Math Lesson Chapter 12 Lesson 8

Hey guys. So I'm not going to record every single lesson. I will send you links to videos on YouTube. To bring up junior, all of those things that we utilize in the classroom also, okay? Today we're going to do less than 8 and it's problem solving investigations that we are going to do this one together, all right? So shane rolls a zero through 5 number cube and a 5 through ten number cube together 20 times. The greatest possible sum is 15. Shane estimates that half of his roles will have a 7 15. Is his estimate reasonable. So number one first, we're going to understand what facts do we know we've been doing this for eons, right? So we know the number of times he will roll the number cube is 20 times underlined because he know that, right? Shane is estimating that half of the rolls will give him a sum of how many. 15 and what we need to find. Is his estimate. Reasonable. If this estimate is, it's that word. Reasonable. Forget that an estimate is a guess. Based off of what know and what you've learned, okay? So number two, we're going to plan I'll collect and organize the data in a line pot, then on the side of Shane's estimate is, once again, reasonable. All right, so solve. Make a line plot. Our line plot is down here in its number 5. 15. Because the greatest possible sum is 15, and if we remember a sum, is the answer to an addition sentence of our two cubes are rolled together, the greatest sum can be 15. Okay? Record each sum with an X so, did he record all of his exes, how many times does he suppose to roll? 20, if we remember that from the question, okay, and it's underlined because for third graders, okay? So let's count one, two, three, four, 5, 6, 7, 8, 9, ten, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20. Recorded his data on this line block. Okay? Half of 20 is what? Ten. Okay? Shane only rolled 15. How many times? One, two. So he only did it. Two times. His estimate was at reasonable or not. He said half of his rolls would be 15. And we know that half of 20 has half we divide by, guessed it, two, so ten times he would roll 15. Did he do that? No. Negative, ghost rider. So, his estimate is not reasonable. Okay? Does our answer make sense? Yes, it does. We did the calculations, right? Okay, turn the page. Forget I only have 15 minutes to do this, okay? So pretty fast little lesson here. All right. Juliana estimated that she needs to make 100 favors for the family reunion. Is this a reasonable estimate if 62 relatives come on Friday, and half of that may come on Saturday. So, Juliana estimated she needs to make a hundred favors. You know that, right? Julianna's making 100 favors. We do know that. We know that 62 relatives are coming on. Friday. And we know that half that many. Of 62. Are coming on Saturday. Right. Okay, what do we need to find? We need to find is her estimate. Reasonable. Okay? Don't forget that her estimate is 100 favors. Okay. What do we need to find? If per estimate. Is reasonable, right? Okay, so now we're going to plan. We know a hundred favors. We knew we know that 62 relatives are coming. On Friday. Plus, how many on Saturday? Equals what? Okay? 62, what is half of 62? Well, we know we have to divide 62 by how do we get half? Two. Okay. We have a ten long division, but I know that you've seen me do it upon the board, and we've kind of talked about it a little bit. So how many times does two go into 6? Or what is 6 divided by two? Skip count by two until you get to 6, two, four, 6. So two goes into 6 three times. Two goes into two, how many times? One. So this is how many relatives are coming on Saturday, right? So 62 on Friday, 31 on Saturday, two plus one is three. 6 plus three is 9. So 93 relatives, right? Our plan kind of worked into our solver. That's all right. No worries, okay? So is her answer reasonable. 93 when rounded up or down. Is it close to 100? Yes. Julianna. Estimate is. Reasonable. Because 93 is pretty darn close to 100, isn't it? Okay? All righty. So we're gonna apply the strategy here. Okay? Number one, Michael did receive a mixed up box of t-shirts? For the 14th, he's coaching. He needs four of each number one through 5. He wrote down each number in a frequency table. Make a line plot to determine if he has enough of each number. So here's our frequency table. Oh boy, that's messy, isn't it? All right, let's go ahead. And fill out our line plot, okay? How many times? Does he order the number one? One. Two, three, four. So we're going to go ahead and put our four X's above number one. How many times does he order two, one? Two. Three. The number three, one, two, three, four. Okay? Place our data there on the line plot too, okay? The number four, one two times. And the number 5, one, two, three times. So, he needs four of each number. One through 5 he received a box of t-shirts for the four teams he is coaching. We know that he's coaching four teams. He needs four of each number. So the final order in a t-shirts. He is four of number one. Yes. But only three of two, or of the number three, so yes. Only two of four can only three of 5, so does he have enough of each number? No. He didn't order. Enough. Or whoops. The numbers. Two, four, or 5, right? He has enough. Number one and number three because he supposed to have four of each member, but he doesn't have enough for two four or 5, right? All righty, moving on, sorry guys, it's quick, I know. All right, so Aubrey's class earned a reward for good behavior, the tally chart shows their votes, put the data in a bar graph to determine if about half of the class voted for read aloud time. All right, so half of the class are these class, so on and so forth, the talent show shows their quotes, so we don't need to underline that, but the data in a bar graph could determine if about half of the class. Vote for read a loud time, okay? So let's go ahead and put our data from our tally chart over to our bar graph. Now, does the information change from here to here? So extra recess. We have 5 here and 6. So our line goes all the way up to 6. Or recess. Game time, one, two, only three. Oh, I don't have to read here because this is in. Twos, right? So we know the two is right in between. Two and four. So we're going to go ahead and make that line almost as perfect as we can. See? Four, three. He's a tree. We've got 8 kids voted for pizza. So our line is going to go all the way up to the number 8. And we have read aloud time. Ten kids voted for read aloud time. Okay, so we need to determine if about half of the class voted for read aloud time. So let's find out how many kids are in the class, okay? And then we're going to divide it by half which is, you guessed it, two, always two, if we're trying to find half, right? So we have 6 plus three, what is 6 plus three? 9. Plus 8 voted for pizza tree. Plus ten voted for read aloud, right? 9 plus 8. 17. 7 down, carry the one. One plus one is two. So half of 27. We'll skip now by two, until you get close to 27. We know that half of 20 is ten. We have 27 kids in total, so that's more than 20. So did about half the class. So if you skip count, by two, 20, gonna have to do it 26, right? Because 27 can't be divided by two can it. All right, two goes into two, one time, two goes into 6, three times. Okay. If we have to round 13, do we round it up to 20 or down to ten. You guessed it. Down to ten. So yes. It is reasonable to say that half the class voted for read aloud time. Sorry guys, we're almost out of time, so I'm going to zip through this real fast, okay? You're going to draw an example of a tally chart that may have been used to organize the data in the vertical bar graph. So go ahead, and now that's how we chart for me, right? Okay, so you need the information on one side and you need your tallies on the other. All right, Tomato. Mango. And pineapple. Okay? Put those tallies in there. Show me, okay? And then answer these questions, how many were surveyed? How many fewer people are tells us we're going to yup, subtract, chose mango, then pineapple, or tomato, salsa, combine. So what do we have to combine? The number of pineapple choosers and the number of tomato choosers. By nose, and how many fewer people chose mango than that number, okay? Whoops, sorry. I kind of got a little out of control there didn't I? All right, so I have 50 seconds left. The graph shows the number of people in each car that drove by Miguel's house, which is the total number of people who drove by. Add that together. You know, you can do this. We've done bar graphs. You've done tally charts, okay? How many more cars had either one or two people rather than four people? So how many more cars had one? And two people? Then it did four people. Combine these, right? Add them together. This number. Plus this number equals what? And then we're going to subtract how many people have four passengers in it from that number, right? All right.