Spring Branch
Literacy Team
July 7, 2014
Volume 1, Issue 5
Branching Out
Camp Karl Kolbe Writers
God’s Eye
by Diego R. (9 years old)
On Monday when we went to arts and
crafts, we made “God’s Eyes.” At first I was
horrible at making them. It was harder than
trying to build muscles. When I started making it, I thought that it was going to be a piece
of cake. I was wrong.
I was so mad that I did the God’s Eye
wrong, that I tried to make it again with a
whole bunch of yarn. That made it worse. My
first God’s Eye looked like a spider made a
web on two sticks to catch 10 bugs at a time.
I was about to give up for my failure. I
asked Miss Rapp, “Can I get another one?”
She said, “Surely!” I started my second one,
and I was amazed! It was a miracle! It was
better than me making hot dogs. Trust me!
If you were to eat one of my hot dogs it would
be like you were in heaven.
I learned to never give up because one
never knows if you don’t try your best.
A Dinosaur
by Jose R. (8 years old)
Reading Is
the Best Way
to Spend
Your
Summer!
I am a dinosaur
I am dangerous
but if I am
a little
dinosaur the
others
dinosaurs will eat
me
some of us
don’t eat
INSIDE THIS ISSUE
humans
Math and Basketball ...... 2
but if you
see
Solve It!............................ 2
Math Thoughts ............... 3
A Lesson .......................... 3
a T-Rex
Slendy .............................. 3
RUN FOR YOU LIFE!
Math—The Language of
Engineering ..................... 4
My Wing
by Miranda C. (9 years old)
Uncle Buck Talks about
Life ................................... 5
Laugh about It…………..6
I have a wing.
How Math is Used in
It used to flutter in the sky
Music…………………….6
It used to be on an insect’s body
with its other wing.
Now it’s with me.
It used to rest in the dirt but
I picked it up.
Waiting to see if it flutters to you.
Magic or Math?................7
Sudoku Puzzle…………..7
Maker’s Challenge……...8
Math and Basketball
By Stephen C. Spring Branch ISD
In basketball, there are plenty of different ways that math is used. In the National Basketball Association (NBA), there is a 24 second shot clock. That
means that once a team takes possession of the ball, it has 24 seconds to take
a shot. The player has to be able to calculate the amount of time he has left
on the shot clock while also running the play. For example, if there are 3 seconds left on the shot clock, the player has to shoot within the next 3 seconds.
If he does not shoot, he loses possession of the ball.
There are hundreds of math issues in basketball. Statistics of the team influences the play. Where does a player most frequently score from? What angle mostly likely allows the ball to go in? While moving down the court, the
player should address speed and angle of movement. One cannot play basketball without considering the math of it.
I wonder how math affects other sports. Baseball? Soccer? Football?
“It is not enough to have a good mind. The main thing is to use it well.”
Decartes
Solve It!
By Josh Adler
Taking time to understand a problem before trying to solve it is key. One thing all problems share is they give a chance
to learn; and while not every problem has a simple solution, following these steps will make things clearer.
Ask questions.
What is the problem you're trying to solve? How do you get started? What are the most important parts of your
problem? Who could be helpful? These are just a few questions that can get your brain thinking.
Questions can come from anywhere. Be sure to write them down as they come to you, so you can remember them. Also, let
one question lead to the next and follow your curiosity.
By asking as many questions as possible from the beginning, you can start to get a sense of what you know or don't know about
the problem you're trying to solve. Some people call this step brainstorming, since once you start letting your curiosity lead
the way, it can feel like there's a storm of things to try and understand.
As you start to feel like you've thought of every question you can imagine, look over your list. Do you have a clearer sense of what you
need to know to solve your problem?
Look around you.
Observing means watching something closely. While watching living things you can also collect information that can help you
answer your questions. Observing the way animals, plants, or people behave has led to many famous inventions.
Be sure to keep a specific question in mind when making observations. Write down what you notice for each question. Keep
track of all your observations in one place, like a notebook or drawing pad.
Collect facts.
As you begin to better understand your problem you'll want to put together everything that you know is absolutely true. Once
you've collected as many facts, or truths, related to your problem you'll begin to get ideas about how to take action. Compare
the information you’ve collected. Look it over carefully and think about everything you’ve learned about your problem. Now,
solve it!
2
© 2014 ReadWorks®, Inc. All rights reserved.
Math Thoughts
By Susan Saied, Elementary Mathematics Lead iCoach
When you hear the word math, what do you think? Do you think numbers, symbols, and word problems? When you hear the word math, how do you feel? Do you get
excited or do you feel like your brain is about to get very tired? When I was in school, I did
not like to “do” math. It always seemed so hard! I thought, “My brain doesn’t like math. I
am not one of those people who can do math. Math is for rocket scientists, engineers, accountants!” I never really knew why I should learn math or thought about how much I use
math every single day and in so many ways.
Have you ever thought like me? If you have, then I would like you to think for a
few moments about what you have done today. Have you looked at a clock, ridden in a car,
eaten a meal, or bought anything with money, check or credit card? Guess what! That is
why you learn math! Math IS numbers, symbols, and word problems, but it is so much
more! Today you have probably used math even more than reading or writing! WOW!
When I look at a clock, I THINK about what time it is , how much time I have to
do something, will I be late, early, will I finish, do I need to go to bed, is my TV show
about to start and so much more! When I am cooking, I THINK about how much salt
should I measure, how many servings should I make, how long I need to cook, what
temperature, and so much more! When I go to the store, I THINK how much money do I
have, how much more I want to have, and when I decide to buy something , I THINK,
will I have enough money or any money left!
So here is what I would like you to do, and see if you THINK about math as much
as I do or maybe even more. Pick a day—any day—get a piece of paper that you will carry
with you all day. Every time—any time—you use math, see math, THINK math, make a
check, a tally mark, whatever! Maybe it’s a clock, money, watching the weather, deciding
how many 6-packs of Cokes you need for your group of friends, make a mark! At the end
of the day, when you see all of the marks you have made, you will see how much math
counts in your life! And, like me, I THINK you will see that math is much more than numbers, symbols, and word problems. You are a mathematician. And math is as important as
you THINK!!
A Lesson?
finger pointing
straight at me
will i ever learn?
i try…NOT right!
i try…WHAT are you doing?
i try…Just move out of the
way.
i don’t know why i still try.
a speck of dust floating with
no purpose
the lint of life
Then
i notice what she needs
—so I help.
I don’t try
I just help.
I no longer try.
I just help.
Slendy
By Edwardo L. (10 years old) Camp Karl Kolbe in Spring Branch
AAAGGGHHH!!! Slender man screamed when he saw
the little girl. The girl was also screaming. After a minute or
so, they both stopped screaming. Slender Man couldn’t believe he had gotten scared by the little girl. Actually, he was
not the only person who was scared. He was actually the one
who scared the little girl. He scared all of the children.
Slender man looked back at the girl and saw her laughing
and pointing at Slender Man’s legs. He looked down at his
legs and saw that he had forgotten to put on his pants.
AAAGGGHHH!!! He screamed again.
Slender Man was so embarrassed that he began to laugh
too. What else could he do?
3
3
Math: The Language of Engineering
By Sean H. Spring Branch ISD
Structures like this roller coaster have to be carefully designed using mathematics so that they will
safely entertain their passengers.
Does the thought of a roller coaster bring a smile to your face? All the sharp turns and amazing loop-de-loops add to
the pleasure of riding on one. But how are these amazing contraptions made? Everyone knows that engineering is involved, but what is the secret? Well guess what, the secret is math.
How could numbers have anything to do with making things like a roller coaster? Everything in engineering is associated with math. An example would be estimation. When anyone designs something, the designer/engineer needs to estimate how much weight it might hold. This makes sure that the roller coasters won’t break when we ride them.
I can tell you’re still not convinced. But estimation is only the beginning. The next step would be formulations and
equations. When there is a structure, the engineer needs to combine all the components and shapes into something
called a formulation. Then he or she can create an equation that can explain everything the structure will be able to do.
This gives engineering endless possibilities. If you look around the world, you can find many engineering marvels, such
as the Golden Gate Bridge and the Eiffel Tower. The reason these amazing structures haven’t broken down yet is because of their flawless engineering, which leads back to math.
What is engineering?
Math is the language of engineering. It is used to express engineering. Without math and science it would be impossible for engineers to function. Engineers look at our world and figure out ways to solve problems in the world. If
someone needs a longer bridge, get an engineer. Engineers work in the petroleum business, in the space industry, in all
aspects of manufacturing. They even figure out issues in the environment. So when you think about math, don’t think
about boring numbers. Think of roller coasters and all the cool possibilities of using math in subjects like engineering.
There is a really interesting video on YouTube describing engineers: https://www.youtube.com/watch?
v=bipTWWHya8A Check it out.
4
Uncle Buck Talks about Life
I remember the dumbest thing I ever did. I lived where the winters really got cold. We had
snow that would last for weeks. It was so cold that the creeks, ponds and lakes would freeze
over. This allowed for perfect sledding. My friends and I would climb up a snowy hill with our
sleds tucked under our arms. We would stand at the top of the hill, take a bit of a run and flop
down on our sleds. Then we would fly down the hill. I always imagined myself flying like Superman.
We had just had a big snow storm, and my parents let me spend the night at Mike’s, a good
friend, house. He had a great sledding hill near his house. Early that morning we dressed for a
cold day of sledding: we put on layer after layer of clothes, sweatshirts, and coats. We wanted to
stay out as long as possible.
We walked along the creek that ran behind his house. It was frozen over. We tapped on the ice
and said to one another, “Man, this ice is thick! I wonder if it has frozen the fish and crawfish
underneath?” We chose not to walk on the frozen creek—safety first—but trudged through the
deep snow.
We were the first ones to the top of the hill, climbing up the side we would not sled on. We
chose not to disturb the perfect powdery snow for sledding. At the top, we took our little runs,
flung ourselves on the sleds, and sailed down the hill at top speed, screaming our excitement.
Over and over we trudged up the hill only to fly back down. Other kids soon joined us and
joined in the fun. We would frequently ride with a partner. We would go faster that way. Once
I hit a snow-buried stump. My partner and I kept flying. I was buried in the snow like the sled,
but my friend loved the ride. I was frozen.
I was soaked with melted snow. It had shoved its way through all layers of my clothing. It was
getting dark, and I was shivering—must get home. Mike and I headed for his house. Sloughing
through the deep snow was too slow. We were tired and our feet were freezing. The creek was
clear and frozen solid. We decided that it would be OK to walk on the ice. We were Boy
Scouts; we knew how to be careful. We carefully stepped onto the ice and tapped it with our
hiking sticks. It was thick and easily held us. “Great!” we thought.
Uncle Buck has been sharing
some of the crazy things that he
did as a child. While he survived
them all, you can tell that he has
made some big mistakes.
We would love for you to share
some of your adventures with
us. Write a personal story about
a time where you intended to do
things correctly but simply made
a bad decision. We all learn
from the mistakes of others.
After reading Uncle Buck’s
story, would you be foolish
enough to walk along a frozen
creek?
Send your stories to
[email protected]
Mike was in the lead, tapping to check the ice: tap, tap, tap. Mike tapped really hard on
the ice, and suddenly we heard a loud noise: ccrrraaaacckkkk, ccrraaacckk. Mike turned
to say something but disappeared as the ice broke. I tried to slide away, but the ice broke
under me as well. Nothing could have prepared us for how cold that water was as we sunk
to the bottom of the creek. We were lucky. When we got control of our minds, we realized
that we could stand up in the water. “Get out NOW!” I yelled at Mike. We jumped up
trying to flop onto the ice like a seal. The ice kept breaking from under us pulling us back
to the bottom. Sucking in air, we finally made it to the edge of the creek and climbed out.
We didn’t bother to pick up our sleds. We ran as fast as our waterlogged clothing would
allow. It felt like I couldn’t take a thorough breath. We ran but it felt like slow motion.
The water that soaked our clothing was freezing. Icicles hung from my sleeves. We made
it home, but our clothes were frozen to our bodies. We no longer dripped water because we
were huge ice cubes.
Mike’s mom took charge and hustled us into the shower, clothes
and all. When the hot water reached our skin, it felt like a million
pins getting poked into bodies. I wanted to cry; I wanted my
mother. We could finally take off our clothes. Mike’s mom made
us hot chocolate and made us sip it to help us warm up from the
inside out. My mom came to collect me and my soaking clothes.
Our moms were mad at us for being stupid and walking on the
ice. The events of that day scared me in many different ways.
Laziness should not control safety.
5
Laugh About It
By Crystal W. Spring Branch ISD
Q. Why was 10 afraid of 9?
A. Because 9 8 7
Q. What do you call a bear
who forgot his socks?
A. Bearfooted
Q. What do you call a cow
in an earthquake?
A. A milk shake
Q. What has hands but no
arms?
A. A clock
Q. What 10-letter word starts
with gas?
A. An A-U-T-O-M-O-B-I-L-E
Q. Why did the picture go to
jail?
A. It was framed.
Figure out what the following
puzzles are saying.
Example:
I right I
Solution: right between the eyes
What does this say?
QTPI
What does this mean?
eggs
ggse
segg gseg
What does this say?
MEREPEAT
What does this say?
*********************************
Excellent Places to Play with Math
http://www.mathplayground.com/
http://www.coolmath-games.com/
FriendsMisunderstandingFriends
Great Reads with Math
Solutions in the
next newsletter.
Hannah Divided by Adele Griffin
The Wright Three by Blue Balliett
Math Curse by Jon Scieszka and Lane Smith
6
Magic or Math?
By Raumeen S. Spring Branch ISD
For some kids, math can be one of the hardest subjects to understand or even listen to. Many people don’t realize that
they can use math to impress friends and family members through MAGIC. I know what you’re thinking: how is that
possible? The two don’t even go together. Well believe it or not, they do.
I Can Read Your Mind card trick
Memorize the card in the 10th position from the top. In this case it would be the
2 of Clubs.
Ask a member of the audience to pick a number between 11 and 19. For example
18, then count out 18 cards from the top of the deck. Then leave the number of
cards you counted and put away the rest of deck
Now that you have the 18 cards in your hand, ask the person to add (this is where
the math comes in) the two digits of the number. For example, 18 is made up of 1
and 8 which equals 9 when you add them up. Then count that number of cards
from the top of the deck.
Stop at the last number. In this case I would stop at the 9 th card, and the person to
take the card. If your number was 6, then you would stop at the 6 th card. Ask
them to take the card; then, ask the person not to show it to you. All you have to
say is the card you memorized.
Sudoku Puzzle: Math Logic
The numbers 1 through 9 will fill up all horizontal rows, all vertical
rows, and all boxes. No number will be repeated in row or the box.
Looking at the first box of this puzzle (upper left corner), I could not
place a 9 in the top row even though that row needs it. The box already has a 9 in it.
Go to sudoku.com for more information on solving these puzzles and
for more puzzles to solve.
7
Branching Out
Feedback
We want to hear from you. What
did you think of this edition of
Branching Out? Do you have a
piece that you want to share with
our reading audience? Maybe you
have taken on the Maker’s Challenge and have something to share.
Please share your thinking and
writing with us at the following
address or through email.
Diane Fanning
West Transition Center
2100 Shadowdale
Houston, Texas 77043
[email protected]
Branching Out
Diane Fanning
Spring Branch ISD
West Transition Center
2100 Shadowdale
Houston, Texas 77043
diane.fanning
@springbranchisd.com
Spring Branch
Literacy Team
The Maker’s Challenge
If you read the story on page four about engineering, you know that the
Maker’s Challenge is all about engineering. We find a problem and solve it.
Last week the column had an airplane that was created from a straw and two
pieces of paper. Simple engineering. The size of the paper, the weight of the
paper, the straw all affect how the plane flies.
I challenge you to create different airplanes using paper. You can add to it,
change the shape of it, do anything to determine what affects it ability to fly.
There are many books on making paper airplanes. Feel free to read them. Ask
your family for help. Who can build the one to fly the longest distance? Have
fun with it and share the results with us.