine the true meaning of Pi!
The fifth grade Navigate students have been exploring variables. Through the use of Guinness World Records, they have learned to identify, graph and describe the correlation between variables. The fifth graders also attempted to take on a world record of their own by challenging Ashrita Furman’s “Record with a Peel!”