Group+5A

**__Please share your strategies for the following problems.__**
Page 1 - Sudoku  SH- Don't forget the same number can't be in the same box, column or row.

 **IK- Just like SH said, you really have to remember that the same number can't be in the same box OR row OR column!! It might help to make a checklist of things you have to check for, and check it off each time. I had someone explain it to me before I tried, which really helped to have someone explain the game in their own words.**  Page 2 -  #1 SH- Often when there is a championship they show which teams play which and they keep getting less and eliminating teams. Write something like this then count how many games were played (It looks a bit like the tree method we use to find prime factorization but thats NOT what this is asking for.)

 **#1 IK - On this on I needed to draw the math problem out. I represented each team with either a W or L. The W meant Winner and the L meant Loser. For each game I wrote W vs. L. I made sure to make 16 of these. I made the winners always go on to anoter game versing a winner, but I chose one Winner in particular to always win, so that winner kept going on and on. Once the winner got to the last game, I counted how many games were played in all. That's how I got my answer. Sometimes it really helps to be able to just look at the problem as a drawing.**   **#2** SH- Remember that the multiples of eleven are not all odd many are equal. Also when you multiply 9 or less it is that number two times.

 **#2 IK - I got a bit off on this one because I didn't read the hints quite carefully enough. You really have to make sure thhat you understand the main parts f the hints, don't get confused by the ryhming. Here's what you need to know in short: The number is a multiple of eleven. It is even. It's digits are a pair. When you multiply it's digits by eachother, you get a number that is a cubed number and a number that is a squared number. A squared number is a number that you can multiply two of the same number and get that number as a product. For example, 2 X2 = 4. 4 is a squared number. A cubed number is a number that you can multiply 3 numbers and get that number as a product. For example, 2 X 2 X 2 = 8. 8 is a cubed number.**   **#3 If you don't know the definitions of mean, median and mode look in your textbook.**   **#3 IK - This one will be difficult if you forgot the meaning of median, mode, and mean. You can ask somebody who you know will have the answer, use your textbook, use a dictionary, or look it up on Dictionary.com. SH already said to use your textbook thought, which is probably most logical. Once you have the meaning, you can jot it down in your own words, and from there most likely figure it out. remember that if the mean and the meadian and mode all have the same value - once you have those your answer will be more obvious.**

 #4 SH- Is this a yes or no question because it's stated like a yes or no question?

 #4 IK - **This //is// a yes or no question, but the first thing to do is figure out how you can divide the shapes into four parts which are the same size and shape. If you can't find a way, than the answer will be no, and if you could, the answer is yes.**

 Page 3 - <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;"> #1 SH- Use graph paper so you can see the area not just know how much it is.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;"> **#1 IK - For this one I really needed help because I was really having trouble finding a way to solve this problem. So I asked somebody if they had any ideas. They ended up showing me a possibility and cutting out a piece of paper the same size as the board in the picture. They cut the immitation of the board out in the shape of the possibility and placed it on the hole to explain to me how it would work. It was very helpful. You might want to try something more visual to get you thinking - be creative.**

<span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;"> #2 **IK - Here was how I figured it out. I looked at the picture vertically, in columns. In each column the first number was the number that really did come before second number when you counted, and the last number was the number you would get when you subtracted one from the first number. So in the last row when I saw the number 8 at the bottom in row C I realized that 9 must go in row A because if it went by the rules I just explained it would be, 9, 10, 8.**

<span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;"> #3 **IK - I had a lot of trouble with this one and someone helped me here. They took me through each step while I ask questions and figured things out. I was a bit confused of why we were doing the steps we did, though. In the end I got the answer, but it was confused. If you're not the best with decimals and fractions and percents you might want to sit down with somebody who will help with this one.**

<span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;"> #4 **IK - Drawing this one out was a simple and quick way to visualize the problem and get the correct answer.**

<span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;"> Page 4 - <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;"> #1 SH- The top right corner has to be one triominoe fit into it. There is one diagonal row of triominoes facing the same way. <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;"> **#1 IK - Play around with the answers here. Use a pencil and shade in lightly possiblilties you think might work. Triominoes are shapes that are two boxes long and are two boxes wide. (2 X 2) They makes an L shape.**

<span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;"> #2 SH- Since the shaded parts are both even you can move them around so they are next to each other. Remember the formulas we learned in elementary school? Those will come in handy. Divide the square into two parts to find the area of the triangle that is drawn in. Now it's time to move the shaded part. MOve them so that they form a small triangle within the bigger triangle. Now you just need to divide the big triangle to find the area of the shaded. <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;"> **#2 IK - Count how any pieces of the shape are shaded in. That is your denominator. Now count how many pieces there are in all. That is your numerator. Why? Because the number of pieces that are shaded in are the number of pieces that are shaded in OUT OF how many pieces there are in all. And the way to write that in in mathematical terms is by writing a with the numerator (How many pieces shaded in...) the line in between (OUT OF) and the denominator (whatever number of pieces there are all together. Not excluding shaded in pieces or pieces that aren't shaded in. ) Once you have that fraction, reduce it. Although I did not understand the second part. I found the answer with help but I'm not quite sure I really understand it.** <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;"> Page 5 Cartoon Corner - Hot Ziggety Dog!! <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;"> #1 SH- Write down the multiples of 8 and 10. Then look through the numbers and see which is the least common multiple.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;"> #2 SH- do the same as in question 1 but with 8 and 6.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;"> #3

<span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;"> #4