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What’s My Number? Game Boards
Master 1.6
1
1
2
3
4
8
2
= 112
+ 76 = 145
514 +
= 629
– 108 = 47
2
3
4
717 = 402 +
+ 314 = 541
496 = 8
– 213 = 46
3
216 = 48 +
245 =
4
– 89 = 24
– 23 = 98
7
136 = 230 –
648 = 9
96 +
5
1
1
Date
= 147
9
318 = 279 +
! 7 = 81
= 240
2
= 279
229 = 38 +
3
4
223 = 87 +
! 9 = 83
9
6
– 32 = 81
318 = 59 +
= 306
173 = 221 –
74 +
= 147
118 +
5
= 294
= 255
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= 297
– 91 = 33
480 =
12
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Equation Baseball Game Cards
Master 1.7
!
!7=3
"
8
= 56
!
– 13 = 22
7
= 51
= 84
20
– 26 = 43
= 54
639 !
= 140
9=
3
"
15
77 + 90 =
2=
!2
10
23 +
= 40
46 –
= 16
!
49 !
=7
7
7=
13 + 60 + 17 =
!
=5
"
4
25 =
!
14
– 90
= 60
– 225 = 500
99 =
!
450 – 120 =
"
!
15
= 12 ! 3
328 ! 8 =
12 =
!
28 !
"
!
! 10 = 35
9
#
!
+ 43 = 79
28 + 53 =
#
7
444 ! 4 =
= 71
#
"
!
180 ! 10 =
3=8
700 !
= 67
26 + 24 = 500 !
#
"
1 + 21 +
9
#
16
83 – 44 =
9 = 30 – 3
255 + 348 =
! 8 = 70
= 150
!
9
21 =
"
!
8 = 24 +
#
9 = 108
15
6
#
"
=3
= 78
= 7803
17 + 17 = 20 +
67 + 43 =
!
57 +
4802 +
"
!
22 –
#
"
!
19 +
Date
= 108
"
4
50 = 2
!
!
=7
"
50
50 =
22 – 22 = 361
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Master 1.8
Date
Equation Baseball Game Board
Score Cards
Names
Scores
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Master 1.9
Date
Additional Activity 1:
Code Breaker
Here is part of a codebook.
Actual
A
B
C
D
E
New Letter
O
T
Y
D
I
Work with a partner.
$%How is the code created?
$%Explain why D remained D.
$%Complete the code table for the rest of the alphabet.
$%Decode the following message:
AII EGK ROFIV
Take It Further:
Create your own codebook.
Use it to create a coded message.
Trade messages with another pair of students.
Try to crack your classmates’ code.
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Master 1.10
Date
Additional Activity 2:
It’s Getting Smaller!
Work on your own.
$%Begin with 1 000 000.
$%Make up a pattern rule for a shrinking pattern.
$%Write the first 7 terms of your pattern.
$%Trade patterns with a classmate.
$%Write the pattern rule for your classmate’s pattern and write the next 3 terms.
Take It Further:
What is the total number of terms in your pattern?
All the terms must be 0 or greater.
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Master 1.11
Date
Additional Activity 3:
Starting Point
Work on your own.
$%Write a pattern rule with two operations.
For example: Multiply by 2, then add 1.
$%Choose 3 different starting numbers.
Apply the pattern rule to each number.
Write the first 10 terms for each pattern.
$%Compare the terms in each pattern.
Describe any similarities among the patterns.
How often do numbers divisible by 2 appear?
$%Look for numbers divisible by 3, 5, 9, or other numbers.
Describe any patterns where these numbers appear.
$%Extend your patterns to check your ideas.
Take It Further:
Trade patterns with a classmate.
Identify your classmate’s pattern rules.
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Master 1.12
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Additional Activity 4:
And the Number Is …
Work with a partner.
$%Take turns to write a simple equation with one missing number
and one operation.
$%Have your partner solve the equation.
Take It Further:
Write and solve equations with more than one missing number
and/or more than one operation.
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Master 1.13
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Step-by-Step 1
Lesson 1, Question 5
The table shows the input and output from a machine
with two operations.
Step 1
What is the pattern rule for the output numbers?
______________________________________
______________________________________
Step 2
Input
Output
1
5
2
9
3
13
4
17
5
21
6
25
List the first six multiples of 4.
____________________________________________________________
Compare the multiples of 4 with the
output numbers. What do you notice?
____________________________________________________________
Step 3
What do you do to each input number
to get each output number?
____________________________________________________________
Step 4
Use your rule from Step 3.
Find the output for each input number:
Input
Output
7
28
9
10
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Master 1.14
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Step-by-Step 2
Lesson 2, Question 5
The first two terms of a recursive pattern are 4 and 7.
Step 1
How can you get 7 from 4? Find the missing number.
4 + ____ = 7
Use this number and operation to write the next 3 terms:
4, 7, ____, ____, ____
Write the pattern rule for this pattern.
____________________________________________________________
Step 2
How can you get 7 from 4 using multiplication followed by subtraction?
Find the missing numbers: 4
____ – ____ = 7
Use these numbers and operations to write the next 3 terms:
4, 7, ____, ____, ____
Write the pattern rule for this pattern.
____________________________________________________________
Step 3
Can you get 7 from 4 using subtraction followed by multiplication?
If so, find the missing numbers: (4 – ____)
____
If possible, write the next 3 terms and write the pattern rule for this pattern.
4, 7, ____, ____, ____
____________________________________________________________
Step 4
Try different numbers and operations.
Write any other recursive patterns you find that begin with 4, 7, ….
____________________________________________________________
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Master 1.15
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Step-by-Step 3
Lesson 3, Question 6
Step 1
Which of these numbers is divisible by 2? By 4? By 8?
1046
322
460
1784
28
54
1088
224
382
3662
If a number is divisible by 4, it is also divisible by _____.
If a number is divisible by 8, it is also divisible by _____ and by _____.
Step 2
Draw a Venn diagram with 3 loops.
Label the loops “Divisible by 2,” “Divisible by 4,” and “Divisible by 8.”
How did you draw the loops? Why did you draw them that way?
____________________________________________________________
____________________________________________________________
Step 3
Sort the numbers from Step 1 into the Venn diagram in Step 2.
How did you know where to place each number?
____________________________________________________________
Step 4
Write 3 different 4-digit numbers: _____, _____, _____
Place each number in the Venn diagram in Step 2.
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Master 1.16
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Step-by-Step 4
Lesson 4, Question 5
Step 1
To solve the equation: x – y = 7 – 4
Find the difference: 7 – 4 = _____
Find another pair of numbers whose difference
is equal to the difference above: 7 – 4 = ____ – ____
Step 2
To solve the equation: 5 + 3 = m + n
Find the sum: 5 + 3 = _____
Find another pair of numbers whose sum
is equal to the sum above: 5 + 3 = ____ + ____
Step 3
To solve the equation: 16
Find the product: 16
3=p
s
3 = _____
Find another pair of numbers whose product
is equal to the product above: 16
Step 4
3 = ____
____
To solve the equation: 8 – 6 = w – t
Find the difference: 8 – 6 = _____
Find another pair of numbers whose difference
is equal to the difference above: 8 – 6 = ____ – ____
Step 5
For each equation in Steps 1 to 4, explain how you chose the numbers.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
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Master 1.17
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Step-by-Step 5
Lesson 5, Question 3
For every 150 m above sea level, the temperature decreases about
1"C. The Brienzer-Rothorn Railway takes passengers from an
altitude of 566 m to an altitude of 2244 m on the Rothorn mountain.
Step 1
Suppose the temperature at the bottom of the mountain is 23"C.
Complete the table. Predict the temperature at the top of the mountain.
Temperature ("C)
566
23
716
866
Step 2
__________________________
Altitude (m)
__________________________
__________________________
__________________________
Now suppose the temperature when you get on the train at the bottom of
the mountain is 9"C. Will the temperature at the top of the mountain be
above or below 0"C? Explain how you know.
___________________________________________________________
___________________________________________________________
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