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Ideas and Features For New Teachers 
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Volume 4, Issue 21

November 2008

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Experience of Teaching 
Under-Privileged Children


Misbah Abul Malik is studying under the program of bachelors in Social Sciences and Economics from Sheheed Zulfikar Ali Bhutto Institute of Science and Technology.  As part of his course in practicum (fieldwork), he is currently rendering his services in Zindagi Trust School by educating the students, giving training to teachers, and making other members of the community aware of the importance of education.

The Zindagi Trust School focuses on street children, the under privileged of society, as its target audience.

Society is made up of people and it is our duty to make positive changes in the society for its good. The Bhutto Institute's students of social sciences (SZABIST) in this regard are doing great work in the field of social sciences by letting students go in the field and to help our society, for creating and bringing about awareness. Education is essential; therefore we students of SZABIST, under the guidance of instructor MAM RASHIDA VALIKA, started our program by emphasizing the importance of education. Education is an asset which helps people to overcome every problem in their lives. It is a need of every individual to be accepted in society and therefore it is a right of every human to acquire education.

Islam says that education is compulsory for everyone (male and female). In this regard, the Zindagi Trust Foundation is doing magnificent work bringing education to the lower and deprived of society.  I visited personally these areas where Zindagi Trust has set up schools for providing education to everyone. This noble work of promoting education really brought a change in our society. These schools are not only run by teachers, students, and parents solely, but a major credit goes to the efforts of the authorities.

During the visit, it was clearly seen that the students were very enthusiastic and students over there are from every walk of life, working with heart and soul and many dreams in their eyes.  They knew that education is necessary to live in society and to walk hand in hand with modern education and technology. Teachers there were also very interested in their noble profession and in expanding the sense of importance of education in one’s life. They were happy to provide the community with education so that a change process can take place. There were many resource materials including charts, cards having pictures of fruits, vegetables, birds, animals etc, and teachers tried to draw upon as many students' senses as they can in order to help them learn and understand properly.

Not only is this work conducted by teachers and students but community members that are parents’ support also helped in this project to great extent. Parents are the great support of students in making them go to school and getting their education. Parents want their children to acquire education so that their future life can become secure and they can help their community and society.

This awareness of the importance of education is the result of the great idea and innovation of Zindagi Trust Foundation for the betterment of the society. Beyond the foundation, the government is also helping this noble group in this great act and causing the upbringing of those in deprived society and communities. Although there are many shortcomings in this system, we can not negate that the schools for this cause have been provided by the government itself. Criticizing the government and the system is not at all good; instead we should look at the positive attribute of it and we should help the government and such foundations in their dignified thoughts and action.

There were three groups: one that focused on educating students that is student mentors, a second which focused on teaching and training of teachers who were the teacher mentors, and a third which was to talk and bring awareness within the community members (the community mentors). I was in the community mentors group.  During the visit, I taught students and parents about the importance of education.  Later, on an art day that was organized on to support the importance of art, I made parents aware of the importance of understanding their children and to supporting them so that they have faith in their family and love them. The major problem that we figured out was that girls were forced to become married at an early age; therefore, my other group colleagues and I made parents aware that encouraging a girl to become educated is like making a whole generation educated.  We also demonstrated how important it is for them to live in good conditions in the society and to handle life’s situations. Teacher mentors catered good and informative workshops and training students and told them  how important is to have two-way interaction within class.  It is important to make children understand through activities, and teachers should use good activities for that and should use as many resource material as possible, and to encourage their good work. Student mentors taught students their current curriculum with effective strategies.

We all focused on these three aspects in order to bring knowledge about importance of education. Students, teachers and parents there were very supportive and were welcoming.

The change can not be brought drastically; change appears slowly and comes with a certain pace of time. No doubt there are many problems due to some government units, but other units of government are also working.  On the other hand, it is good to provide some form of education rather than not to provide any. The positive change can only be brought with the unity of three units: that is the community, other organizations and government. Together we can bring change in the society by creating awareness.



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Integrated Reading Program
For Primary Teachers

By Rozina Jumani

In the words of Joesph Addison, “Reading is to mind what exercise is to the body”, In fact reading plays an important role in the learning process its vital role in acquisition of knowledge, which leads to independent learning. 

Reading is vital to all learning; it plays an important role in the child’s learning process, as it is one of the key ways of learning. It is an essential skill to be acquired by children and also a basic skill that influences other skills like writing, spelling, vocabulary, punctuation etc. unless they are able to read, they will not understand and comprehend the text. Although, reading and understanding go together as it makes the learning process more effective and meaningful but there comes the role of teachers along with those instructional strategies through which all children eventually comprehend the text, no matter how difficult the text would be. The selections of appropriate activities that can play a key role in facilitating students understand the meaning of the text.  

During schooling, I did not understand the purpose of reading, it was activity for me like other instructional activities when teachers asked us in the classroom to read and then follow questions/exercises at the end of the text, and I used to take reading activity as fun. Richards, J.C (1997) shared the reasons for reading, he mentioned, “there are three major reasons for preparing students to read: (1) to establish a purpose for reading a given text, (2) to activate existing knowledge about the topic and thus get more out of reading the text, and (3) to establish realistic expectations about what is in the text and thus read more effectively (pp.64) 

As a language teacher, the study helped me to revisit my teaching experience; I went through my previous experiences. I reflected on the phase I of my teaching career there I continued what I learned as students and then phase II of my professional when for the first time I enrolled for a language course, I reviewed my teaching practices and took appropriate actions to teach language in a better way. I also requested my Coordinator to provide reflection and feedback about my lesson plans and classroom practices, as I was novice in the teaching profession. 

As a Teacher Educator, I continued working with all teachers whether they were experienced or novice. In our regular monthly meetings we discussed issues related to  classroom teaching syllabus issues, challenges which students faced etc. there we discovered that teachers have to prepare their own reading activities, as they are not provided in the textbooks, I chose this study to review only reading activities in the text books. 

What is reading? 

The ability to read is the remarkable type of expertise most humans develop among themselves. In TESOL journal, reading is defined as follows:

“Reading is acquiring information from a written or printed text and relating it to what already know to construct a meaning for the text as a whole” (pp..6). 

According to Grabe and Stroller (2002), Reading is an ability to draw meaning from the printed page and interpret this information appropriately.

Even Gough, Hoover and Peterson (1996), view that skilled reading requires decoding and comprehension. That student who cannot read it means they cannot decode and comprehend either. For sufficient reading s/he must know both decoding and comprehension.  

Models of Reading 

As for as the models of reading are concerned Eskey (2002) is of the opinion, scholars have developed various models of reading process. Model based on the idea that reading is just taking meaning from the text are called bottom-up model. Models based on the idea that reading is directed by the brain and that the brain makes predictions about the meaning of the text and confirm these predications are called top down model. Models based on the idea that reading is best thought of combining information from the text with knowledge supplied by brain are called interactive model.  

Pre, While and Post Reading Activities 

Bernhardt (1991) says, reading as an interactive process; recommend authentic texts of interest to Students therefore, reading materials in terms of a three-phase approach: pre-reading, while reading and post reading activities. 

Interactive models of reading suggest that readers reconstruct the text information, based on the text, and on the prior knowledge available to them most researchers including Carrell (1998) and Barnett (1989) have emphasized the need for schema activation before reading. Moreover, if students lack the appropriate schemata, they should be given them. Thee are fact, the two main functions of pre-reading activities, which ask for students’ involvement, interest, and motivation basically, they are a means of incorporating the student’s knowledge of the world, their ideas and opinions, before checking them against the text and at the same time, they generate vocabulary on the related topics, this further assist in their vocabulary development. 

Pre-reading activities provide opportunities for students to activate their background knowledge; it helps students to establish the purpose for reading. Little (1988) mentioned; an authentic text is one created to fulfill some social purpose in the language community in which it was produced’ (pp.27). Pre-reading activities also encourage the linking of prior knowledge with text. It also allows students to predict about the content and discuss reasons for individual predictions 

Whereas, the main goal of the while reading activities to help students to understand the writer’s purpose, and some time the text structure and content, several techniques help to achieve the goals. While reading activities comprises direct reference questions, which mainly practice language, rather then comprehension, since sometimes they can be answered without understanding the text; indirect reference questions, usually employed to recognize text cohesion where the reader has to identify the text the words or pronoun refers to; and inference questions which require an understanding of vocabulary, and make the reader think about eh text; comprehension can be checked and developed eventually. 

While-reading activities help students locate answers, it provides opportunities for students to anticipate ideas, it also encourages students to organize new information and integrate it with old information. Students can summarize the text in their own words.

The post reading activities helps students to merge what they have read and, at the same time, related the text to the students’ experience, knowledge, and opinions etc. Barnett (1989) have proposed different activities, which contribute to the integration of reading with the other language skills, and which are similar to ‘real’ activities performed by readers, such as listening facts, summarizing, describing or providing information, as well as discussion, and writing compositions, new versions, or endings etc.  

The aim of the post-reading activities are to provide a greater amount of activities that help reflect on the texts; as well as a greater variety of creative tasks that help students to relate their experience, views, and knowledge to the texts. The variety of activities can be integrated with other skills in integration of reading with writing so students relate their creativity and imagination to the texts. 

Post-reading activities provide opportunities for students to summarize text in their own words, it encourages them to seek additional information from outside sources. It also develops the link among pre reading and while reading activities and also encourage students to evaluate their predications, purposes and questions, etc. identify main gist of the text, and also provides extension to hands-on-activates that involves students actively in creative endeavors. 

To summarize, individual reading lessons consist of three stages pre, while and post reading activities, that should be connected. Individual reading lessons include activities that prepare students for passage, guide them during their reading and follow up after the reading. 


Rozina Jumani is a Development Consultant associated with a number of NGOs. Prior to this, she was with Aga khan Education services Pakistan for10 years as a Professional Development Teacher and Counselor. She has done her Masters in Islamic Studies and English from University of Karachi. She was a commonwealth scholar and completed her Masters in Education Planning, Economic and International Development from the institute of Education (IOE), University of London. She has also done ADISM and VP from AKU-IED.




Are We Moving Into A Post-Literate Society?
Part 2

By Mark Benn
Middle School Teacher

Mark's latest articles deal with the change to 21st Century Learning.

Are we moving into a POST-LITERATE society?

Last time I tossed you the bombshell idea that we are moving into a post-literate society. Again, this doesn’t mean the students can’t read, but they choose to communicate in other ways. I left you with a homework assignment to read what other educational bloggers are saying. I also finished the article with the suggestion that you think about how this idea would influence the classroom.

So what should a classroom look like in a post-literate society?  Are we going to take out the printed word?  Are we going to box up all the books?  No, students still need to learn comprehension and other reading skills. It should be more of a change in balance.  It is more about our approach.

In the past, a traditional classroom was basically text based.  A 21st century classroom should be balanced with multi-media and text. In the past, a teacher would begin with a text-based lesson, and occasionally supported with a multi-media reinforcement such as a movie (or if you want to go way back, a filmstrip). With today’s students, our lessons should begin with a multi-media form of lesson to capture their interest and then move to a text support for added connection. Every school should have a contract with a multimedia center such as United Streaming. At www.unitedstreaming.com you will find thousands of movies aligned by grade level and subject matter. They have even aligned their media with state curriculum standards. But the best part is the fact that they have broken the movies into segments. Students today are multi-media driven, but at the same time when it comes to learning, they don’t want a 45-minute movie. They lose their interest after 10 -15 minutes. With segments, you can pick the exact part that fits with what you are teaching.

In summary, begin your lessons with multimedia. This will capture their interest quicker. Next time, I’ll talk about others ideas, such as gaming, to capture the interest of a post-literate classroom full of students.  

Here are a few great BLOGS to check out:

Great BLOGS to read on the changes in the way students learn

Doug Johnson The Blue Skunk Blog
Ian Jukes The Committed Sardine
David Warlick Two Cents Worth
Will Richardson WeBloggEd
Kathy Schrock Kaffeeklatsch
Tony Vincent Learning In Hand


Mark Benn earned his B.S. from Western Michigan University and his Elementary Certification from Northern Michigan University.  He is a 21 year teaching veteran of 5th and 6th grade students at Inland Lakes Middle School in Indian River, MI.  He is currently working on Masters of Integration of Technology from Walden University. 

Prior to teaching, Mark spent 11 years as Department Manager for Sears, Roebuck and Co. dealing with emerging technologies.  He has been married to his wife Bonnietta for 33 years with one daughter and two sons.  In the summers, Mark works for Mackinac State Historic Parks in the as a historical interpreter.

StarTeaching Featured Writer

Mark Benn is a leading expert in using technology in the classroom.  
You can feel free to contact him on email at mbenn@inlandlakes.org or at his blogsite:  http://www.furtrader.blogspot.com/ 


Check out our selection of past articles, including more about groups and stations, from previous issues at:






Mastering Basic Skills software:


There are six modules designed to test the basic ability of an individual in terms of Memory & Concentration. Needless to say this is the most important basic skill for not just to survive but also to thrive in this competitive environment. Each of the six modules tests the six variants of Memory & Concentration in an individual, namely: 1. Picture recognition
2. Paired Associate Learning
3. Immediate Recall
4. Serial processing
5. Parallel processing
6. Recognition and Recall
Each of these modules runs at three different levels, from easy to difficult.

At each level, the individual's performance is depicted as Scores Obtained.

A feedback has been built into the software for all these 18 levels depending on the marks one scores during the test. 

Each individual can assess his/her performance any time by clicking on "history", which gives complete details of date and time of taking the tests, marks scored each time and even time taken to do the test. This builds the confidence level and encourages more participation to eventually culminate in improvement and enhancement of memory and concentration.

Essentially, this software is a SELF AWARENESS tool that surely motivates the individual to realize one's capability and seek or be receptive for improvement. Also, if repeatedly done over a period of time works as Training tool to enhance their capability.
This software package is specifically designed to help young children to learn basic skills that will help them in school.  Continued follow-up will give these young learners success as they mature.  

Three versions of the software exist: Individual Software on either CD or Online,   Family Version Software, and an Institutional Software package.

StarTeaching wholeheartedly supports and endorses this software.  It will make a difference with your child or student.

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Year Round Schooling (part 2)

Courtesy of K12Academics.com

Proponents of year-round school cite:

Multi-tracking allows more cost-effective use of school facilities (classroom space, computer labs, libraries, media resources) as well as staff resources (education specialists such as physical education, foreign languages, music, art, therapists and counselors).

Reduce class sizes and overcrowding in classrooms

Alleviate need for new school construction

Teachers may spend less classroom time reviewing material since less time elapses between school sessions

Inter sessions may be used for remediation courses and tutoring, or for enrichment activities

Prevention of student and teacher burnout

Decrease of teacher and student absences due to shorter instructional cycles

Increased opportunities for extra help and studying.

Increased opportunities for volunteering in the community

Shorter breaks from school encourage students to stay involved with athletics and provide less time to become couch potatoes

Flexible staffing patterns and alternative salary and benefit programs

Relevant surveys in year-round districts indicate that 64% of teachers prefer year-round education, while only 20% oppose it (remainder are neutral). A Utah State Board of Education survey indicated 84% of teachers preferred the year round calendar.

New York State Board of Regents study concluded that disadvantaged students lose 27% more learning over summer months than their peers.

For older students, employment may be easier to obtain as there is less competition.

More opportunities for family vacations. Vacations can be taken at off-peak times reducing overall costs are and producing a more rewarding experience. Increased vacation opportunities encourages parents to take more, smaller vacations closer to home rather than 1 long expensive one out of state.


Opponents of year-round school cite:

Year-round schools show little to no academic improvement due to the calendar change.

Multi-tracking, while cost effective in the short term, actually ends up costing more due to higher utility costs, less or no down time for building maintenance, and the loss of opportunity to build before the cost of labor and materials rise after population increases force the building of new facilities. Multi-tracking does not alleviate the need for new school construction, it merely puts off the decision to build until it is even more cost prohibitive, thus locking communities into overcrowded schools and multi-tracking year-round calendars.

Multi-tracking can cause family and community disintegration. This occurs when siblings/neighbors are on different tracks. Further disintegration is seen when extended family and church members are on different tracks, or in the case of single-tracking, different inter sessions.

Teachers' ability to attend college classes in the summer is compromised due to a year-round calendar.

Teachers who have children in a year-round school, but teach in a non year-round school, or in a year-round school on a different track or calendar, are not able to vacation at the same time during the year or the summer as their family.

Teachers have more problems with children staying focused before a break, and upon return due to the more frequent breaks throughout the year.

Students on year-round calendars tend to lose out on summer employment to their non year-round counterparts.

Student burnout can increase due to the reduction in down time during the summer.

Advanced placement classes are sometimes removed in favor of year-round calendars.

Students in year-round schools have more opportunities to forget what they learned due to the added and extended breaks throughout the year.

Summer school, where classes can be taken for credit are replaced with inter sessions. throughout the year, for no credit.

Inter sessions. tend to turn into play time as inter session content turns into fluff classes and sometimes taught by community volunteers with no background check required.

Curriculum and materials for the normal school year are approved by the board, but curriculum and materials for inter sessions. are not.

Community members who want to maintain family time and traditions are pitted against those in favor of the change causing community division.

School districts frequently employ deceptive methods to push the calendar through. Many surveys are framed to yield a predetermined result, yet only the numbers are reported.

Difficulty in scheduling school-wide events such as student assemblies, open-house, or PTA meetings and other functions because at least 1 track is out of school at any point in time.

Child care is more difficult to obtain.

Some health problems are seen when conducting school activities and classes in the summer heat.

People find it hard to pay attention.



Article courtesy of K12Academics.com




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Part mystery, part science fiction, Year of the Dogman is an imaginative, compelling, and adrenaline-pumping adventure. Author Frank Holes, Jr. takes no prisoners in creating a diabolical creature that leaves the forest to prey on the hapless hamlet of Twin Lakes in Northern Michigan . When night falls, the nocturnal beast, Dogman, scares the living daylights out of anyone he happens upon as he searches for a timeless treasure stolen from a Native American tribe. In the midst of the chaos, a young teacher is forced to put two and two together no matter how high the cost to rid the village of the treacherous man-beast who thrives on destruction and terror.  

In The Haunting of Sigma, Frank Holes, Jr. returns fans of the legendary Dogman to the wild world of cryptozoology in Northern Michigan .  This darker, far more sinister prequel to Holes’s first novel fully establishes his hold upon the imaginations of readers all over the Midwest .  June 1987 ushers in the hot, dry summer season, but something else far more horrifying has taken up residence in the deep wilderness in Kalkaska County .  The Dogman, a supernatural combination of canine and man, has returned to wreck havoc upon the tiny, sleepy community of Sigma.


Based upon the epic Greek tale of The Odyssey, yet set in the American Wild West, The Longquist Adventures: Western Odyssey chronicles the journey of a young boy and his guide through a perilous world of dangerous encounters and fantastic creatures.  It is a world of gun fights at high noon, stampedes on the great plains, stagecoach robbery, and an ultimate showdown with a ruthless, powerful gangster aboard a turn-of-the-century paddlewheel in the San Francisco Bay.  Can the time-traveling boy and the law-abiding Marshal restore order to the chaos of the American West gone truly wild?
Click Here For The
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Click Here For The
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Click Here For The
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The Dogman, a creature of MythMichigan, is an excellent example of modern-day folklore to study in your classes.   


The Longquist Adventures, written for elementary students, is excellent for teaching mythology and classic stories to young children.  

Western Odyssey, the first novel in the series, is now available!

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New Teachers' Niche: 
A Place for New Teachers, Student Teachers, and Interns

Preparing For Emergency Situations In School

We know emergency situations can (and will at some point) happen in your class. It may be minor, such as a student becoming sick in your room, or even a practice event like a fire drill or tornado drill.  Hopefully you won't encounter a real life-threatening emergency. But you should always be prepared for such instances.

Fire drills are probably the most common situations you will encounter. The best way to handle these is to teach your students what to do in the event of a drill or an actual evacuation. Yes, you can teach this to your students. Fire drills are to be surprises only WHEN they occur, not a surprise in WHAT to do. It is good practice for your students to know exactly what the procedure to follow is.  The most important part is to be sure YOU fully understand the school's fire drill procedure and you can confidently teach it to your students.

Making sure all of your students are accounted for is your main responsibility. Thus, your attendance taking is very important. You want to make sure you have a means of carefully checking attendance when you and your students reach your destination. Have your grade book, attendance sheets, or a class roster easily accessible and always in the same location so you can grab it as you leave the room. I use the class roster file on my handheld because it's always with me. Teach your students to exit the room carefully yet quickly.  Instruct them in which direction to turn from your doorway, and what exit is to be used. Always have your kids line up and stay organized so you can take attendance easily.

And let them know why it's important to maintain composure and control, not playing or wandering around. If you are new to the building, your students will probably already know where to go! The trick will be getting them there quickly and maintaining order.

You'll want to let the students know how to react to different situations. They may find themselves in the hallway heading back from the library, in the rest room, or involved in a group activity in a far corner of your classroom.

Obviously more urgent matters will constitute true emergencies, and it is very difficult to prepare for these. Hopefully your school has a comprehensive plan to cover bomb threats, intruders, inclement weather, and other emergencies. Take time to carefully read through and understand these procedures, so when an emergency does occur, you can confidently lead your students. The students will respond to you when you give direct, confident directions.

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"Growing Good Corn"
Author Unknown

Themes on Life

What do we share with others?

There once was a farmer who grew award-winning corn. Each year he entered his corn in the state fair where it won a blue ribbon.

One year a newspaper reporter interviewed him and learned something interesting about how he grew it. The reporter discovered that the farmer shared his seed corn with his neighbors.

"How can you afford to share your best seed corn with your neighbors when they are entering corn in competition with yours each year?" the reporter asked.

"Why sir," said the farmer, "didn't you know? The wind picks up pollen from the ripening corn and swirls it from field to field. If my neighbors grow inferior corn, cross-pollination will steadily degrade the quality of my corn. If I am to grow good corn, I must help my neighbors grow good corn."

He is very much aware of the connectedness of life. His corn cannot improve unless his neighbor's corn also improves.

So it is with our lives. Those who choose to live in peace must help their neighbors to live in peace. Those who choose to live well must help others to live well, for the value of a life is measured by the lives it touches. And those who choose to be happy must help others to find happiness, for the welfare of each is bound up with the welfare of all.

The lesson for each of us is this: if we are to grow good corn, we must help our neighbors grow good corn.

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In This Week's Issue 
(Click the Quick Links below):

Experience of Teaching Under-Privileged Children

Integrated Reading Program For Primary Teachers

Tech Corner: 
Are We Moving Into A Post-Literate Society? Part 2

New Teacher's Niche:
Preparing For Emergency Situations in School

Themes on Life:  
"Growing Good Corn"

School Features:
Year Round Schooling (part 2)

10 Days of Writing Prompts

10 Days of Math Problems

Autumn Book Sale for Teachers

Book of the Month Club


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10 Days Of


Why do people enjoy excitement'?


List 10 exciting jobs you might want to have when you get older. 


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What are THREE questions you still have about something you've learned this week in school. 


What is a HERO?


How can you learn from Heroes?


What characteristics define a true Hero?


Describe three things that Heroes do.


How can you use something we learned in class this week?     


10 days of writing prompts


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Getting To Yes,
Negotiating Agreement Without Giving In

 by Roger Fisher, William Ury, and Bruce Patton



Coming Soon:

Designing and Running  A Medieval Fair

Technology & Teaching: Seamless Integration into Curriculum

Getting Ready for the Second Semester

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10 Days of 
Math Problems
by Mary Ann Graziani

Day 1


It's greater than one million but less than ten million.

It's an even number.

None of the digits is less than 3.

No digit is used more than once.

The sum of the digits in the ones period is 12.

The digit in the ten thousands place is equal to the sum of the digits in the tens and hundreds places.

The digit in the millions place is 2 more than the digit in the thousands place.

The digit in the hundred thousands place is twice the digit in the tens place.

What is the number?
Day 2


Mrs. Graziani made four different pies. Each pie was the same size. Mrs. Graziani cut the blueberry pie into 6 equal slices, the apple pie into 5 equal slices, the peach pie into 3 equal slices, and the chocolate pie into 4 equal slices.

Alyssa, Dalton , Rowan, and Shane each bought one slice of pie but ate only a portion of that slice. Each chose a different kind of pie.

  • Lori bought the largest slice available and ate 1/4of it
  • Mike bought the smallest slice available and ate 3/4of it
  • The slice Sam bought was bigger than the slice George bought. Sam ate 1/2of his slice.
  • George ate 2/3of his slice.
What kind of pie did each person choose?
What fraction of the total pie did each person eat? Simplify the fractions in the answer.
Day 3 At their school store, the students collected $476.25 by selling school candy, juice, and lunch boxes and backpacks..
  • They sold $115.50 worth of candy.
  • The money collected for lunch boxes was $3.00 less than that collected for the candy.
  • The money collected for the back packs was $7.50 more than the money collected for the lunch boxes.
How many of each item was sold?
Day 4


At Logan Elementary five teams competed in a math contest in which it was possible to score 60 points.

  • Mrs. Stergil’s class scored 35% of the possible 60 points.
  • Mr. Michael’s class scored 54 of the possible points.
  • Mrs. Brown’s class scored half as many points as the Mr. Michael’s class.
  • Mrs. Baker’s class scored 12 fewer points than the Mrs. Brown’s class.
  • Mrs. Rowe’s class scored 2/5of the possible points.
What percent of the total 60 points did each team score?
List the teams from first to fifth place, with the highest-scoring team listed first.
Day 5 Which number should come next in the series?
1 - 1 - 2 - 3 - 5 - 8 – 13
Day 6

Elizabeth, who is sixteen years old, is four times as old as her brother. How old will Elizabeth   be when she is twice as old as her brother?

Day 7 Which one of the numbers does not belong in the following series?
2 - 3 - 6 - 7 - 8 - 14 - 15 – 30
Day 8 How many  triangles can you find in the drawing?   
Day 9 What number is 1/4 of 1/2 of 1/5 of 200?
Day 10 Ralph needs 13 bottles of water.  What is the minimum number of trips that Ralph need to make if he can only carry 3 at a time.

Be sure to visit Mary Ann Graziani's website to pick up a copy of any of her THREE books for sale




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