AMSTI 1.2 Vocabulary Do “rebus” activity (draw) to help define: a)counting tree b)time- consuming c)look back at your work Checking Plate Numbers

ACTIVITY 1 GROUPING TECHNIQUE Please come to the board and write your 1 st name (or the name you wish to be called) under the column headed with the number that corresponds to the number of letters in your name. Please come to the board and write your 1 st name (or the name you wish to be called) under the column headed with the number that corresponds to the number of letters in your name. Put the names in order from least to greatest (If two or more names have the same number of letters, arrange those names alphabetically) Put the names in order from least to greatest (If two or more names have the same number of letters, arrange those names alphabetically) Get into teams of 2, with 1& 2 together, 3&4 together, etc. Get into teams of 2, with 1& 2 together, 3&4 together, etc. In your teams of two, make a box plot of the numbers of letters in the names in our class. In your teams of two, make a box plot of the numbers of letters in the names in our class.

ACTIVITY 2 POD Mr. and Mrs. Hudgins are supposed to be watching their weights. At McDonald’s, Mr. H. ordered 2 double cheeseburgers on one bun. Mrs. H. ordered 2 double cheeseburgers, hold the cheese. Using the tray papers from McDonald’s, decide who did better. Explain. Include calories and carbs in your comparison. Mr. and Mrs. Hudgins are supposed to be watching their weights. At McDonald’s, Mr. H. ordered 2 double cheeseburgers on one bun. Mrs. H. ordered 2 double cheeseburgers, hold the cheese. Using the tray papers from McDonald’s, decide who did better. Explain. Include calories and carbs in your comparison.

ACTIVITY 3 READING I will read the first sentence of the following paragraph which is also found at the top of page 8 in your “Clever Counting” booklets. Then together, we will read orally the rest of the paragraph. Let’s begin… I will read the first sentence of the following paragraph which is also found at the top of page 8 in your “Clever Counting” booklets. Then together, we will read orally the rest of the paragraph. Let’s begin… “The witness claimed that he saw the license plate of the van. He said that it was an instate plate containing the letter sequence MTU. In the state in which the robbery took place, license plates contain three letters followed by three numbers. How might this information help the detective solve her case?” “The witness claimed that he saw the license plate of the van. He said that it was an instate plate containing the letter sequence MTU. In the state in which the robbery took place, license plates contain three letters followed by three numbers. How might this information help the detective solve her case?”

ACTIVITY 4 NUMB3RS CLIP Numb3rs Clip “He Doesn’t Look Pakistani!” He Doesn’t Look Pakistani!”He Doesn’t Look Pakistani!”

ACTIVITY 5 LAUNCH Look at the old license plate. Look at the old license plate. How many choices are there for the first position? How many choices are there for the first position? How many choices are there for the second position? How many choices are there for the second position? How many choices do you think there are in all for the positions on this license plate? How many choices do you think there are in all for the positions on this license plate? How could you make an argument to show that your answer is correct? How could you make an argument to show that your answer is correct? How might this number relate to the number of people living the state? How might this number relate to the number of people living the state? Do you think the eyewitness report about the partly identified license plate will help the detective to identify the driver of the van? Do you think the eyewitness report about the partly identified license plate will help the detective to identify the driver of the van?

ACTIVITY 6 EXPLORE PROBLEM 1.2 Detective Curious wants to run each possible plate number through the computer to find out whether the registered owner has a criminal record. It takes about 20 seconds to check each plate number. Detective Curious wants to run each possible plate number through the computer to find out whether the registered owner has a criminal record. It takes about 20 seconds to check each plate number. How many possible plates start with the MTU? Explain your method. How many possible plates start with the MTU? Explain your method. Is there another way? Is there another way? Any other methods or ways to start? Any other methods or ways to start? How much time would it take to check each plate if it takes 20 seconds each? How much time would it take to check each plate if it takes 20 seconds each?

ACTIVITY 7 FOLLOW-UP 1. When the detective questioned him a second time, the witness said he was really only sure that the first two letters of the plate were MT. How many possible license plates start with MR? How does this compare to the number of possible plates that start with MTU? 1. When the detective questioned him a second time, the witness said he was really only sure that the first two letters of the plate were MT. How many possible license plates start with MR? How does this compare to the number of possible plates that start with MTU? 2. In a neighboring state, license plates have four letters followed by two numbers. Is the number of possible plates for this state greater than, less than, or equal to the number of possible plates for the state in which the crime took place? Explain. 2. In a neighboring state, license plates have four letters followed by two numbers. Is the number of possible plates for this state greater than, less than, or equal to the number of possible plates for the state in which the crime took place? Explain.

ACTIVITY 8 ACE PROBLEMS Pages 9-12 do #s 1 a-e, 2,3,4,9,10 Pages 9-12 do #s 1 a-e, 2,3,4,9,10 Page 12 do #12 a,b,c. From c, put your table & graph on a big piece of paper and include the Y intercept and slope of your graph Page 12 do #12 a,b,c. From c, put your table & graph on a big piece of paper and include the Y intercept and slope of your graph Page 13, do # 14 Page 13, do # 14

ACTIVITY 9 INDEPENDENT/CROSS- CURRICULUM WORK Using a computer to find populations, do questions from page 13.

ACTIVITY 10 SUMMARY Begin to think about writing a mystery story about a detective’s investigation of a crime. Begin to think about writing a mystery story about a detective’s investigation of a crime. LIST types of crimes you might want to include in your story. LIST types of crimes you might want to include in your story. DESCRIBE 3 characters that might be in your mystery. DESCRIBE 3 characters that might be in your mystery. EXPLAIN 2 situations that could be included that would require the detective to use counting possibilities. EXPLAIN 2 situations that could be included that would require the detective to use counting possibilities.

ACTIVITY 11 EVALUATION Suppose a country’s postal codes consist of two characters. A code may have two letters, two numbers, or a letter and a number. How many two character codes are possible? Consider A3 to be different from 3A. Show your work and explain your thinking. Suppose a country’s postal codes consist of two characters. A code may have two letters, two numbers, or a letter and a number. How many two character codes are possible? Consider A3 to be different from 3A. Show your work and explain your thinking.

ACTIVITY 12 FILLER Play a review game I made up. I’ll call it “Rootin, Tootin, Square Rootin” Play a review game I made up. I’ll call it “Rootin, Tootin, Square Rootin” Two students will come to the board and I will give them a (large) perfect square number. Within 30 seconds, whoever is closest is “It” and gets to choose a new opponent unless another student in the class gets it exactly without using a calculator, then both students at the board sit and the new student becomes “It” and chooses an opponent. After 30 seconds, students use calculators to get the exact square root and determine the winner. Two students will come to the board and I will give them a (large) perfect square number. Within 30 seconds, whoever is closest is “It” and gets to choose a new opponent unless another student in the class gets it exactly without using a calculator, then both students at the board sit and the new student becomes “It” and chooses an opponent. After 30 seconds, students use calculators to get the exact square root and determine the winner.

ACTIVITY 13 FILLER Video of Mr. Deuey Raps Fractions from teachertube.com. Video of Mr. Deuey Raps Fractions from teachertube.com.Mr. Deuey Raps Fractions Mr. Deuey Raps Fractions

ACTIVITY 14 FILLER Someone in this class committed a crime. There was an accomplice who drove the get-away car. How many possible teams of 2 could be in this class, if #1 was the criminal, and # 2 was the accomplice? Someone in this class committed a crime. There was an accomplice who drove the get-away car. How many possible teams of 2 could be in this class, if #1 was the criminal, and # 2 was the accomplice?