The Amazing Race to 100,000 Miles Chapter 1, Lesson 3

Creating a Number Line: 1. How would we mark the number line into equal segments to help place numbers that range from ,000? 2. How many times bigger is 100,000 than 10,000? Initiate

Place on the Number Line: Create a number greater than 60,000 and less than 80,000 Have one student put his/her number on sticky note and place on number line. Initiate

Place on the Number Line: Create a number greater than 25,000 and less than 30,000 Have one student put his/her number on sticky note and place on number line. Initiate

Place on the Number Line: Create a number halfway between 4,000 and 5,000 Have one student put his/her number on sticky note and place on number line. Initiate

Place on the Number Line: Create a number halfway between 40,000 and 50,000 Have one student put his/her number on sticky note and place on number line. Initiate

Place on the Number Line: Create a number halfway between 20,000 and 80,000 Have one student put his/her number on sticky note and place on number line. Initiate

Place on the Number Line: Create a number greater than 32,999 and less than 34,999 Have one student put his/her number on sticky note and place on number line. Initiate

Place on the Number Line: A number that is 10 times as big as a ton Have one student put his/her number on sticky note and place on number line. Initiate

Place on the Number Line: A number one-third of the way between 0 and 72,630 Have one student put his/her number on sticky note and place on number line. Initiate

Place on the Number Line: A number that is 5 times as big as 15,000 Have one student put his/her number on sticky note and place on number line. Initiate

Place on the Number Line: A number that is 12 times as big as 4,200 Have one student put his/her number on sticky note and place on number line. Initiate

Place on the Number Line: A number one-fourth of the way between 0 and 100,000 Have one student put his/her number on sticky note and place on number line. Initiate

Place on the Number Line: A number that is the difference between 9,999 and 6,050 Have one student put his/her number on sticky note and place on number line. Initiate

Place on the Number Line: A number that is 4 times 8,993. Have one student put his/her number on sticky note and place on number line. Initiate

The Amazing Race to 100,000 Miles: The Goal: The first player to reach 100,000 miles traveled wins the game. Materials: Paper Meter Stick “Places We Go” Cards “Oh, the Challenges We Face!” Cards Travel Log Game Markers for each player Investigate

The Amazing Race to 100,000 Miles: Investigate RoundRound Trip Miles Challenge Miles to add or subtract from Round Trip Miles Miles for this Round (round trip + challenge miles) Total Miles (cumulative miles for game)

1. Sasha’s challenge card read “Multiply to include all the members in your family.” She has 4 people in her family and her trip was 6,997. So she rounded the number to 7,000 and multiplied by 4 and got 28,000. She thought, “Now, all I have to do is subtract 3 to get my answer.” a) Do you agree or disagree with her reasoning? Why? b) Find the total mileage. Reflect on the question to understand what is being asked. Jot down your ideas under My Thoughts and Questions on pp. 23 of your journal. Mathematical Communication

1. Talk About It: What do we need to find out? 2. Keep a Record: How would you approach this problem? 3. Wrap it Up: Think about how 3 x 4 can be a part of your reasoning. Math Messaging Board

1. You have a total mileage so far of 87,996. You are almost there! But your challenge tells you to subtract 2,049. You begin by rounding by rounding: 88,000 – 2,050. Continue with this method to get your answer. a) Explain your thinking as you work. b) What is your final mileage? Reflect on the question to understand what is being asked. Jot down your ideas under My Thoughts and Questions on pp. 19 of your journal. Mathematical Communication