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Math: Who Needs It?

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Why do we need math? Our fifth grade class wanted to know why we have to learn all of this math. Are we ever going to use it? Whats the point? Our fifth grade class wanted to know why we have to learn all of this math. Are we ever going to use it? Whats the point? Are percents, fractions, addition, subtraction, multiplication, division, place value, and metric system really worth learning? Are percents, fractions, addition, subtraction, multiplication, division, place value, and metric system really worth learning?

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Experimenting with math We decided to do everyday life experiments in different math subjects. We decided to do everyday life experiments in different math subjects. We divided our class into four groups. Each group selected one of the following math subjects: place value, division, percents, and conversion of measurement. We divided our class into four groups. Each group selected one of the following math subjects: place value, division, percents, and conversion of measurement. Each group created its own math story to demonstrate an everyday use of math. Each group created its own math story to demonstrate an everyday use of math.

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Group one: Percents (%) Situation: You find a shirt at Old Navy, it costs 19.99. Its on sale for 15% off the regular price. The cashier scans the sweater and tells you the price of the sweater is 18.93. Is that correct? Or did you get beat by the Old Navy scanner?

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How we got our answer: $19.99 X 15% = Change percent to decimal. $19.99 X 15% = Change percent to decimal. $19.99 X.15 = $2.99 $19.99 X.15 = $2.99 $19.99 – $2.99 = $17.00 $19.99 – $2.99 = $17.00 I got beat by the scanner! I want a recount!

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Group 2: Place Value Situation: You have just won $7,000 in the Georgia lottery. The officials came to your house with The officials came to your house with six $1000 dollar bills six $1000 dollar bills fourteen $10 dollar bills fourteen $10 dollar bills three $50 dollar bills three $50 dollar bills nine $1 dollar bills nine $1 dollar bills What is the value of your money? Is this the correct amount? or Did the lottery official keep some of your cash?

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1000 x 6 = 6000 10 x 14 = 140 50 x 3 = 150 9 x 1 = + 9 9 x 1 = + 9 $6299 $6299 Call the police! The lottery officials took some of my money! How we got our answer:

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Group 3: Metric System to Customary System Situation: You are building a rack for your stereo and CDs. You will need the following materials: 2 pieces of wood 5 Feet Long 2 pieces of wood 5 Feet Long 5 pieces of wood 1 Foot Long 5 pieces of wood 1 Foot Long 24 Nails 24 Nails You go to Lowes to get your wood. Lowes measures in centimeters, your instructions are in feet. How do you convert your measurements? Can you do it or will your stereo rack look like a ship wreck?

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How we got our answer: *1 foot = 30 centimeters *1 foot = 30 centimeters 2 ft of wood X 30 = 60 cm 5 ft of wood X 30 = 150 cm Great looking shelf!

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Group 4: Division Situation: You are the manager at Hibbets Sporting Goods. In order to keep your job, you will need to sell 450 Nikes within the next 20 weeks. If you can sale 25 Nikes per week, how many weeks will it take to sale 450 sneakers? If you can sale 25 Nikes per week, how many weeks will it take to sale 450 sneakers? Will you keep your job!

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450 /25 = 18 450 /25 = 18 I will keep my job. I had to sell 450 Nikes within 20 weeks. It only took me 18. YESSSSS! How we got our answer:

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Conclusion Each group discovered the real purpose of math. Each group discovered the real purpose of math. The experiments with each math subject helped us understand why we needed to learn that subject in math. The experiments with each math subject helped us understand why we needed to learn that subject in math. We used math in everyday life skills, such as work, play, sports, stores, etc… We used math in everyday life skills, such as work, play, sports, stores, etc…

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Works Cited Design Gallery Live. Retrieved Feb. 19, 2003, http://dgl.microsoft.com/ Design Gallery Live. Retrieved Feb. 19, 2003, http://dgl.microsoft.com/http://dgl.microsoft.com/

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