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When you visit the site, Dotdash Meredith and its partners may store or retrieve information on your browser, mostly in the form of cookies. Cookies collect information about your preferences and your devices and are used to make the site work as you expect it to, to understand how you interact with the site, and to show advertisements that are targeted to your interests. You can find out more about our use, change your default settings, and withdraw your consent at any time with effect for the future by visiting Cookies Settings, which can also be found in the footer of the site. Improve your students math skills and help them learn how to calculate fractions, percentages, and more with these word problems. The exercises are designed for students in the seventh grade, but anyone who wants to get better at math will find them useful.The sections below contain two-word problem worksheets for students, in section Nos. 1 and 3. For ease of grading, identical worksheets, including the answers, are printed in section Nos. 2 and 4. More detailed explanations of some of the problems are also provided within the sections. Find out what birthday cakes, grocery stores, and snowballs have in common with these fun word problems. Practice calculating fractions and percentages with problems such as:When the birthday cake was about to be served, you were told you could have 0.6, 60%, 35, or 6%.Which three of the choices will give you the same size portion?Explain to students that the correct answer is .6, 60%, and 35 because all of these equal 60 percent, or six out of 10, or 60 parts out of 100. By contrast, 6 percent means just that: only six pennies out of 100, six parts out of a 100, or six tiny slivers of cake out of 100. Find the solutions to the word problems that students tackled in the first math worksheet. The second problem, and answer, state:Problem: 47 of the birthday cake was eaten on your birthday. The next day your dad ate 12 of what was left. You get to finish the cake, how much is left?Answer: 314If students are struggling, explain that they can easily find the answer by multiplying fractions as follows, where C stands for the portion of cake that is left. They first need to determine how much cake was left after the birthdayThen they need to see what fraction was left the next day after dad gobbled up some more of the cake:C = 37 x 12C = 3 x 1 7 x 2C = 3 14So 314 of the cake was left over after dad had a snack the next day. Have students learn how to calculate a rate of return and how to divide a large area into smaller lots with these math problems. To help students, go over the first problem as a class:Sam loves basketball and can sink the ball in the net 65% of the time. If he takes 30 shots, how many will he sink?Explain to students that they simply need to convert 65% to a decimal (0.65), and then multiply that number by 30. Find the solutions to the word problems students have tackled in the second math worksheet. For the first problem, demonstrate how to work out the solution if students are still having difficulty, where S equals shots made:So Sam made 19.5 shots. But since you cant make half a shot, Sam made 19 shots if you dont round up.Normally, youd round up decimals five and greater to the next whole number, which would be 20 in this case. But in this rare case, youd round down because, as noted, you cant make half a shot. Objs- SWBAT (students will be able to) · recall at least 3 out of 5 steps of DT (Empathy Define Ideate Prototype Test)· work independently · demonstrate a usable prototype · defend how their prototype meetsovercomes the problem To do:Outline of Shaquille ONeils handPaper, 5 scissors, pencils, pens, play doh, SUGRU Basketball hand drill(mixture of hand and handheld powerdrills, at least one tool for each of the 30 students or have students choose a tool on trailer)3-5 minHook- hold up hand outline of Shaquille ONeilWhose hand is this? How did this help him play basketball? (he could easily hold the basketball)Have every student trace one hand, cut out, then lay out next to others. What do we notice? (all different sizes)Hold up basketball, this was SOs tool (hold up basketball) But on STE(A)M Truck, these are our tools (hold up and turn on hand drill)2 min Define the problem-Because all these tools were made for adult and big hands, we need to modify them so youth can more easily, and safely, use them. 5 min Ideate Take a ball of playdoh and roll into a tubecylinderhandle. Squeeze lightly. Observe how handfingers leave indentations and conform. Give every student a tool that they will modify. Compare the handles of those tools to the handles that were made from play doh. Share out a couple observations (popcorn style) now we cant make tool handles out of playdoh, but we do have an interesting opportunity Note: at end lesson have student put play doh away to reuse2 min- Explain SUGRU. (what it is, uses, ideally show an exemplar of how it has been used) 10-15 minutes PrototypeHave every student find one tool that they would like to modify. Give every student a packet of SUGRU Use SUGRU to create some quick rapid prototype improvements for making their tool. Have students put their initials in the sugru with a pencil point. 2 min ReviewShareCircle back up and turn and talk to a partner. Have them defend how their design makes their tool easier and safer to use.
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