Station 1: Measurement of school textbooks (Room # 19 - Mr. Moskowy's
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A) | Take a ruler and measure, in centimeters (cm), the width and length of the grade four textbooks listed below.
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B) | Round off your measurement to the nearest whole number. Mark your measurements on the chart.
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C) | Indicate which textbook is the largest and which is the smallest in the column provided.
Grade FourTextbooks
Width ______________ Nearest whole number for width ____________
Length ______________ Nearest whole number for length _________________
Largest/smallest
Math 20.8 cm 21 cm 24.2 cm 24 cm
Science
Health
Social
Religion
L.A.
(Example: The math textbook is 20.8 cm wide (width) and 24.2 cm long (length). The width of the math textbook is
20.8 cm and rounds off to 21 cm because 0.8 cm is higher than 0.5 cm. The length of the math textbook is 24.2 cm
and rounds off to 24 cm because 0.2 cm is under 0.5 cm.)
MathTextbook
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Station #2: Poll the students ( Room #18 - Mrs. Marshall's)
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A) | Ask the students, in Mrs. Marshall's classroom, what their favorite color is. There are 25 students in her class.
How many students like red, blue, yellow, etcÖ Chart your findings below. Use checkmarks ( ) to mark the number
of people who like the different colors.
COLORS NUMBER OF STUDENTS
Red
Blue
Yellow
Green
Orange
Purple
Pink
Black
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B) | Write the number of students who likes red, blue, yellow, etcÖ in a fraction form over 25. (Example: There were
7 people who like red. So red = 7/25. There were 8 people who like blue. So blue = 8/25.)
red = ___ blue = ___ yellow = ___
25 25 25
green = ___ orange =___ purple = ___
25 25 25
pink = ___ black =___
25 25
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C) | Write all of the numbers and add them together to check your answers.
____ + ____ + ____ + ____ + ____ + ____ + ____ + ____ = _________________
red blue yellow green orange purple pink black total students polled
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D) | Figure out the ratio of the most favorite to least favorite colors.
The overall favorite color is ____________. The least favorite color is _____________.
Ratio of the most to the least favorite color is __________:__________.
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Station #3: Conversion of symbols (Trophy case near gymnasium)
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A) | Find your way to the trophy case. Write down all the colors you see and
translate the letters of the five colors to numbers and add up what each color
would be worth. Use the graph below. What is each color's total?
B = 7 O = 31
D = 11 R = 37
E = 13 S = 41
G = 17 U = 43
I = 19 V = 47
L = 23 W = 53
N = 29
Example:
red r =37 37+13+11= 61 OR 37
e =13 + 13
d =11 + 11
------
red = 61
blue b =
l =
u =
e =
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B) | Replace the numbers with the correct letters by using the chart. What does our sentence say?
Example: 41+13+13= SEE
41= S 13 = E 13 = E
17+31+11=
19+41=
23+31+47+13=
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Station #4: Estimating people in the pictures (hallway by the office, staffroom and library)
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A) | Go to hallway by the office, staff room and library. You will see a bunch of school pictures. Find the year
1999 - 2000. Locate Mrs. Marshall's Year 3 class (Grade 3). Estimate how many people are in her classroom.
Estimated number of people in Mrs. Marshall's classroom: _______________.
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B) | Now, count how many classes were included in picture day for the 1999 - 2000 school year (including the CCN
class, the Sunshine preschool classes, and the staff picture).
Number of classes: _______________.
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C) | Take and multiply the estimate from Mrs. Marshall's room and the number of classes together. This is your estimate
of how many people were attending this school in the 1999 - 2000 school year.
_______(estimate) X ________( # of classes) = ____________(total for the year)
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D) | How many people were in attendance? Count the actual number and show if your estimate was greater than or less
than the actual number (greater than = > and less than = <). How close were you? Close or not so close?
Estimate = ____________ Actual Number = ____________
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E) | Find the average of people per room for the school year. Divide the total number of students by the number of
classrooms to find the average.
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Station #5: Odd and even room numbers (All over the school)
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A) | Use the map of the school to mark where the classrooms are located.
How many classrooms have even numbers?
How many classrooms have odd numbers?
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B) | Add up all of the even numbered rooms. Then, add up all of the odd numbered rooms and record your answers below.
What do the even numbers add up to?
What do the odd numbers add up to?
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C) | Do even numbers always add up to be even numbers? Try adding two even numbers together. Do you get an even number
for your answer? Now, try adding three even numbers together. Do you get an even number for your answer? Explain.
Do odd numbers always add up to be odd numbers? Try adding two odd numbers together. Do you get an odd number for
your answer? Now, try adding three odd numbers together. Do you get an odd number for your answer? Why does this
happen?
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Station 6: The Parthenon
This building is called "The Parthenon." It can be found in Athens, Greece. Construction on the Parthenon
began in 477 B.C. It was completed in 438 B.C.
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A) | How long did it take to build?
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B) | The year is now 2001. How old is the Parthenon?
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Station 7: Mediterranean Numbers
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Greek and Latin are the languages of Ancient Greece and Rome. Many words from these two ancient languages are in
our language today. For Example:
polygon: comes from the Ancient Greek word: poly (many) + gon (angles) - a closed figure made of three or more
lines.
A triangle is an example of a polygon
Polygon # of Sides # of Angles
triangle 3 3
Tri is Latin for three. In mathematics we use Ancient Greek and Latin numbers to describe polygons or shapes. Below
is a chart of the ancient numbers:
tri 3
quadra 4
penta 5
hexa 6
hepta 7
octa 8
nona 9
deca 10
On the wall of our classroom are many shapes. Using the table of ancient numbers and shapes on the wall complete
the following chart:
Polygon # of Sides # of Angles
triangle
quadrilateral
pentagon
hexagon
heptagon
octagon
nonagon
decagon
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Station 8: Community Calendar
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What shape is the events calendar by the front entrance of the school? (hint: use the chart from station 7).
This polygon has two names. What is another word we use to refer to this shape?
If the school wanted to make a new calendar that was the same shape and size as the old one, how much cloth would
they need to buy? To find the answer, we must calculate the Area of the old calendar.
What does area mean?
Can you guess how to calculate the area? (hint: you need to multiply):
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Station 9: The Golden Rectangle
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The Parthenon is the most famous building from Ancient Greece. What two shapes make up the façade, or front
of the Parthenon?
The Ancient Greek builders believed there was a Golden Rectangle - that is a rectangle with a special proportion
that was pleasing to the eye. In a rectangle, a proportion is a comparison between the length and the width.
Measure the length of the rectangle in the façade of the Parthenon:
Measure the width of the rectangle in the façade of the Parthenon:
Make the following calculation: length/width (length divided by width). What is your answer?
This number is called the Golden Ratio.
Multiply your measurements of the rectangle in the Parthenon's façade by 100. Re-calculate the ratio. What
do you notice about the answer?
If we multiplied our measurements of the rectangle in the Parthenon's façade by 73 (do not use a calculator)
what do you think the answer would be?
Bonus Question:
What would be we finding if we multiplied the length and width measurements of the rectangle in the Parthenon's
façade?
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Station 10: The Quickest Way Out
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Try and estimate which path to the front door is shorter. Use the back of this page to draw a map.
Start: You are standing outside the door of the breakout room.
Route 1:
- measure the distance (in paces) from the starting point to the large wall calendar. It is _______________ paces.
- measure the distance from the large wall calendar to the front door. It is _______________ paces.
Estimate the distance from the starting point to the front door. It is approximately_______________ paces.
Route 2:
- measure the distance (in paces) from the starting point, through the breakout room, and through the staff room
to the hallway next to the photocopy room. It is _______________ paces.
- measure the distance from the staff room door to the blue benches by the main entrance. It is _______________
paces.
- measure the distance from the blue benches to the main entrance. It is _______________ paces.
Estimate the distance from the starting point to the front door for route 2. It is approximately _______________
paces.
Which route is the shortest?
Bonus Question:
Look at the map you have drawn on the back of this page. What polygon have you made? Calculate the area of this
polygon.
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