# Teach With DynaMath

**WEB LINKS AND RELATED RESOURCES:**

**PAGES 4-5: Line Up to Celebrate!**

Celebrate the summer with the Scholastic Summer Reading Challenge! Visit this official Scholastic site to register your students to become a part of a world record!

http://www.scholastic.com/summer**PAGES 6-7: Movie Mathness!**

Students can visit the official sites for several of the movies featured in our skills review. There, they'll find previews, games, story information, and more.

http://www.kungfupanda.com

http://www.smurfhappens.com

http://disney.go.com/cars

http://www.zookeeper-movie.com**PAGES 8-9: Spin and Win?**

Check out this interactive spinner, which you can customize with up to 12 spaces. For more advanced students, you can also vary the size of each section of the spinner.

http://www.shodor.org/interactivate/activities/AdjustableSpinner**PAGE 16: Positively Nick!**

Students race against the clock to rank negative and positive integers in this fun game.

http://themathgames.com/our-games/arithmetic-games/number-balls1/league_-1/country_-1/countryNumber_-1

**USING DYNAMATH IN THE CLASSROOM**

Use this guide to understand and make the most of each issue of

*DynaMath*!

**LESSON PLANS FROM THE TEACHER'S EDITION:**

Browse below to see teaching tips and extensions related to feature articles.

**COVER: "CARS" GOES FAR!**

EXTENSION: BONUS

Based on the answer from the activity, how much longer would it take to travel the same distance at 60 mph than at 180 mph? (Answer: It would take 60 hours longer at 60 mph than at 180 mph.)

**2-3: NUMBERS IN THE NEWS**

STRATEGY: MIGHTY MOUSTACHE

Have students construct a 3-by-3 grid. They should label each column with one competitor's name, and label each row with one category. The chart can be used as a logic box to organize the information.

EXTENSION: WIND UP AND GO!

Use a sticky note to mark the height of the "Wind Up" on the wall. Have students compare their heights with the height of the car.

EXTENSION: QUITE A RACKET

Bonus question: The Major League Baseball game that took the longest to play lasted 8 hours, 6 minutes. How much longer did the record-setting Wimbledon match last? (Answer: 2 hours, 59 minutes longer)

**4-5: LINE UP TO CELEBRATE!**

STRATEGY: STICKY NOTES

Have students write each event on a sticky note or a small piece of paper. They can arrange these events according to the given clues.

EXTENSION: MORE LOGIC LINES

Have students work in small groups to research other unusual summer holidays. Have them create logic-line puzzles using clues such as those given in the article. Have each group share its puzzle with the rest of the class.

**8-9: SPIN AND WIN?**

STRATEGY: PROBABILITY

Ask students to describe their understanding of probability. Ask them to name real-life applications of probability, such as a coin toss at a ball game or the roll of dice in a board game.

EXTENSION: PROBABILITY FUN

Enlarge and photocopy the probability wheel for questions 2 and 3. Have students work in pairs. Give each pair a copy of the probability wheel and a paper clip to use as a spinner. (They can use a pencil to hold the paper clip at the center of the spinner.) Have the students spin the paper clip 18 times, recording the results of each spin. Have them compare the results of the experiment with the predicted results from the answers to question 2.

**12-13: THE PLANET OF THE CUBICS**

VOCABULARY: VOLUME

Volume is the amount of space enclosed in a 3-D shape. Volume is measured in cubic units.

STRATEGY: MAKE MODELS

Have students use small cubes to construct models of each pictured object. Have them separate the layers to find the total number of cubes. Ask why a cube, as opposed to a cylinder or a cone, is the best solid shape to use when measuring volume.

**14-15: CAMP FOR ROBOTS**

STRATEGY: TEST TIP

Be certain that the unit label of your answer matches the question.

**16: POSITIVELY NICK!**

STRATEGY: NUMBER LINE

Have students use a number line to compare the values of integers. Encourage students to use the terms "greater" and "lesser" when comparing the values of numbers, rather than "bigger" and "smaller" or "higher" and "lower."

EXTENSION: INTEGER GUESS

Write down a "secret integer" from -20 to 20. Have the class work together to ask you 7 yes-or-no questions in an attempt to identify your integer. (For example, "Is your integer greater than -2?" or "Is your integer a prime number?") By the seventh question, students should be able to identify the integer.

*(Lesson plans by Dale Beltzner. Mr. Beltzner is the K-6 Math Subject Area Leader for the Southern Lehigh School District, Center Valley, PA.)*