Pizzazz Book C.pdf

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The Authors: Steve Marcy and Janis Marcy Santa Monica- Malibu Unified School District Limited Reproduction Permission: Permission to duplicate these materials is limited to the teacher for whom they are purchased. Reproduction for an entire school or school district is unlawful and strictly prohibited. For Jennifer, Matt, Andy, and Jazz Cover by Nimbus Design Illustrations by Mark Lawler Technical art by Rohini Kelkar Edited by Ann Roper 01 989, 1996 Wright GroupIMcGraw-Hill One Prudential Plaza Chicago, IL 60601 Printed in U.S.A ISBN: 0-88488-740-5 5 6 7 MAL 07 06
NOT FROM THE AUTHORS MIDDLE SCHOOL MATN WITH PIzzAzz! is a series of five books designed to provide practice with skills and concepts taught in today's middle school mathematics programs. The series uses many of the same puzzle formats as PRE-ALGEBRA W71TI P w ! and ALGEBRA WlTH PIZZAZZ! both published by Creative Publications. We believe that mastery of math skills and concepts requires both good teaching and a great deal of practice. Our goal is to provide puzzle activities that make this practice more meaningful and effective. To this end, we have tried to build into these activities three characteristics: 1. KNOWLEDGE OF RESULTS. Various devices are used in the puzzles to tell students whether or not their answers are correct. Feedback occurs immediately after the student works each exercise. For example, if a particular answer is not in the code or scrambled answer list, the student knows it is incorrect. He or she can then try again or ask for help. Additional feedback and reinforcement occurs when the student finds a puzzle solution that is appropriate. This immediate knowledge of results benefits students and also teachers, who no longer have to spend time confirming correct answers. 2. A MOTIVATING GOAL FOR THE STUDENT. The puzzles are designed so that students will construct a joke or unscramble the answer to a riddle in the process of checking their answers. The humor operates as an incentive, because the students are not rewarded with the punch line until they complete the exercises. While students may decry these jokes as "dumb" and groan loudly, our experience has been that they enjoy the jokes and look forward to solving the puzzles. The humor has a positive effect on class morale. In addition to humor, the variety and novelty of procedures for solving the puzzles help capture student interest. By keeping scrambled answer lists short and procedures simple, we iii have tried to minimize the time spent on finding answers or doing other puzzle mechanics. 3. CAREFUL SELECTION OF TOPICS AND EXERCISES. The puzzles within each topic area are carefully sequenced so that each one builds on skills and concepts previously covered. The sequence of exercises within each puzzle is designed to guide students in incre- mental, step-by-step fashion toward mastery of the skill or concept involved. A primary goal is the development of problem-solving ability. In order to solve problems, students need not only rules and strategies but also a meaningful understanding of basic concepts. Some puzzles in this series are designed specifically to build concepts. Other puzzles, especially those for estimation, also help deepen students' understanding by encouraging them to look at numbers as quantities rather than just as symbols to be manipulated. For puzzles specifically keyed to problem solving, we have tried to write problems that are interesting and uncontrived. We have included extra information in some problems, and have also mixed problem types within sets, so that the problems cannot be solved mechanically. In addition to these efforts to make the puzzles effective, we have tried to make them easy to use. The topic for each puzzle is given both at the bottom of the puzzle page and in the Table of Contents on pages iv and v. Each puzzle is keyed to a specific topic in recent editions of leading middle school textbooks. Each puzzle requires duplicating only one page, and many of them provide space for student work. Finally, because the puzzles are self- correcting, they can eliminate the task of correcting assignments. We hope that both you and your students will enjoy using these materials. Steve and Janis Marcy
Page 4 and 5: 1 . NUMBER THEORY Table of Contents
Page 6 and 7: The selection of topics for MIDDLE
Page 8 and 9: Some Friendly Advice SOME "FRIENDLY
Page 10 and 11: I i b i Why Do Pins Get Lost? Circl
Page 12 and 13: What Did the Mama Buffalo Say to th
Page 18 and 19: Why Did Igor Spend 10 Years Studyin
Page 20 and 21: How Do You Get 27 Kids to C a Statu
Page 22 and 23: halves thirds fourths fifths How Do
Page 24 and 25: at Did the M aid Do on Saturday Nig
Page 26 and 27: What Did the Doctor Say to the Guy
Page 28 and 29: Where can you hear MUSIC on an ocea
Page 30 and 31: What Is the Difference Between a 16
Page 32 and 33: What Happens If You Watch TV All Da
Page 34 and 35: Why Was the Zoo Worker Fired for Fe
Page 36 and 37: LAW OF THE DONUT What Famous Rule o
Page 38 and 39: Why Did Airhead Eat the Dollar He B
Page 40 and 41: -- - %N LAST LINE A careless zookee
Page 42 and 43: Why Did the Boy Sheep Plunge Off a
Page 44 and 45: TOPIC 3-h: Adding Mixed Numbers MID
Page 46 and 47: What Do Mountains Breathe Through?
Page 48 and 49: Where Do Trees Go When One Tree Has
Page 50 and 51: Abacus How Do You Describe a Guy Wh
Page 52 and 53:
Why Did the Math Book Go On a Diet?
Page 54 and 55:
What Did the Cowboy Artis Like to D
Page 56 and 57:
at Has a Bottom at the Top? Do the
Page 58 and 59:
DAFFYIY ON DECODER 1. Thousand doll
Page 60 and 61:
Why Doesn't Orgo Eat Cabbage, Corn,
Page 62 and 63:
Answers 1 - 10: 1 What Is the Diffe
Page 64 and 65:
On The Button a++, 2 3 Here is a BU
Page 66 and 67:
Use the quotients in the box above
Page 68 and 69:
at Do Sea Monsters Eat? Cross out t
Page 70 and 71:
Why Did Zorna Flunk the Grammar Tes
Page 72 and 73:
aze Phrase - +""'I Name each fracti
Page 74 and 75:
Where Is Moscow? Each quotient in t
Page 76 and 77:
" % go 2 Did You Hear ... About 0 C
Page 78 and 79:
* * * Test of Genius * * * @ How mu
Page 80 and 81:
ANSWERS What Do You Call It When a
Page 82 and 83:
ANSWERS What Did Captain Hook Say i
Page 84 and 85:
What Did George Washington Say To H
Page 86 and 87:
What Did People Say About Mr. and M
Page 88 and 89:
ANSWERS Cryptic Quiz 1. What do you
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-@@@@a@ II I1 II II II II II II TOP
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8 Why Did Mr. Wurksemhard Nickname
Page 94 and 95:
NOTE: Exercises 16 and 17 provide a
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1. What is one thing it always take
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