A Problem Solving Approach To Mathematics For Elementary School Teachers 13Th Edition Full Chapter
A Problem Solving Approach To Mathematics For Elementary School Teachers 13Th Edition Full Chapter
A Problem Solving Approach To Mathematics For Elementary School Teachers 13Th Edition Full Chapter
Preface xi
Acknowledgments xvii
Chapter 9 Probability
This chapter discusses the probabilities of single stage and multistage experiments. Counting tech-
niques have been expanded in this edition. StatCrunch references link to applets providing a
hands-on way for students to interact with probability concepts.
Chapter 10 Data Analysis/Statistics: An Introduction
Chapter 10 has been reorganized and simplified. Designing Experiments/Collecting Data is based on
Guidelines for Assessment and Instruction in Statistics Education (GAISE) Report: A preK–12 Curriculum
Framework (2005) by the American Statistical Association. In the following sections, data, graphs, exam-
ples, and assessment exercises have been updated and new material added. The action formerly called
Abuses of Statistics has been integrated into earlier sections in this edition. StatCrunch refer-
ences aid students in data display.
Chapter 11 Introductory Geometry
This chapter allows students to explore some ramifications of different definitions in mathematics
used in schools. Linear measure is introduced to emphasize its importance in the curriculum. Also
symmetries are introduced as a concept to form geometrical definitions. The Networks module is now
offered online.*
Chapter 12 Congruence and Similarity with Constructions
Congruence and constructions sections have been expanded to allow more exploration. Many new
exercises have been added. A module on Trigonometric Ratios via Similarity is available online.*
Chapter 13 Area, Pythagorean Theorem, and Volume
Concepts of linear measure are included with the topics of area, the Pythagorean Theorem, and
volume. Many topics have been shifted and new material added. Assessment sets and examples have
been updated.
Chapter 14 Transformations
The order of the geometry chapters has been changed, with transformations now being the subject of
the final chapter. Tessellations have been added to the section on translations and rotations. Reflec-
tions, glide reflections, and dilations follow this section.
Features
In creating the 13th edition of this text, we used strengths of previous editions, incorporating feedback
from users, and making improvements to better prepare future teachers for teaching mathematics.
• 13 eManipulatives, available in MyLab Math, allow students to investigate, explore, practice, build
conceptual understanding, and solve specific problems without the mess or cost of physical manip-
ulatives. Annotations in the student edition indicate where these eManipulatives are relevant. Exer-
cises related to the eManipulatives are assignable within MyLab Math.
• Integrating Mathematics and Pedagogy (IMAP) videos, available in MyLab Math, feature elemen-
tary school children working problems. Margin notes in the student edition indicate where these
videos are relevant. Exercises related to the IMAP videos are assignable within MyLab Math.
• New! StatCrunch technology has been referenced in various chapters as an aid to
learning.
For past editions of this book, many noted and illustrious mathematics educators and mathematicians
have served as reviewers. To honor the work of the past as well as to honor the reviewers of this edi-
tion, we list all but place asterisks by this edition’s reviewers.
xvii
xviii Acknowledgments
1 +4 5
2 +5 12
3 +6 21
8 + 11 ?
If needed, see Hint on page 34.
1
2 An Introduction to Problem Solving
P roblem solving has long been central in the learning of mathematics at all levels. George
Pólya (1887–1985), a great mathematician of the twentieth century, is the father of mathemat-
ical problem solving. He pointed out that “solving a problem means finding a way out of
difficulty, a way around an obstacle, attaining an aim which was not immediately attainable.”
(Pólya 1981, p.ix)
▲
IMAP Video Pólya developed a four-step problem-solving process that has been adopted by many.
Watch Elise talk about A modified version is given here.
problem-solving with her
students. 1. Understanding the problem
2. Devising a plan
3. Carrying out the plan
4. Looking back
Problem solving is one of the five process standards identified in Principles and Standards
of School Mathematics (2000) by the National Council of Teachers of Mathematics (NCTM) and
shown in Figure 1.
Re
pres
ons e
cti nt
ati
n ne on
Co
Mathematical
Com
Processes
ning
mun
so
ic
Rea
atio
n
Problem Solving
Figure 1
C C S S Problem solving is also one of the eight Standards for Mathematical Practice in the Common Core
State Standards for Mathematics (hereafter identified as Common Core Standards and abbreviated
as CCSS). The Common Core Standards, developed in 2010 through the National Governors Associa-
tion and the Council of Chief State School Officers, are built around the Standards for Mathematical
Practice seen in Table 1. Table 1 is an abridged version of these Standards.
Students learn mathematics by solving problems. Exercises are routine practice for
Activity Manual skill building and serve a purpose in learning mathematics, but problem solving must be
Try When You Don’t Know a focus of school mathematics. A reasonable amount of tension and discomfort improves
What to Do to introduce problem-solving performance.
Polya’s four-step
problem-solving process.
An Introduction to Problem Solving 3
Table 1
1. Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points
to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and mean-
ing of the solution and plan a solution pathway rather than simply jumping into a solution attempt.
2. Reason abstractly and quantitatively.
Mathematically proficient students make sense of quantities and their relationships in problem situations.
3. Construct viable arguments and critique the reasoning of others.
Mathematically proficient students understand and use stated assumptions, definitions, and previously established results
in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their
conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples.
4. Model with mathematics.
Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life,
society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situa-
tion. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the
community.
5. Use appropriate tools strategically.
Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might
include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a
statistical package, or dynamic geometry software.
6. Attend to precision.
Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion
with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign
consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the corre-
spondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree
of precision appropriate for the problem context.
7. Look for and make use of structure.
Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice
that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to
how many sides the shapes have. Later, students will see 7 * 8 equals the well remembered 7 * 5 + 7 * 3, in preparation
for learning about the distributive property. In the expression x 2 + 9x + 14, older students can see the 14 as 2 * 7 and the 9
as 2 + 7.
8. Look for and express regularity in repeated reasoning.
Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts.
Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and
over again, and conclude they have a repeating decimal.
Source: p. F16, from PEARSON, ENVISION MATH 2017 STUDENT EDITION 1-YEAR SUBSCRIPTION +
DIGITAL COURSEWARE 1-YEAR LICENSE GRADE 6, 0 Ed., ©2017. Reprinted and Electronically reproduced by
permission of Pearson Education, Inc., New York, NY.
6 An Introduction to Problem Solving
Historical Note
George Pólya (1887–1985), born in Hungary, moved to the United States in 1940, and after a
brief stay at Brown University, joined the faculty at Stanford University. A preeminent math-
ematician, he focused on mathematics education. He published 10 books, including How To
Solve It (l945).
IMAP Video
Watch Tonya’s class A variety of problems in different contexts provide experience in problem solving. Strategies
model strategies for are used to discover or construct the means to achieve a solution. For each strategy described,
solving a problem. we give an example that can be solved with that strategy. Often, problems can be solved in
more than one way. There is no one best strategy to use.
In many of the examples, we use the natural numbers, 1, 2, 3, . . . . The first three dots, an
ellipsis, are used to represent missing terms. The expanded problem-solving steps highlighting
some strategies are shown next.
IMAP Video
Watch a fourth–grade
class model Gauss’s As young students, Carl Gauss and his fellow classmates were asked to find the sum of the
strategy. first 100 natural numbers. The teacher expected to keep the class occupied for some time, but
Gauss gave the answer almost immediately. How might he have done it?
Understanding the Problem The natural numbers are 1, 2, 3, 4, . . . . Thus, the problem is to
find the sum 1 + 2 + 3 + 4 + c + 100.
Devising a Plan The strategy look for a pattern is useful here. One story about young
Gauss reports that he listed the sum, and wrote the same sum backward, as in Figure 2.
If S = 1 + 2 + 3 + 4 + 5 + c + 98 + 99 + 100, then Gauss could have seen the following
pattern.
S = 1 + 2 + 3 + 4 + 5 + c + 98 + 99 + 100
+ S = 100 + 99 + 98 + 97 + 96 + c + 3 + 2 + 1
2S = 101 + 101 + 101 + 101 + 101 + c + 101 + 101 + 101
Figure 2
To discover the original sum from the last equation, Gauss could have divided the
sum, 2S, in Figure 2 by 2.
Carrying Out the Plan Note that the sum in each pair, (1, 100), (2, 99), (3, 98), . . . , (100, 1), is always
100 # 101
101, and there are 100 pairs with this sum. Thus, 2S = 100 # 101 and S = = 5050.
2
Activity Manual Looking Back This technique can be used to solve a more general problem of finding the sum
Try What’s the Pattern? to of the first n natural numbers 1 + 2 + 3 + 4 + 5 + 6 + c + n. We use the same plan as
introduce the patterns in before and notice the relationship in Figure 3. Because there are n sums of (n + 1), we have
problem-solving strategy.
n(n + 1)
2S = n(n + 1) and S = .
2
S = 1 + 2 + 3 + 4 + c+ n
+ S = n + (n - 1) + (n - 2) + (n - 3) + c + 1
2S = (n + 1) + (n + 1) + (n + 1) + (n + 1) + c + (n + 1)
Figure 3
Section 1-1 Mathematics and Problem Solving 7
A different strategy for finding a sum of consecutive natural numbers involves the strategy
of making a diagram and thinking of the sum geometrically as a stack of blocks. This alternative
method is explored in exercise 2 of Assessment 1-1A.
Historical Note
Carl Gauss (1777–1855), one of the greatest mathematicians of all time, was born to humble
parents in Brunswick, Germany. He was an infant prodigy who later made contributions in
many areas of science as well as mathematics. After Gauss’s death, the King of Hanover hon-
ored him with a commemorative medal with the inscription “Prince of Mathematics.”
Find the sum of the even natural numbers less than or equal to 100.
Understanding the Problem Even natural numbers are 2, 4, 6, 8, 10, . . . . The problem is to find
the sum of these numbers: 2 + 4 + 6 + 8 + c + 100.
Devising a Plan Recognizing that the sum can be related to Gauss’s original problem helps us
devise a plan. Consider the following:
2 + 4 + 6 + 8 + c + 100 = 2 # 1 + 2 # 2 + 2 # 3 + 2 # 4 + c + 2 # 50
= 2(1 + 2 + 3 + 4 + c + 50)
Thus, we can use Gauss’s method to find the sum of the first 50 natural numbers and then
double that result.
Carrying Out the Plan We carry out the plan as follows:
2 + 4 + 6 + 8 + c + 100 = 2(1 + 2 + 3 + 4 + c + 50)
50(50 + 1)
= 2J R
2
= 2550
Thus, the sum of the even natural numbers less than or equal to 100 is 2550.
Looking Back A different way to approach this problem is to realize that there are 25 sums
of 102, as shown in Figure 4. (Why are there 25 sums to consider, and why is the sum in each
pair always 102?)
102
102
102
102
2 + 4 + 6 + 8 + . . . + 94 + 96 + 98 + 100
Figure 4
Thus, the sum is 25 # 102 = 2550.
8 An Introduction to Problem Solving
The length of each side of the triangles shown in Figure 5 is 1 in. If 100 triangles are placed as
Activity Manual shown, what is the perimeter of (distance around) the figure that is formed?
Try Ten People in a Canoe
to introduce the simplify
problem-solving strategy
and apply the make a
table, make a model, and
patterns strategies.
Figure 5
Understanding the Problem The perimeter of 1 triangle is 3 in. If the triangles are placed as
shown in Figure 5, what is the perimeter of the figure that is formed?
Devising a Plan Simpler cases show that with 1 triangle the perimeter is 3 in., with 2 triangles
the perimeter is 4 in., and with 3 triangles the perimeter is 5 in. If these data are placed in Table
2, then a pattern can be found and used to find the perimeter of 100 triangles placed as shown
in Figure 5. Note that some sides of the triangles are not part of the perimeter.
Table 2
Number of 1 2 3
triangles
Perimeter 3 4 5
(inches)
Carrying Out the Plan In Table 2, the perimeter of the figure formed is always 2 more than
the number of triangles. This is because when one more triangle is added 1 inch is lost but 2
more inches are added. When 10 triangles are used, the perimeter is 10 + 2 = 12 in. When
100 triangles are used, the perimeter is 100 + 2 = 102 in.
Looking Back Part of Looking Back is to determine if the problem can be generalized. In this
case, if there are n triangles placed as shown in Figure 5, then the perimeter is (n + 2) in.
Arrange the numbers 1 through 9 into a square subdivided into nine cells, as in Figure 6, so
that the sum of every row, column, and major diagonal is the same. The result is a magic square.
Understanding the Problem Each of the nine numbers 1, 2, 3, . . . , 9 must be placed in the cells,
a different number in each cell, so that the sums of the numbers in each row, in each column,
Figure 6 and in each of the two major diagonals are the same.
Devising a Plan If we knew the fixed sum of the numbers in each row, column, and diagonal, we
would have a better idea of which numbers can appear together in a single row, column, or diago-
nal. Thus the subgoal is to find that fixed sum. The sum of the nine numbers, 1 + 2 + 3 + c + 9,
equals 3 times the sum in one row. (Why?) Consequently, the fixed sum can be found using
1 + 2 + 3 + c+ 9 (9 # 10) , 2
the process developed by Gauss. We have = = 15. Next, we
3 3
need to decide what numbers could occupy the various cells. The number in the center cell
will appear in four sums, each adding to 15 (two diagonals, the second row, and the second
column). Each number in the corner cells appears in three sums of 15. (Why?) If we write 15 as
a sum of three different numbers 1 through 9 in all possible ways, we could count how many
sums contain each of the numbers 1 through 9. The numbers that appear in at least four sums
are candidates for placement in the center cell, whereas the numbers that appear in at least three
sums are candidates for the corner cells. Thus the new subgoal is to write 15 in as many ways
as possible as a sum of three different numbers from 1, 2, 3, . . . , 9.
Carrying Out the Plan The sums of 15 can be written systematically as follows:
9 + 5 + 1
9 + 4 + 2
8 + 6 + 1
8 + 5 + 2
8 + 4 + 3
7 + 6 + 2
7 + 5 + 3
6 + 5 + 4
Note that the order of the numbers in sums like 9 + 5 + 1 is irrelevant because the order in
which additions are done does not matter. In the list, 1 appears in only two sums, 2 in three
sums, 3 in two sums, and so on. Table 3 summarizes this information.
Table 3
Number 1 2 3 4 5 6 7 8 9
Number of sums containing the number 2 3 2 3 4 3 2 3 2
The only number that appears in four sums is 5; hence, 5 must be in the center cell.
(Why?) Because 2, 4, 6, and 8 appear 3 times each, they must go in the corner cells. Suppose
we choose 2 for the upper left corner. Then 8 must be in the lower right corner. This is shown
in Figure 7(a). Now we could place 6 in the lower left corner or upper right corner. If we
choose the upper right corner, we obtain the result in Figure 7(b). The magic square can now
be completed, as shown in Figure 7(c).
2 2 6 2 7 6
5 5 9 5 1
8 8 4 3 8
Figure 7
10 An Introduction to Problem Solving
Looking Back We have seen that 5 was the only number among the given numbers that could
appear in the center. However, we had various choices for a corner, and so it seems that the
magic square we found is not the only one possible. Can you find all the others?
Bev and Jim ran a 50-m race three times. The speed of the runners did not vary. In the first
race, Jim was at the 45-m mark when Bev crossed the finish line.
a. In the second race, Jim started 5 m ahead of Bev, who lined up at the starting line.
Who won?
b. In the third race, Jim started at the starting line and Bev started 5 m behind. Who won?
Understanding the Problem When Bev and Jim ran a 50-m race, Bev won by 5 m; that is, when-
ever Bev covered 50 m, at the same time Jim covered only 45 m. If Bev started at the starting
line and Jim started at the 5-m line or if Jim started at the starting line and Bev started 5 m
behind, we are to determine who would win in each case.
Devising a Plan A strategy to determine the winner under each condition is to make a diagram.
A diagram for the first 50-m race is given in Figure 8(a). In this case, Bev won by 5 m. In the
second race, Jim had a 5-m head start and hence when Bev ran 50 m to the finish line, Jim ran
only 45 m. Because Jim is 45 m from the finish line, he reached the finish line at the same time
as Bev did. This is shown in Figure 8(b). In the third race, because Bev started 5 m behind,
we use Figure 8(a) but move Bev back 5 m, as shown in Figure 8(c). From the diagram we
determine the results in each case.
Start Finish
0 50 m
45 m Bev
Jim
(a) 5m
0 50 m
Bev
45 m
Jim
(b) 5m
0 50 m
Bev
45 m 5m
Jim
(c) 5m 5m
Figure 8
Carrying Out the Plan From Figure 8(b) we see that if Jim had a 5-m head start, then the race
ends in a tie. If Bev started 5 m behind Jim, then at 45 m they would be tied. Because Bev is
faster than Jim, Bev would cover the last 5 m faster than Jim and win the race.
Looking Back The diagrams show that the solution makes sense and is appropriate. Other
problems can be investigated involving racing and handicaps. For example, if Bev and Jim run
on a 100-m oval track, how many laps will it take for Bev to lead Jim by one full lap? (Assume
the same speeds as earlier.)
Section 1-1 Mathematics and Problem Solving 11
IMAP Video
whether the guess is correct. If not, the next step is to learn as much as possible about the answer
Watch Arriel use the
guess-and-check strategy. based on this guess before making a next guess. This strategy can be regarded as a form of trial
and error, in which the information about the error helps us choose what to try next. The guess-
and-check strategy is often used when a student does not know how to solve the problem more
efficiently or if the student does not yet have the tools to solve the problem in a faster way.
Consider the School Book Page on page 12. One strategy students could use to solve this
problem is guess and check. Because 234 is too small and 240 is too great, students know the
value of x is between 234 and 240. They could try the values 235, 236, 237, 238, and 239 or they
could use guess and check again. Because 5(238) = 1190, x = 238. Notice how the strategy of
guess and check is used with the next strategy, write an equation. See exercise 12 in Mathematical
Connection 1-1.
Activity Manual
Try Magic Number Tricks Strategy: Write an Equation
to introduce the write an
equation problem-solving Even though algebraic thinking is involved in the strategy write an equation and may evoke
strategy and reinforce the thoughts of traditional algebra, a closer look reveals that algebraic thinking starts very early
work backward strategy. in students’ school lives. For example, on page 12, Example 2 starts with the guess and check
strategy and evolves into solving the equation 5x = 1190. We use algebraic thinking long
before formal algebra is taught. A more formal approach to algebra is seen in Chapter 8. An
example of the strategy write an equation is seen on the School Book Page on page 13.
12 An Introduction to Problem Solving
x x x x x
5x = 1,190
Substitute each guess for x and evaluate.
Try x = 234: 5 × 234 ≠ 1,190 Not a solution
Try x = 242: 5 × 242 ≠ 1,190 Not a solution
Try x = 240: 5 × 240 ≠ 1,190 Not a solution
Of Maya’s three friends, none correctly guessed the number of
marbles in each box. No solution is given in the set of values.
Try It!
Anthony has a total of y marbles and 4 boxes. He puts y marbles
13 marbles in each box and has none left over. Which of
his friends, if any, correctly guessed how many marbles 13 13 13 13
Anthony has in all? Use the equation y , 4 = 13.
Substitute each guess for y and evaluate.
Friend Guess
Try y = 48: ,4= Julianne 48 marbles
Nikos 60 marbles
Try y = 60: ,4=
Quincy 120 marbles
Try y = 120: ,4=
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School Book Page Write an Equation
Section 1-1
Source: p F16-F17, from PEARSON, ENVISION MATH 2017 STUDENT EDITION 1-YEAR SUBSCRIPTION + DIGITAL COURSEWARE 1-YEAR LICENSE
GRADE 8, 0 Ed., ©2017. Reprinted and Electronically reproduced by permission of Pearson Education, Inc., New York, NY.
Mathematics and Problem Solving
13
14 An Introduction to Problem Solving
Assessment 1-1A
1. Use the approach in Gauss’s Problem to find the following 6. How many triangles are in the following figure? 27
sums of arithmetic sequences.
a. 1 + 2 + 3 + 4 + c+ 99 4950
b. 1 + 3 + 5 + 7 + c+ 1001 251,001
c. 3 + 6 + 9 + 12 + c+ 300 15,150
d. 4 + 8 + 12 + 16 + c+ 400 20,200
2. Use the ideas in drawings (a) and (b) to find the solution
to Gauss’s Problem for the sum 1 + 2 + 3 + c+ n.
Explain your reasoning. *
7. Without computing each sum, find which is greater, O or
E, and by how much.
O = 1 + 3 + 5 + 7 + c+ 97
E = 2 + 4 + 6 + 8 + c+ 98 *
n 8. Alababa, Bubba, Cory, and Dandy are in a horse race.
Bubba is the slowest; Cory is faster than Alababa but
slower than Dandy. Name the finishing order of the
horses. *
9. How many ways can you make change for a $50 bill using
$5, $10, and $20 bills? 12
10. The following is a magic square (all rows, columns, and
n diagonals sum to the same number). Find the value of
(a) each letter. *
17 a 7
12 22 b
c d 27
11. Debbie and Amy began reading a novel on the same day.
Debbie reads 9 pages a day and Amy reads 6 pages a day.
n If Debbie is on page 72, on what page is Amy? 48
12. The 14 digits of a credit card are written in the boxes
shown. If the sum of any three consecutive digits is 20,
what is the value of A? 9
A 7 7 4
13. Three closed boxes (A, B, and C) of fruit arrive as a gift
(b) n 1
from a friend. Each box is mislabeled. How could you
choose only one fruit from one box to decide how the
boxes should be labeled? *
3. Find the sum
36 + 37 + 38 + 39 + c+ 146 + 147. 10,248
4. Cookies are sold singly or in packages of 2 or 6. With this Oranges
packaging, how many ways can you buy Oranges and Apples
a. 10 cookies? 9 Apples
b. a dozen cookies? 12
5. In a big red box, there are 7 smaller blue boxes. In each of Box A Box B Box C
the blue boxes, there are 7 black boxes. In each of the black
boxes, there are 7 yellow boxes. In each of those yellow 14. An electrician charges $50 per hour and spends $15 a
boxes, there are 7 tiny gold boxes. How many boxes are day on gasoline. If she netted $1315 in 4 days, how many
there altogether? Explain your answer. 2801 hours did she work? 27.5 hours
15. Kathy stood on the middle rung of a ladder. She climbed
up three rungs, moved down five rungs, and then climbed
up seven rungs. Then she climbed up the remaining six
rungs to the top of the ladder. How many rungs are there
in the whole ladder? 23
*Answers can be found in the Answers section at the back of the book.
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Isäntää, joka oli ahkera työmies, alkoi tuo tuollainen elämä viimein
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IV.
Vielä oudompaa oli tulo Liinasta. Hän oli tosin kerran kesällä
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käyneet täällä huoneita korjailemassa ja Liina oli haaveksivissa
toiveissaan luullut sillä jo kaiken tulleen "hyväksi". Kesällä kuivalla
ilmalla olivat seinät näyttäneet paljon ehyemmillä ja puhtaammilta
kuin nyt sateesta mustina.
Liina tarkasteli päältä päin tuota rakennusta, jossa oli vain kaksi
tupaa, porstua välillä. Ikkunat olivat pienet, neliruutuiset ja nurkat
kallellaan.
"Eipä tässä nyt auta sitä katsoa", sanoi Kalle, osaamatta sen
paremmin valita lohdutustansa.
"Naisten töitähän se on, eikä tässä vielä ole piikaa", koetti Kalle
selittää ja rauhoittaa.
"En minä mene läävään, enkä minä osaa tehdä mitään. Minä
kuolen täällä!" kuului uuden itkunpuuskan seasta katkonaisin sanoin.
Kalle huomasi, että Liinalla oli tosi tuska edessä, jätti syönnin
puuhan sikseen, läksi etsimään puita, tehdäkseen tulta lieteen, ja
löysikin hyvän aikaa haeskeltuaan minkä mitäkin romua, jonka sitte
suurella vaivalla sai syttymään; kunnes viimein, liesikivien lämmittyä,
iloinen tuli alkoi levittää lämpöä tuvan kolkkouteen ja sotkea pöydällä
palavan kynttilän valoa.
"En minä mene, kun olivat niin vasten naimistamme. Ennen minä
lähden kerjäämään!"
Työ sujui jotenkin hyvin, sillä Kallea vähin elähytti toivo, että
tottahan Liina sentään aikaa myöten tottuu talouden hoitoon ja
askareihin, kun kerran pääsee mieleiseen asuntoon. Ja nyt piika ehti
yksinäänkin vielä hoitaa yhden lehmän ja laittaa ruoan niin pienelle
perheelle, neljälle hengelle, siihen luettuna päiväläinenkin, jonka
Kalle oli hankkinut avukseen kivien vääntelemiseen ja maan
kaivamiseen.
Liina puolestaan suuttui. "Vai niin, vai pitäisi minun itseni ruveta
ruokaa laittamaan! Mitä sinä oikeastaan ajatteletkaan? Sanopas
kerrankin!"
Notkolan isäntä yksin oli tyytymätön. Hän oli nyt kylliksi kuullut
Liinan emännyys-periaatteita arvataksensa, että siitä talosta ei
koskaan hyvää voinut tulla. Lisäksi vielä Kallen juominen häntä
inhotti ja hävetti niin, että hän kesken jo läksi pois, itsekseen
jupisten: "Enkö jo sanonut, enkö jo sanonut! Kyllä Kalle nyt parhaan
sai, ja se vielä saattaa hänet itsensäkin onnettomaksi ja mieron
tielle. Edestäänpähän nyt löytää, kun ei varoituksiani totellut."
Yöllä heräsi Kalle kovaan päänpakotukseen ja kömpyröi ulos
lekkerin luo saamaan lääkettä. "Voi sen peijakkaat, kun joivat kaikki!"
kuului pahoitteleminen, kun lekkeristä herui vain muutamia pisaroita,
jotka paraiksi kiihdyttivät sekä himoa että pään pakotusta.
Äkeissään yritti hän ensin nukkumaan, mutta eipä unta tullut. Hän
nousi ylös, pukeutui paraimpiin vaatteihinsa, kaivoi arkusta
lompakon taskuunsa, valjasti hevosen, nosti lekkerin kärreihin ja
läksi ajamaan.
"Mene nyt sinä lypsämään lehmät, kun piiat eivät näy joutavan
kotiin", sanoi hän Liinalle.
Liina ei ollut kuulevinaan koko asiaa. Vasta sitte, kuin Kalle lausui
kehoituksensa uudestaan, vastasi hän!
Kalle suuttui. "Jopa nyt jotakin! Vai et sinä huoli. Pitääkö minun
sitte yksinäni huolia kaikesta. Sinua varten minä tässä puuhaan
asuntoa kuntoon ennen syksyä etkä sinä huoli mistään. Eikö sinua
vähän jo viimen hävetä?"
Kului siihen tapaan joitakuita aikoja, niin että Mäkelä oli ollut
Kallen hallussa kaikkiansa puoli kuudetta vuotta.
Liina nukkui Kallen vaiettua jälleen, niin kuin ei olisi mitään huolia
ollut olemassakaan. Kun hän vain sai olla rauhassa ja omaan
tapaansa mukavuutta hoidella, niin mitä hänen tarvitsi pitää mistään
muusta lukua.