Hannah Mellick

Math 257 -- 001

Instructor: Teresa Isom

April 15th, 2020

Math 257 Practice Problems -- Set 26

Problem 1:

“Use the list of numbers to answer the question below.”

22, 25, 14, 11, 23, 27, 46

What is the mode?

A. 23

B. 24

C. 35

D. No mode

Grade Level: Grade 6

CCSS: CCSS.MATH.CONTENT.6.SP.B.5.C

Giving quantitative measures of center (median and/or mean) and variability

(interquartile range and/or mean absolute deviation), as well as describing any overall pattern
and any striking deviations from the overall pattern with reference to the context in which the
data were gathered.
Solution: D. NO MODE

Method 1: Put the numbers in order from least to greatest. (11, 14, 22, 23, 25,
27, 46). Now it is simple to see which numbers appear most often by looking down the
row. No numbers appear more than once. This means that the answer is D: NO MODE
because all of the numbers appear only once.
Method 2: Make a Data plot of the numbers. Make a slash for each number. Put
a check or a dot above the number to mark how often that number occurs in the
sequence. Each number will have one marker stating that each number occurs more
than once. This means that the answer is D: NO MODE because all of the numbers
appear only once.
Activities:

Activity: Students be each assigned a random number(1-10, numbers can and

should reoccur), and placed into groups of five. The students will be asked to arrange
themselves from least to greatest within their groups. Then they will have to determine if
there is a mode. Students can then break up into different groups and repeat.
Math 257 Practice Problems -- Set 26

Activity 2: Students will be given one dice and paper. Students will roll the dice
six times, and record each of their rolls. After six rolls, the students will be asked to find
the mode of their numbers. Each student will have rolled different numbers, and have a
variety of answers. The students will then make a number line 1-6, and record their data
to determine the mode.

Connections:
The mode can be used to determine something that occurs most often in a given
data set. For example:
- At a grocery store in which cereal is bought most often each day.
- A teacher giving a quiz could determine which score was received the most.
- The salary that occurs most for the same job. (Most teachers across the
state/country make $____)

Problem 2:
Four students simplify the expression below:
6+4x5÷2
Aimee’s solution is 25, Dario’s solution is 46, Jimmy’s solution is 13, and Lani’s
solution is 16. Who simplified the expression correctly?
a. Aimee
b. Dario
c. Jimmy
d. Lani

Grade Level: Grade 6

CCSS: CCSS.MATH.CONTENT.6.EE.A.2.C

Evaluate expressions at specific values of their variables. Include expressions that arise from
formulas used in real-world problems. Perform arithmetic operations, including those involving
whole-number exponents, in the conventional order when there are no parentheses to specify a
particular order (Order of Operations).

Solution: D. 16 Lani simplified correctly

Method 1: Following the order of operations, (PEMDAS). In this problem, we are

being asked to multiply, divide, and add. The order of operations would be to first
multiply 4 x 5= 20. Next, we would divide (20 ÷ 2 = 10). Then finally the last step would
be to add (6+10=16). This shows that the answer is 16, Lani answered 16. Therefore
the answer is D.
Math 257 Practice Problems -- Set 26

Method 2: Following the order of operations, rearrange the problem before you
solve it. Put it in order following PEMDAS. All the numbers are positive in this equation,
so that simplifies it. Multiplication comes first in this instance, so we begin our problem
with 4 x 5. Then division follows 4 x 5 ÷ 2. Finally, the addition of six, leaving us with the
problem as follows: 4 x 5 ÷ 2 + 6. Now we can solve by moving from left to right. Then
we solve as above. 4 x 5= 20. Next, they would divide (20 ÷ 2 = 10). Then finally the last
step would be to add (6+10=16). This shows that the answer is 16, Lani answered 16.
Therefore the answer is D.

Activity 1: To help solidify the concept of order of operations, students could simply
state “PEMDAS” or come up with their own pneumonic device to remember the steps.
“Please Excuse My Dear Aunt Sally” is a popular option, but students could add their
own personal twist to cement the concept.
Students work with a partner to create their own problems with different orders of
operations. The partner groups will create three problems, and find the solutions. Then
students will get into groups of four (or two groups of partners) and swap and solve the
other problems. This allows for student-lead learning. Students may swap problems or
rotate groups up to four times.

Activity 2: As a class, teachers and students can work out a worksheet with sample
problems using orders of operations. Students can each have a whiteboard and
markers to work out the problems independently. The teacher will write the problem on
the whiteboard, and students will be given a chance to solve it. A student can volunteer,
or the teacher can pick a student to come up to the board and show their work. The
class will state whether they agree or disagree with the students’ answers.

Connections:
- When determining a discount of multiple items while shopping for clothes (2
pants, and a shirt - discount = cost)
- When calculating discounts or taxes for a business

PROBLEM 3:
Charles stores his baseball cards in a container like the one shown below.
Math 257 Practice Problems -- Set 26

What is the volume, in cubic inches, of the container?

(v=lwh) Show your work

Grade Level: Grade 7

CCSS: CCSS.MATH.CONTENT.7.G.B.6

Solve real-world and mathematical problems involving area, volume, and surface area of
two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and
right prisms.

Solution: 135 cubic inches

Method 1: Volume can be found for rectangular prisms with the following formula
(v=lwh) V= volume, l= length, w= width, and h=height. First, plug the information we
have into the formula. We are looking for the volume, so this will stay “v”. We have the
width, height, and length (shown in the picture above). L= 9 in. W= 3 in. H= 5 in. Next,
we multiply from left to right. 9 x 3 = 27. Next, we multiply 27 x 5 = 135. We now know
that the rectangular prism pictured above is 135 CUBIC inches. *Remember to label!
Volume is always cubed.
Method 2: This method will focus on the visual element. To find the volume of a
rectangular prism, we need to use the formula v=lwh. V= volume, l= length, w= width,
Math 257 Practice Problems -- Set 26

and h=height. We can break this cube into individual cubes to find the measurements
for each. *use the following picture to ensure that students can determine the L,W,H
themselves instead of the given number.* Students can count the cubes to determine
measurements. (L= 9 in. W= 3 in. H= 5 in.) Then the students will plug the numbers into
the formula, and multiply. 9 x 3 x 5 = 135. *do not forget to label the cubic inches.* This
shows that there are 135 individual cubes or 135 cubic inches.

Activity 1: Students can use manipulatives to form their own cubic prisms. They can
use physical forms, but they will be required to draw their forms on paper. Then they
can work out what the individual volume is for each shape they have created. They can
do as many as needed in the allotted time, 3 cubic prisms min. *remind students to label
their work with cubic measurement. *

Activity 2: To help relate this lesson to real life, students can measure items around the
classroom or their home. For example, cereal boxes, rooms, books, etc. and find the
volume that the item would hold. This helps students learn measurement, and relate
math to real life. Students will be asked to find three items to measure, but more may be
gathered. They can then get into small groups to share, and check their calculations.

Connections:

- Measuring how much water is needed to fill a pool or a tub.

- How much heat is going to be required to heat a room or building?

- How many boxes or items will be able to fit in a moving truck?