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EXPLORING THE TECHNOLOGY

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Teacher Works CD Teacher Resources: Page 12/128 Page 6

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Teacher Works CD Teacher Resources 5 Minute Check: Page 1/101

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Teacher Works CD Teacher Resources 5 Minute Check: Page 1/101

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45 minutes

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30 minutes

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mhpdguest02 mhpd

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Student Achievement 30 minutes

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A Challenge Problem 20 minutes DAY 3

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Challenge Problem 20 minutes 1 st 10 minutes: Discuss and come up with a strategy. Last 8 minutes: Groups will share their strategies with ALL participants. On Tuesday groups will share their solutions.

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My name is FELWAH. I am an owner of a small CARROT plantation in a remote desert oasis. I need your help !!!

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FELWAH the Horse Is an owner of a small carrot plantation in a remote desert oasis. Handout Booklet: Page 3 Felwah ’ s harvest, consists of 3000 carrots. The market place where the stash can be cashed in is 1000 miles away. However, Felwah must walk to the market, and can only carry up to 1000 carrots at a time. Furthermore, being a horse, Felwah eats one carrot during each and every mile she walks (so Felwah can never walk anywhere without carrots). How many carrots can Felwah get to the market?

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My name is FELWAH. I am an owner of a small banana plantation in a remote desert oasis. I need your help !!!

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A Solution …to the Felwah Horse problem … …discuss for 15 minutes & we will put closure to it at our next session…

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A Solution to the Felwah Problem

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5. travel an additional 333 1/3 miles, you're left with 666 2/3, stash 333 1/3 there (533 1/3 mile point), you have 333 1/3 left 1. Start trip with 1000 carrots 2. Travel 200 miles, you're left with stash 600 at 200 mile point, keep 200 for 200 mile trip back. 3. Pick up another travel 200 miles, you have 800 left, pick up 200 from stashed, you now carry 1000 and have 400 more stashed.

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6. travel back 333 1/3 miles to 200 mile point, you have no bananas left, pick up 200 stashed (leaving 200 still at 200 mile point), go back the other 200 miles. 7. pick up another travel to 200 mile point, leaving 800 bananas, pick up remaining 200 stashed 9. with 1000 bananas travel 333 1/3 miles to 533 1/3 mile point, you're left with 666 2/3 bananas. 10. pick up all 333 1/3 that were stashed there 11. you're back at 1000 carrots 12. make remaining 466 2/3 mile trip, /3 = 533 1/3 carrots left at end.

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A spider and a fly are in a 12 meter high room having a 12 meter by 30 meter floor. The spider is on one 12×12 wall halfway between the adjacent walls and 1 meter from the floor. The fly is on the opposite 12 ×12 wall halfway between the adjacent walls and 1 meter from the ceiling. The spider wishes to crawl to where the fly is via the shortest possible route. Find the distance of the shortest possible path. 12 m 30 m I want that FLY 2 min

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12 m 30 m Content: Developing Problem Solving Strategies Pedagogy: Guiding Students Using Well Chosen Prompts. Hint 1: Describe the information in terms of TWO dimensions.

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12 m 30 m Shortest Possible Route ! What possible paths are available for the spider ? floor ceiling Two Dimensional Three Dimensional

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12 m 30 m My Math knowledge will help me FIND the shortest path. Is This REALLY The SHORTEST path ? floor m ceiling 42

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S o l u t i o n CASE ONE: (a three face solution) is to go to the nearest edge, then across the floor and finally up the opposite wall for a total distance of = 42. If we “unfold” the room, the spider will follow a straight-line path to the fly. I want that fly floor meters

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S o l u t i o n CASE TWO: (a three face solution) is to go across the wall, NOT the floor nor the ceiling, for a total distance of floor A New Net ceiling

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S o l u t i o n CASE THREE: (a four face solution) is to go to the nearest edge, then cut across a corner of the floor, then cut across another corner of the wall, and finally go up the adjacent wall to the opposite point, for a distance of floor ceiling

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40 S o l u t i o n 24 ceiling side wall floor 32 CASE FOUR: (a five face solution) is to go to the nearest edge, then cut across the corner of the floor, then across the side wall and then cut across the corner of the ceiling and finally go to the opposite point, for a distance of m 30 m

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Break: Back at 12:30

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How are science (and other cross curricular topics) embedded throughout the program? Handout Booklet: Pages 1-2 THIRD GRADE In the Chapter Introductions

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THIRD GRADE

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Handout Booklet: Pages 3-4 In Problem Solving Lessons

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Handout Booklet: Pages 7-8

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Handout Booklet: Pages 9-

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Vik Help Me Explain

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How Would You Solve The Problem ? Any volunteers ?

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Help Me Get The Answer Using Sound Mathematical Reasoning “No Fuzzy Stuff”

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6 th Grade by long division

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Mathematical Reasoning “No Fuzzy Stuff”

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