SOLVE: Unit 6 Practice

This chart below shows the sale of peanuts and popcorn at three baseball games this summer. Sales 200

s 150 g a d

l 100 b o f s o

50 # 0 July July July 1st 2nd 3rd Peanuts Date Popcorn

Let Row 1 represent the Peanuts and let Row 2 represent the Popcorn. Create a matrix that demonstrates this data.

Study: This problem is asking me to ______

Highlight the question.

Organize: List necessary facts. ______

Eliminate unnecessary information.

Line: Line up a plan. Choose an operation. Write in words how you will solve this problem. ______

______

Verify: Verify your plan. Write an estimate. ______

Carry out your plan.

Examine: Examine the results. Is this answer reasonable? _____ Is this answer accurate? _____ Does this answer make sense? ____

Write your answer as a complete thought. Excerpt from http://ntnmath.keasmath.com/lesson%20notes%202008-2009/Lesson %201-%20Teacher%20Lesson%20Notes.pdf

Step 1: For S (Study the Problem), tell students that most of the time it is best to say “This problem is asking me to find,” and continue with the word ‘‘the’’. Underline the question in the problem and fill in the blank in the S step.

Step 2: For O (Organize the Facts), tell students that you are going to re- read the problem, and you want them to say “stop” or “fact” every time they hear a fact. You may need to remind them that a fact is a true statement. You might also want to tell them that facts are also numbers and that more than one fact can be in a sentence. If students haven’t said “fact” by the time you get to a period, they should say “fact” at the end of the sentence. • Every time students say “fact” or “stop,” place a vertical line between the two facts. • Next, go back to each fact and ask students if the fact is necessary to know in order to find what students are being asked to find in S. If it is not needed, cross it out. If it is, write it down under O.

Step 3: For L (Line Up a Plan), explain that you will be writing a plan in words, with no numbers. Tell students that the reason they write the plan in words with no numbers is so that if they come across the same problem later, and the numbers are changed, they can still use the plan. • Ask students what operations they think should be used to solve Problem 1. • As you write the plan, make sure that it includes all the written facts from the O step. While writing plans, some students will have a hard time not using numbers. If they give you a number, ask them what the number stands for. • Also remember that there is more than one correct plan, so if students come up with different plans, let them share them. As long as the plan makes sense mathematically, it is correct.

Step 4: For V (Verify Your Plan with Action), first ask students what they think a good estimate would be. Remind students that they do not always have to round and do the work to get an estimate. They can say things like, “I think it will be less than $20, because it is 11 miles plus two more dollars.” Then have them follow the plan exactly as written in L. Step 5: For the last step, E (Examine Your Results), ask students the three questions: • Does your answer make sense? (Compare your answer to the question.) Have students go back to S to be sure that their answer does answer the correct question. • Is your answer reasonable? (Compare your answer to the estimate.) Have students go back to V and check their estimates. • Is your answer accurate? (Check your work.) Tell students to go back to V and redo the math—alone or with a partner. Students may redo the problem with or without a calculator. You want them to actually redo the work, not just look at it. Have students write the answer in a complete sentence. Tell students to go back to S and re-read what the problem was asking them to fi nd. This will help them to write the answer in a complete sentence.