MATH MYSTERIES:
Crimes, Capers and Whodunits
Teacher’s Resource Book
Peterson’s
Last Challenge
TEACHER’S NOTES
P eterson ’ s L ast C hallenge
Credits
Executive Producer
Anson W. Schloat
Writer/Producer
Jack Ellis
Additional Writing
Anson W. Schloat
Consultants
Deborah A. Lawlor
B.S. SUNY New Paltz
Masters Degree Iona College
Lakeland Central School District
Greg Williamson
Instructional Lead Teacher
Ferndale Michigan Public Schools
University of Michigan – Bachelor Degree in Elementary Education
Harvard University – Masters Degree in Mathematics for Teaching
Teacher’s Resource Book
Deb Lawlor
Greg Williamson
Jack Ellis
Copyright 2015
Human Relations Media, Inc.
hrmvideo . com
©H uman R elations M edia
M ath M ysteries : C rimes , C apers
and
W hodunits
P eterson ’ s L ast C hallenge – T eacher ’ s N otes
Table of Contents
Teacher’s Notes
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Program Contents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Using Math Mysteries in Your Classroom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
The Mystery. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Investigation One – My First Job. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Investigation Two – The Riddle of the Camel Race. . . . . . . . . . . . . . . . . . . . . . . . 7
Investigation Three – Monster Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Investigation Four – Undercover Operation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Investigation Five – Gabe’s First Dog’s Name. . . . . . . . . . . . . . . . . . . . . . . . . . . 13
hrmvideo . com
©H uman R elations M edia
M ath M ysteries : C rimes , C apers
and
W hodunits
P eterson ’ s L ast C hallenge – T eacher ’ s N otes
Introduction
Math Mysteries: Crimes, Capers and Whodunits is a series of five interactive mysteries
designed to integrate Common Core State Standards (CCSS) for Grade 6 mathematics with
engaging mysteries for students to unravel. Because each mystery incorporates a range of
appealing skills applications, it is ideal for review, remedial, and enrichment purposes.
Each mystery is a stand-alone program based on one of the
five Common Core Domains:
The Cookie Factory Mystery – Ratios and Proportional Relationships
Peterson’s Last Challenge – The Number System
Lord Symington’s Castle – Expressions and Equations
The Treasure of Pirate’s Cove – Geometry
The Clown Capers – Statistics and Probability
The challenge for students is to solve the math problems that lead to the solution of the mystery.
Working with Detectives Smith and Jones of the Pi Detective Agency, students analyze the
information gathered by the two detectives. The clues are presented in video and print form.
Students study the clues, and then apply their math skills and problem-solving skills to a series
of investigations. Each correct solution brings them closer to solving the mystery.
The program can be used in a variety of ways. Students can solve the mystery as a skills
review, or as an intriguing way to learn new math skills. Students can work in cooperative
groups or independently.
The uniqueness of this program is that it engages students in both specific common core math
skills and higher order thinking skills.
Common Core Standards for Math Practice include:
CCSS.MATH.PRACTICE.MP1: Make sense of problems and persevere in solving them.
CCSS.MATH.PRACTICE.MP2: Reason abstractly and quantitatively.
CCSS.MATH.PRACTICE.MP3: Construct viable arguments and critique the reasoning of others.
CCSS.MATH.PRACTICE.MP4: Model with mathematics.
CCSS.MATH.PRACTICE.MP5: Use appropriate tools strategically.
CCSS.MATH.PRACTICE.MP6: Attend to precision.
CCSS.MATH.PRACTICE.MP7: Look for and make use of structure.
CCSS.MATH.PRACTICE.MP8: Look for and express regularity in repeated reasoning.
hrmvideo . com
©H uman R elations M edia
1
M ath M ysteries : C rimes , C apers
and
W hodunits
P eterson ’ s L ast C hallenge – T eacher ’ s N otes
Program Contents
The Math Mysteries: Crimes, Capers and Whodunits contains a DVD with the video portions of
the program. A 3-ring binder contains the Teacher’s Resource Book. The Resource Book is divided
into three sections: Teacher’s Notes, Student Investigation Workbook, and the Case File. Note that
all three sections of the Resource Book are also in PDF format on the DVD. See instructions below
on accessing the digital files from the DVD.
The DVD
The DVD is playable on a standard DVD player or on a computer (Windows and Mac).
The DVD has a standard menu system. From the Main Menu you can select the following sections:
• Pi Detective Agency – an introduction to the mystery presented by Detectives
Smith and Jones.
• Persons of Interest – a collection of taped interviews with the people involved in the case.
• Solution – a review of the case by Detectives Smith and Jones.
The Teacher’s Resource Book
• Teacher’s Notes: A series of lesson plans called “Investigations” that provide step-by-step
guidance to the mathematics used in each investigation and references to the clues needed
to complete each of the investigations.
Note: Use your judgment as to how much of this information you give to the
students. Part of the challenge is for them to use their learned math skills and
critical thinking skills to crack the case. Consider letting them explore the
possibilities on their own, guiding them only when they’re stumped or stray
too far off the correct path.
• The Student Investigation Workbook: These pages are the worksheets for students to
calculate and record their answers for each investigation.
• The Case File is a compendium of the clues Detectives Smith and Jones have gathered
that the students will need to solve the mystery. Each clue is labeled an “Exhibit.”
Occasionally it will have yellow post-it notes attached to it containing additional information
from Detectives Smith and Jones. Also included in the Case File are transcripts from the
Persons of Interest videos.
M ath M ysteries : C rimes , C apers
and
W hodunits
2
hrmvideo . com
©H uman R elations M edia
P eterson ’ s L ast C hallenge – T eacher ’ s N otes
Program Contents continued
Instructions for Accessing the Digital Versions of the Teacher’s Resource
Book and the Case File
PDF files of the Teacher’s Resource Book are located on the DVD. To access these resources,
insert the disk into a computer that has a DVD-ROM and Adobe Acrobat Reader and follow
these instructions:
For PC Users:
If the auto play window opens: Select “Open folder to view files using Windows
Explorer.” Double click on the PDF documents to open them.
If no window opens: From the start menu, click [My] Computer. Right click on the
DVD drive icon and select Explore or Open. Double click on the PDF documents
to open them.
For Mac Users:
Double click the DVD icon on the desktop, or click the DVD icon on the Finder.
Click on the PDF documents to open them.
hrmvideo . com
©H uman R elations M edia
3
M ath M ysteries : C rimes , C apers
and
W hodunits
P eterson ’ s L ast C hallenge – T eacher ’ s N otes
Using Math Mysteries in Your Classroom
Step 1:
Choose a mystery to present to your class:
The Cookie Factory Mystery – Ratios and Proportional Relationships
Peterson’s Last Challenge – The Number System
Lord Symington’s Castle – Expressions and Equations
The Treasure of Pirate’s Cove – Geometry
The Clown Capers – Statistics and Probability
Step 2:
Before introducing a math mystery to your students, review the complete program to familiarize
yourself with the mystery, the mathematics, and the solution.
Make student copies of the Student Investigation Workbook and the Case File. If you prefer
to work with a digital version of the Case File, copy it from the DVD to your computer and/or
to your students’ tablets. Each student or cooperative group needs both documents to solve
the mystery.
Step 3:
Introduce the program concept to your class.
Step 4:
Play the Pi Detective Agency section of the DVD.
Discuss with your students what they have learned from Detectives Smith and Jones.
What is the mystery? Discuss strategies for solving the mystery.
Step 5:
Play the Persons of Interest section of the DVD.
Step 6:
Distribute copies of the Investigation Workbook and the Case File. Your students are now
ready to solve the mystery. Go to Investigation One and begin.
Step 7:
When your class has completed all the investigations, discuss their theories of the case,
then play the Solution section of the DVD.
M ath M ysteries : C rimes , C apers
and
W hodunits
4
hrmvideo . com
©H uman R elations M edia
P eterson ’ s L ast C hallenge – T eacher ’ s N otes
The Mystery
Domain: The Number System
The Mystery
PLOT: In Peterson’s Last Challenge, your students and the Pi Detective Agency join forces to
discover the name of Gabe Peterson’s first dog. This is the challenge, Peterson – millionaire,
adventurer, and math whiz extraordinaire – presented in his videotaped will. He left half his fortune
to his family. The other half will go to dog shelters across the country if the students can find
the answer. His grandson, Billy, his twin daughters, Rachel and Kay, and his business partner
Raymond Hernandez, provide clues in the form of reminiscences that include math riddles. But not
everyone wants to help solve the challenge. Who is being deceptive? The answer (and the dog’s
name) are in the numbers.
The Solution
The answers to the math riddles reveal numbers that, once decoded, correspond to letters
spelling the dog’s name: Beau.
hrmvideo . com
©H uman R elations M edia
5
M ath M ysteries : C rimes , C apers
and
W hodunits
P eterson ’ s L ast C hallenge – T eacher ’ s N otes
Investigation One – My First Job
A Circuitous Path
CCSS:
• 6.NS.6b Understanding signs of numbers in ordered pairs as indicating locations in
quadrants of the coordinate plane.
• 6.NS.6c Find and position integers and other rational numbers on a horizontal or
vertical number line.
• 6NS.7 Understanding ordering and absolute value of rational numbers (enrichment option).
• 6NS.8 Solve real world and mathematical problems by graphing points in all 4 quadrants
of the coordinate plane.
Resources needed for this investigation:
• Persons of Interest Interviews: Gabe, Billy
• Case File: Exhibits A and B
Key vocabulary words:
• Coordinate Plane: A system used to identify locations where a horizontal number line,
called the x-axis, and a vertical number line, called the y-axis, intersect at a point called
the origin.
• Ordered Pair: Two values written in parentheses like this- (4,5) These are used to show
the position on a graph, where the “x” (horizontal) value is first, and the “y” (vertical)
value is second.
• x-axis: The line on a graph that runs horizontally (left-right) through zero.
• y-axis: The line on a graph that runs vertically (up-down) through zero.
• Origin: The point on the coordinate plane where the x-axis and y-axis intersect (0,0).
Note that each of the math investigations will provide students with a number, not a letter. These
numbers, once they are all gathered, will need to be decoded in Investigation Five. Gabe has left
clues on how to do this. Students may speculate what these numbers mean as they complete
each investigation, but should be encouraged to wait until they have collected all four numbers.
Step 1:
Following the directions in Billy’s interview, instruct students to go to the Case File to find Gabe’s
Journal (Exhibit B). The page includes a map and a list of coordinates. Instruct students to turn
to Investigation One in their workbooks where they will find the same information. On their map,
starting at the origin (the center of the map), students should plot each of the coordinates and
mark each point with a decent-sized dot. To help students progress successfully, it may be helpful
to remind them to return to the origin after plotting each point. They may also need a reminder of
the effect of a negative coordinate: moving left for x-values and down for y-values.
Continued on the next page.
M ath M ysteries : C rimes , C apers
and
W hodunits
6
hrmvideo . com
©H uman R elations M edia
P eterson ’ s L ast C hallenge – T eacher ’ s N otes
Investigation One – My First Job continued
Step 2:
Students should connect the points in the order plotted (Gabe’s newspaper route) to outline the
number 5, the first clue to Gabe’s first dog’s name. They may be surprised that the first clue is a
number and not a letter and begin to speculate on what it means. Advise them to wait and see
what the other clues are before jumping to conclusions.
(3,5)
(1,5)
(-1,5)
(-3,5)
(-3,3)
(-3,1)
(-1,1)
(1,1)
(3,0)
(4,-2)
(3,-4)
(1,-5)
(-1,-5)
(-3,-4)
8
8
-8
8
-8
-8
8
-8
Enrichment Activity (optional)
a) Gabe is delivering his 15 papers in 60 minutes, which is a rate of 1 paper every 4 minutes.
The following proportion can be used to determine the unit rate.
60 minutes ÷15
= 4 minutes
15 papers ÷15
1 paper
b) Students will use either the vertical or horizontal change of the following coordinates to
determine the distance traveled.
1. Stop 1 coordinate (3,5) to Stop 3 coordinate (-1,5) = a total distance of 4 units.
Horizontal distance can be found by |3| + |-1| = 4
2. Stop 4 coordinate (-3,5) to Stop 5 coordinate (-3, 3) = a total distance of 2 units.
Vertical distance can be found by 5 - 3 = 2
3.
Stop 1 coordinate (3,5) to Stop 4 coordinate (-3,5) = a distance of 6 units.
Horizontal distance can be found by |3| + |-3| = 6
This is added to the vertical change from Stop 4 to Stop 6.
Stop 4 coordinate (-3,5) to Stop 6 coordinate (-3, 1) = a distance of 4 units.
Vertical distance can be found by 5 - 1 = 4
This results in a total distance of 10 units.
hrmvideo . com
©H uman R elations M edia
7
M ath M ysteries : C rimes , C apers
and
W hodunits
P eterson ’ s L ast C hallenge – T eacher ’ s N otes
Investigation Two – “The Riddle of the Camel Race”
The Galloping Dromedaries
CCSS:
• 6.NS.A.1 Apply and extend previous understandings of multiplication and division
to divide fractions by fractions.
Resources needed for this investigation:
• Persons of Interest Interview: Rachel
• Case File: Exhibit C
Key vocabulary words:
• Fraction: A mathematical expression representing the division of one whole number
by another. Usually written as two numbers separated by a horizontal or diagonal line,
fractions are also used to indicate a part of a whole number or a ratio between two numbers.
• Numerator: The number that appears on the top of a fraction. In the fraction 2/3, the
numerator is 2.
• Denominator: The number that appears on the bottom of a fraction. In the fraction 2/3,
the denominator is 3.
• Product: The solution to a multiplication problem in which two or more factors
are multiplied.
• Difference: The solution to a subtraction problem in which a minuend (first number)
is subtracted from a subtrahend (second number).
• Leg: A part of a race.
Step 1:
To begin, have students discuss a strategy for solving this problem, because it’s obvious that
Rachel can’t be trusted. If she’s purposely giving us false information (she is!) how can the
students get the information they need to solve the math problem? Rachel accidently provides
the answer: “Dad didn’t even keep the stone. He gave it to the Cairo Museum.” Thanks to the
work of Detectives Smith and Jones, a brochure from the Cairo Museum is in the Case File and
it has an accurate translation of the whole race.
Step 2:
Instruct students to go to the Case File to find the brochure from the Cairo Museum (Exhibit C).
Have them turn to Investigation Two in their workbooks where they will find a drawing of the race.
Below the pyramid are two rows of squares representing the 24 stones that are at the base of the
pyramid (the total distance of the race). Students will color in the squares traveled by each camel
as they do their calculations.
Continued on the next page.
M ath M ysteries : C rimes , C apers
and
W hodunits
8
hrmvideo . com
©H uman R elations M edia
P eterson ’ s L ast C hallenge – T eacher ’ s N otes
Investigation Two – “The Riddle of the Camel Race” continued
Al Matala
Al Shaber
Step 3:
Have students read the complete description of the race and advise them to make the calculation
for each camel for each leg of the race separately. Note that students may not be familiar with the
term “leg.” You should explain to them that a “leg” depicts one part of a race. The camel race is
described in four parts or “legs.” Instruct students to make the calculation for the first leg of the
race. They should find that Al Matala takes a slight lead.
Solution: On the first leg, Al Matala was off to a flying start, covering 1/3 of the entire track.
(1/3 x 24 = 8) (16 remaining)
Al Shaber stumbled out of the blocks and only covered ¼ of the track. (1/4 x 24 = 6) (18 remaining)
Step 4:
Instruct students to make the calculation for each camel for the second leg of the race. They
should find that Al Matala maintains a slight lead. Students may need to be reminded that they
are taking a fractional amount of the remaining distance, not the total distance.
Solution: On the second leg, Al Matala hit full speed, covering ¾ of the remaining distance.
(3/4 x 16 = 12) (4 remaining)
Al Shaber also hit his stride, covering 2/3 of the remaining distance. (2/3 x 18 = 12) (6 remaining)
Step 5:
Instruct students to make the calculation for each camel for the third leg of the race. They should
find that Al Matala’s lead is now less than a stone. Students may need to be reminded that they are
multiplying the fractional stride distance by 30 (the number of strides).
Solution: On the third leg, Al Matala slowed and shortened his gallop to 1/12 of a stone per stride.
The camel galloped for 30 strides during this leg of the race. (1/12 x 30 = 2 ½) (1½ remaining)
Al Shaber also slowed, but only to 1/8 of a stone per stride. He also galloped for 30 strides.
(1/8 x 30 = 3 3/4) (2¼ remaining)
Continued on the next page.
hrmvideo . com
©H uman R elations M edia
9
M ath M ysteries : C rimes , C apers
and
W hodunits
P eterson ’ s L ast C hallenge – T eacher ’ s N otes
Investigation Two – “The Riddle of the Camel Race” continued
Step 6:
Instruct students to make the calculation for each camel for the fourth leg of the race. They should
find that Al Shaber takes the lead and is the winner of the race by 1 stone. Students may need to
be reminded that they will not need to multiply as the distance covered is provided. This will show
Al Matala falling 1 stone short of the total distance and Al Shaber completing the entire distance.
Solution: On the fourth and final leg, Al Matala was out of gas and covered ½ of a stone.
(1/2) (1 remaining)
Al Shaber struggled but covered 2¼ stones. (2¼) (0 remaining)
Step 7:
Instruct students to focus on the margin of victory. The Riddle of the Camel Race is not who won
the race but by how many stones.
ANSWER: Al Shaber wins by 1 stone and 1 is the second clue to Gabe Peterson’s
first dog’s name.
Al Matala
Al Shaber
Enrichment Activity (optional)
Calculate the average distance covered by Al Matala and Al Shaber during the race.
Average (mean): The sum of the values in a list divided by the number of values.
Average = total distance divided by legs (4).
Al Matala: Total distance 24 stones over 4 legs. 24/4 = 6. Average distance 6 stones per leg.
Al Shaber: Total distance 23 stones over 4 legs. 23/4 = 5 ¾. Average distance 5 ¾ stones per leg.
M ath M ysteries : C rimes , C apers
and
W hodunits
10
hrmvideo . com
©H uman R elations M edia
P eterson ’ s L ast C hallenge – T eacher ’ s N otes
Investigation Three – Monster Math
Creepy Calculations
CCSS:
• 6.NS.A.1 Apply and extend previous understandings of multiplication and division to
divide fractions by fractions.
Resources needed for this investigation:
• Persons of Interest Interview: Kay
• Case File: Exhibit D and F
• Pair of scissors (for Enrichment Activity)
Key vocabulary words:
• Quotient: The solution to a division problem in which a dividend is divided by a divisor.
• Sum: The solution to an addition problem in which two or more addends are
added together.
• Improper Fraction: A fraction where the numerator (the top number) is greater than or
equal to the denominator (the bottom number).
• Mixed Number: A whole number and a fraction combined to represent a single value.
Step 1:
Have students discuss how they will solve this next problem since Kay has obviously misplaced
one of the cards (Ebore) in the game. They will need to know the value of this card to get the
correct answer. Fortunately, Detectives Smith and Jones have found a page from Gabe’s family
photo album that shows a photograph of Rachel and Kay wearing monster tee shirts. “Ebore” is
the number 9.
Step 2:
Following the directions provided by Kay on how to play the Monster Math game, instruct students
to go to the Case File to find the Monster Math board and the five cards (Exhibit D). Instruct them
to find the value for the sixth card, “Ebore” that Kay conveniently lost (Exhibit F).
Step 3:
Have the students turn to Investigation Three in their workbooks. Instruct them to write out the
equations line by line using the Monster Math game board as a guide. Next have them do the math
for the first 3 lines. This will give them the values they will need to do the fourth math problem. The
correct answer is 2.
Continued on the next page.
hrmvideo . com
©H uman R elations M edia
11
M ath M ysteries : C rimes , C apers
and
W hodunits
P eterson ’ s L ast C hallenge – T eacher ’ s N otes
Investigation Three – Monster Math continued
Solutions:
Line 1: ¾ divided by 2/9 = 27/8 = 3 3/8 (first splat)
Line 2: 3/2 times ¼ = 3/8 (second splat)
Line 3: ¼ divided by 1/7 = 7/4 = 1 ¾ (third splat)
Line 4: first splat: 3 3/8 + second splat: 3/8 = 3 6/8 = 3 ¾ - third splat: 1 ¾ = final answer = 2
Answer: 2 is the third clue to Gabe Peterson’s first dog’s name.
Enrichment Activity (optional):
Students can further practice multiplication and division of fractions by playing additional Monster
Math games. Below is a complete set of monster cards. Make multiple copies and have students
cut them out. Using the cards, create additional problems for the students or have them create
their own to play against each other.
Example: Division Draw- Students draw four cards to create two fractions. These become the
dividend and divisor of a division problem. The first to mentally calculate the quotient wins a point.
Continued on the next page.
M ath M ysteries : C rimes , C apers
and
W hodunits
12
hrmvideo . com
©H uman R elations M edia
P eterson ’ s L ast C hallenge – T eacher ’ s N otes
Investigation Three – Monster Math continued
hrmvideo . com
©H uman R elations M edia
13
M ath M ysteries : C rimes , C apers
and
W hodunits
P eterson ’ s L ast C hallenge – T eacher ’ s N otes
Investigation Four – Undercover Operation
Finding the Factors
CCSS:
•
6.NS.B.4 Find the greatest common factor of two whole numbers less than or equal to
100 and the least common multiple of two whole numbers less than or equal to 12. Use
the distributive property to express a sum of two whole numbers 1-100 with a common
factor as a multiple of a sum of two whole numbers with no common factor. For example,
express 36 + 8 as 4 (9 + 2).
Resources needed for this investigation:
• Persons of Interest Interview: Raymond
• Case File: Exhibit E
Key vocabulary words:
• Factors: Numbers you can multiply together to get another number.
• Greatest Common Factor (GCF): The greatest factor that divides two numbers.
• Distributive Property: An algebraic property which is used to multiply a single term and
two or more terms inside a set of parentheses.
Step 1:
Following the directions provided in Raymond’s interview, instruct students to go to the Case File
to find the clues from Gabe’s first spy job (Exhibit E). Students should identify the mathematical
expressions on the matchbook, mug and menu. These should be recorded in their workbooks.
Matchbook: (35 + 42)
Mug: (18 + 66)
Menu: (24 + 56)
Step 2:
Instruct students to find the greatest common factor for each of the expressions. The factors
should also be recorded in their workbooks.
Step 3:
Instruct students to create an equivalent expression using the distributive property. Each
equivalent expression should be recorded in their workbooks.
Continued on the next page.
M ath M ysteries : C rimes , C apers
and
W hodunits
14
hrmvideo . com
©H uman R elations M edia
P eterson ’ s L ast C hallenge – T eacher ’ s N otes
Investigation Four – Undercover Operation continued
Step 4:
Instruct students to find the sum of the greatest common factors. This value (21) will be the next
clue for one of the letters of Gabe’s dog’s first name.
Solution:
The matchbook: (35 + 42)
GCF = 7
Distributive property = 7(5 + 6) = (7 X 5) + (7 X 6)
The mug: (18 + 66)
GCF = 6
Distributive property = 6(3 + 11) = (6 X 3) + (6 X 11)
Menu: (24 + 56)
GCF = 8
Distributive property = 8(3 + 7) = (8 X 3) + (8 X 7)
The GCF’s are 7 + 6 + 8 = 21
The number 21 is the fourth and last clue to Gabe’s first dog’s name.
Enrichment Activity (optional)
Four of the six numbers from the matchbook, mug and menu have 3 as a common factor.
Which numbers do not? 35 and 56.
42, 18, 66, and 24 are all divisible by three. This can be quickly tested for any number by checking
to see if the sum of the digits is divisible by 3.
hrmvideo . com
©H uman R elations M edia
15
M ath M ysteries : C rimes , C apers
and
W hodunits
P eterson ’ s L ast C hallenge – T eacher ’ s N otes
Investigation Five – Gabe’s First Dog’s Name
Sorting It All Out
Resources needed for this investigation:
• The four numeric clues the students have collected from the previous investigations.
• Case File: Exhibit A
Step 1:
Have the students fill in the four numbers in their workbooks:
Paper Route: 5
The Riddle of the Camel: 1
Monster Math: 2
Undercover Operation: 21
Step 2:
Have the students place the four numbers on the next line in their workbook: 5, 1, 2, 21
Ask them to brainstorm how these numbers translate into a dog’s name by having them review
what Gabe has said in his video will and the newspaper article and photo in the Clue Section
(Exhibit A).
1. In his video interview Gabe says: “To get you started, I will provide you with the first clue:
As a young boy growing up in Milwaukee, Wisconsin, I was sure that my parents named
me after our street address.”
2. In the Clue Section, Exhibit A, there is a picture of the Gazette newspaper that gives Gabe’s
full name: “Gabe Warren Peterson.” There is also a photo of the young Gabe with his dog.
The sign to his left reads: “The Petersons, 7125 Warren Street.” Each number represents a
letter: 7=G, 1=A, 2=B, 5=E: GABE. This will be the same decoding to use to get his first
dog’s name.
With these clues, students should discover that the numbers need to be translated into letters:
5=E, 1=A, 2=B, 21=U (EABU).
Step 3:
Once the students have decoded the numbers into letters, they will need to unscramble them to
get the dog’s name: BEAU.
M ath M ysteries : C rimes , C apers
and
W hodunits
16
hrmvideo . com
©H uman R elations M edia