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Wright GroupMiddle School Math with Pizzazz! (Binder B)Copyright O Wright Group/McGraw-HillText by Steve Marcy and JanisMarcyIllustrations by Mark LawlerCover by Nimbus DesignPublished by Wright GroupjMcGraw-Hill of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc. All rights reserved.The contents, or part thereof, may be reproduced for classroom use with Middle School Math with Pizzazz! (Binder B) provided suchreproductions bear copyright notice, but may not be reproduced in any form for any other purpose without the prior written consentof Wright GrouplMcGraw-Hill, including, but not limited to network or other electronic storage or transmission, or broadcast fordistance learning.Wright Group/McGraw-HillOne Prudential PlazaChicago, lL 60601www.WrightGroup.comCustomer Service: 800-624-0822Printed in the United States of America.7 MAL og 08 07 06ISBN: 0-88488-739-1

NOTES FROM THE AUTHORShave tried to minimize the time spent onfinding answers or doing other puzzlemechanics.MIDDLE SCHOOL MATH WITH P I Z Z A !is a series of five books designed to providepractice with skills and concepts taughtin today's middle school mathematicsprograms. The series uses many of thesame puzzle formats a s PRE-ALGEBRAW l l X P m ! and ALGEBRA WZTH PIZAZZ!both published by Creative Publications.3. CAREFUL SELECTION OF TOPICSAND EXERCISES. The puzzles withineach topic area are carefully sequencedso that each one builds on skills andconcepts previously covered. Thesequence of exercises within each puzzleis designed to guide students in incremental, step-by-step fashion towardmastery of the skill or concept involved.A primary goal is the development ofproblem-solving ability. In order to solveproblems, students need not only rulesand strategies but also a meaningfulunderstanding of basic concepts. Somepuzzles in this series are designed specifically to build concepts. Other puzzles,especially those for estimation, also helpdeepen students' understanding byencouraging them to look a t numbers asquantities rather than just a s symbols tobe manipulated. For puzzles specificallykeyed to problem solving, we have triedto write problems that are interestingand uncontrived. We have included extrainformation in some problems, and havealso mixed problem types within sets,so that the problems cannot be solvedmechanically.We believe that mastery of math skills andconcepts requires both good teaching and agreat deal of practice. Our goal is to providepuzzle activities that make this practicemore meaningful and effective. To this end,we have tried to build into these activitiesthree characteristics:1. KNOWLEDGE OF RESULTS. Variousdevices are used in the puzzles to tellstudents whether or not their answersare correct. Feedback occurs immediatelyafter the student works each exercise.For example, if a particular answer is notin the code or scrambled answer list, thestudent knows it is incorrect. He or shecan then try again or ask for help.Additional feedback and reinforcementoccurs when the student finds a puzzlesolution that is appropriate. Thisimmediate knowledge of results benefitsstudents and also teachers, who nolonger have to spend time confirmingcorrect answers.In addition to 'these efforts to make thepuzzles effective, we have tried to makethem easy to use. The topic for each puzzleis given both a t the bottom of the puzzlepage and in the Table of Contents on pagesiv and v. Each puzzle is keyed to a specifictopic in recent editions of leading middleschool textbooks. Each puzzle requiresduplicating only one page, and manyof them provide space for student work.Finally, because the puzzles are selfcorrecting, they can eliminate the taskof correcting assignments.2. A MOTIVATING GOAL FOR THESTUDENT. The puzzles are designed sothat students will construct a joke orunscramble the answer to a riddle inthe process of checking their answers.The humor operates as a n incentive,because the students are not rewardedwith the punch line until they completethe exercises. While students may decrythese jokes a s "dumb" and groan loudly,our experience has been that they enjoythe jokes and look forward to solving thepuzzles. The humor h a s a positive effecton class morale. In addition to humor,the variety and novelty of procedures forsolving the puzzles help capture studentinterest. By keeping scrambled answerlists short and procedures simple, weWe hope that both you and your studentswill enjoy using these materials.Steve and Janis Marcyiii

Table of Contents1. PROBLEM-SOLVING STRATEGIESa.b.c.d.e.f.g.h.i.Problem-Solving Strategy: Guess and Check.7Problem-Solving Strategy: Work Backwards .8Problem-Solving Strategy: Solve a Simpler Problem .9Problem-Solving Strategy: Make an Organized List .10Problem-Solving Strategy: Make a Table .11Problem-Solving Strategy: Draw a Picture.12Problem-Solving Strategy: Use Logical Reasoning .13Problem-Solving Strategy: Use a Venn Diagram .14Review: Problem-Solving Strategies.152. DECIMAL NUMERATIONa.b.c.d.e.f.g.Tenths and Hundredths.16Hundredths and Thousandths. 17-18Place Value to Thousandths .19Place Value to Hundred-Thousandths .20Place Value to Millionths .21-22Comparing and Ordering Decimals .23Rounding Decimals . .24-263. ADDITION AND SUBTRACTION OF DECIMALSa.b.c.d.e.f.g.h.Estimating Sums: Using Front-End Estimation .27Estimating Sums and Differences.28Adding Decimals .29Subtracting Decimals .30Mental Math: Addition and Subtraction .31Review: Addition and Subtraction .32Problem Solving: Mixed Applications .33-34Problem Solving: Completing a Checkbook Record .354. MULTIPLICATION OF DECIMALSEstimating Products: Rounding to Whole Numbers .36Multiplying a Decimal by a Whole Number .37Multiplying Decimals .38-39Multiplying Decimals: Zeros in the Product .40Mental Math: Multiplication.41Mental Math: Multiplying by 10. 100. and 1.000 .42Review: Multiplication.43Estimating Products .44Mental Math: Addition. Subtraction. Multiplication .45Problem Solving: Choosing a Calculation Method .46Review: Addition. Subtraction. Multiplication .47-48Review: Estimating Sums. Differences. and Products .49

m.n.o.p.Problem Solving: One-Step Problems .50Problem Solving: One-Step and Multi-Step Problems .51Problem Solving: Using Data from an Advertisement .52Problem Solving: Using Data from a Table .53-545. DIVISION OF DECIMALSDividing a Decimal by a Whole Number .55-56Dividing a Decimal by a Whole Number: Rounding the Quotient .57Mental Math: Dividing by 10. 100. and 1.000 .58Mental Math Review: Multiplying and Dividing by 10. 100. and 1.000 .59Dividing Decimals .-60Dividing Decimals: Rounding the Quotient .6 - 6 2Estimating Quotients: Compatible Numbers .63Problem Solving: Choosing the Operation .64Review: All Operations with Decimals .65-66Pr blemSolving: One-Step Problems .67Problem Solving: One-Step and Multi-Step Problems .686. PROBLEM SOLVING WITH A CALCULATORa.b.c.d.e.f.Problem Solving: Choosing a Calculation Method .69Using a Calculator: Sports Scores and Averages .70Using a Calculator: Unit Prices .71Using a Calculator: Averages .72Using a Calculator: Speed, Time. and Distance .73Using a Calculator: Mixed Applications .747. ENRICHMENTa.b.c.d.Scientific Notation . 75Variable Expressions .76Functions .77Test of Genius .788. ANSWERS .-79-96

NOTESOUT USING THE PUZZLESThe selection of topics for MIDDLE SCHOOLMATH WTTH PI!reflects recent thinkingabout what is important in an updated middleschool math program. Virtually every puzzle canbe matched with a particular lesson in recenteditions of popular textbooks. After studentshave received instruction in a topic and workedsome sample exercises, you might assign apuzzle along with a selection of textbookexercises.Students in the middle grades should begin toclassify many mathematics problems andexercises into one of three categories:1.MENTAL IVIATH. Problems for which a n exactanswer can be obtained mentally.2.ESTIMATION.Problems for which a napproximate answer, obtained mentally, issufficient.3. TOOLS. Problems requiring a n exact answerthat cannot be obtained mentally. Studentswill use paper and pencil and/or calculators.Some of the puzzles in this series focusspecifically on one of these categories. A fewpuzzles actually present problems in all threecategories and ask the student to make theclassification.By the time they reach the middle grades,students should generally be permitted to usecalculators for problems that require tools(Category 3). The most common argumentagainst calculator use is that students willbecome overly dependent on them. This concern,though, appears to be based primarily on fearthat students will rely on the calculator forproblems in Categories 1 and 2, those thatshould be done mentally.To solve problems in Category 3, calculators arewonderful tools for computing. Students mayalso need paper and pencil to make diagrams,write equations, record results, etc., so they willneed both kinds of tools. On the other hand,students should not need calculators forproblems in Categories 1 and 2, problems thatcall for mental math or estimation. Skills inthese areas are essential not only in daily lifebut also for the intelligent use of the calculatoritself. The puzzles in this series reflect thesethree categories and the distinction betweenthem.When students do use calculators, you maywant to have them write down whatevernumbers and operations they punch in and theiranswers. This makes it easier to identify thecause of any error and assists in classmanagement. Even when students do mentalmath or estimation puzzles, have them write acomplete list of answers and, where appropriate,the process used to get the answers. Encouragestudents to write each answer before locating itin the answer list. Students should complete allthe exercises even if they discover the answer tothe joke or riddle earlier.One advantage of using a puzzle a s anassignment is that you can easily make atransparency of the page and display theexercises without having to recopy them on theboard. You can then point to parts of a problemas you discuss it. It is often helpful to cut thetransparency apart so that you can displayexercises on part of the screen and writesolutions on the remaining area.Other books by Steve and Janis Marcypublished by Creative PublicationsPre-Algebra With Pizzazz! in a BinderCovers most topics in a pre-algebra curriculumAlgebra With Pizzazz! in a BinderCovers most topics in a first-year algebra curriculum

What Do You Call a Lamb Covered with Chocolate?Use the "guess and check" method to solve these problems:(1) Guess an answer that meets one of the conditions.(2) Check your guess to see if it meets the other condition.Find each correct answer and cross out the letter next to it. When you finish,the answer to the title question will remain.1. Sum of two numbers 15Difference of the numbers 3Find the numbers.What is their product?2. Sum of two numbers 16Difference of the nurr bers 6Find the numbers.What is their product?3. Sum of two numbers 13Difference of the numbers 1Find the numbers.What is the larger number?4. Sum of two numbers 115. Sum of two numbers 14Product of the numbers 40Find the numbers.What is their difference?6. Sum of two numbers 15Product of the numbers 36Find the numbers.What is the smaller number?7. The Vampires played 20 games.8. Zarina said, "The sum of myThe team won 4 more gamesthan it lost. How many gamesdid the Vampires win?9. Ernie has twice as manystickers as Bert. Together theyhave 90 stickers. How manystickers does Ernie have?Product of the numbers 24Find the numbers.What is their difference?age and my father's age is 50.The product of our ages is 400."How old is Zarina?10. Tommy said, "My mommy is 4times as old as I am. The sumof our ages is 40." How old isTommy's mommy?11. Henry's sister is 3 yearsyounger than Henry. Theproduct of their ages is 180.How old is Henry?12. Dad is twice as old as Junior.Gramps is twice as old as Dad.The sum of the three ages is140. How old is Gramps?13. The Cyclone Coaster has 16cars. Some of them hold 2passengers and some hold 3passengers. If there is room for36 people altogether, how manycars hold 3 passengers?14. A math teacher drove past afarmyard full of chickens andpigs. The teacher noticed thatthere were a total of 30 headsand I00 legs. How many pigswere there?MIDDLE SCHOOL MATH WITH PIZZAZZ! BOOK BB-7TOPIC 1-a: Problem Solving Strategy: Guess and Check

How Does a Beaver Know Which Tree to Cut Down?iiTry working backward to help solve each problem. Find your answer in theanswer box. Write the letter of the answer in each space containing the numberof the problem.bank account. She then had 192 in theaccount. How much money was in theaccount before the deposit?2. Aram gave Steve 38 of his baseballcards. He then had 145 cards left. Howmany did he have to begin with?8. Keith bought a belt for 9 and a shirtthat cost 4 times as much as the belt.He then had 10. How much money didKeith have before he bought the beltand shirt?3. Mark weighs half as much as his father.If Mark weighs 76 pounds, how muchdoes his father weigh?4. Karen's uncle said, "If you add 10 to myage and then double the sum, the resultis 90." How old is Karen's uncle?9. Mom had just filled the cookie jar whenthe three children went to bed. Thatnight, one child woke up, ate half thecookies, then went back to bed. Later,the second child woke up, ate half therema-iningcookies, then went back tobed. Still later, the third child woke up,ate half the remaining cookies, leaving3 cookies in the cookie jar. How manycookies were in the jar to begin with?5. Ms. Shoe kept 2 meatballs for herself,then divided the others equally amongher 14 children. If each child got 5meatballs, how many did Ms. Shoehave to begin with?MIDDLE SCHOOL MATH WITH PIZZAZZ! BOOK Bi7. Bob's mother asked how he had doneon a math test. Bob said, "If youmultiply my score by 3, then subtract 40from that answer, then divide by 2 youwill get exactly 100." What was Bob'sscore?1. Susan made a deposit of 74 to her6. A burglar trying to escape police got onthe elevator in a tall building. He wentup 8 floors, down 4 floors, up 3 floors,down 7 floors, and down 2 floors. If hefinished on Floor 20, what floor did hestart on?ii10. Ms. Match went to a store, spent half ofher money and then 10 more. Shewent to a second store, spent half themoney she had left and then 10 more.She then had no money left. How muchmoney did Ms. Match have when shestarted out?B-8TOPIC 1-b: Problem Solving Strategy: Work Backwardsz'CJiii1

Permission is given to instructors to reproduce this page for classroom use with Middle School Math with Pi-!(Binder B). Copyright Q Wright GrolWHERE W IL L YOU F I N D THE C E N T E R OF GRAVITY?For each original problem, there is a simpler problem. Solve the simpler problem.Then choose the correct method for solving the original problem. Write the letterof the correct choice in the box containing the answer to the simpler problem.Original ProblemMethod for SolvingOriginal ProblemSimpler ProblemJelly Junior High ordered 12 computers and 4 videorecorders. The computers sell for 979 each, but the schoolgot a discount and paid only 851 each. Each video recordercost 259. How much did the school pay for the computers?The school bought 3 computers andpaid 100 for each. How much waspaid for the computers? The fastest speed at which humans have traveled is 24,791miles per hour when the Apollo 10 reached its maximumspeed 400,000 feet above the earth. At this speed, how longwould it take to travel to the moon, a distance of 233,812miles?How long would it take a persontraveling 10 miles per hour to travel80 miles?A team of 8 horses pulled a stagecoach toward Dodge Cityin 1869. It carried 3 strongboxes, each with 4,750 in goldcoins. The stagecoach was attacked by 4 outlaws who stole 10,392. What was the value of the gold left on thestagecoach?A stagecoach carried 3 boxes, eachholding 100. Outlaws stole 200.How much was left?When Rolex Glomgold died at the age of 78, his estate wasworth 916,694. His will directed that 134,250 be splitbetween 2 charities and the rest divided equally among his29 grandchildren. How much did each grandchild [email protected](@400,000 - 233,[email protected],812 .- 24,[email protected](3 x 4,750) - 10,[email protected](4 x 10,392) - 4,750Rolex died and left 100. 10 went tocharity. The rest was divided equallyamong 3 people. How much did each [email protected] x 134,250 x [email protected],694 - 134,25029Mr. Pumpernickel's 1989 Buick gets 27 miles per gallonwhen traveling at 50 miles an hour. At this rate, how muchgasoline is needed to travel from Miami to Dallas, a distanceof 1,338 miles, and then back again to Miami?A car gets 20 miles per gallon. Howmuch gas is needed to travel