Date: Thu Oct 31 14:34:09 PST 2002
Student's Name: Austin
Mentor Reply:
Hi Austin. I haven't recieved a response to this week's problem of the week yet. I encourage you to still try and solve the problem and send me your solution. I hope to hear from you soon.
-Emily
Date: Thu Oct 31 15:11:14 PST 2002
Student's Name: Austin
Answer(or question to Mentor): Dear emily
the answer to the first problem is 5 feet. I figured this outby drawing a model. The model showed the pole and I made a small foot which I knew how long it was. I then copied the pole and knew that 5 feet were showing at 1/3 and when 3/4 ame I added two feet to get three feet. Then from the land up I measured and got 5 feet. the answer to number two is 3 feet which is explained in my explination to number one. The answer to the challenge is yes. I knew this because in the other man's house it went over the halfway line and this one was only under halfway by a foot so it would cover the other half to wear there would only be a foot left.
Your friend,
Austin a.
Date: Sat Nov 2 10:46:12 PST 2002
Student's Name: Austin
Instructor Comments: Emily,
I hope that you can respond to this person soon.
Dr. Bowers
Date: Sun Nov 3 13:36:17 PST 2002
Student's Name: Austin
Mentor Reply:
Austin, this is a very creative way to approach this problem. Unfortunately, it did not result in the correct answers. Because we are using fractions in this problem, it might be difficult to get an accurate answer using your
Date: Sun Nov 3 13:39:24 PST 2002
Student's Name: Austin
Mentor Reply:
Dr. Bowers,
My response to Austin's solution did not fully go through either. I hope you are able to send it on. I am working on Internet Explorer, and my response to Michael went through, so I am not sure what is going on. Here is my response to Austin:
Austin, this is a very creative way to approach this problem. Unfortunately, it did not result in the correct answers. Because we are using fractions in this problem, it might be difficult to get an accurate answer using your "model and measure" method.
You can solve this problem by drawing a diagram and solving for the height of the pole sticking out of the land. First, recognize that when 1/3 of the pole sticking out of the land is covered with water, then the 5 feet that is dry, must equal 2/3 of the pole sticking out of the land! It must equal 2/3 because we know that 1/3 of the pole plus the 5 feet equals 1 pole. So, 1-1/3 = 2/3. Now that you know that 2/3 of the pole out of the land is equal to 5 feet, you can find the total height of the pole sticking out of the land.
Use the height to find out how many feet high the storm surged in 2002 and how many feet were left dry.
I hope this helped Austin. Please write back if you have any more questions. Otherwise, I look forward to reading your new response.
-Emily
Date: Mon Nov 4 12:47:02 PST 2002
Student's Name: Austin
Mentor Reply:
Austin, this is a very creative way to approach this problem. Unfortunately, it did not result in the correct answers. Because we are using fractions in this problem, it might be difficult to get an accurate answer using your 'model and measure' method.
You can solve this problem by drawing a diagram and solving for the height of the pole sticking out of the land. First, recognize that when 1/3 of the pole sticking out of the land is covered with water, then the 5 feet that is dry, must equal 2/3 of the pole sticking out of the land! It must equal 2/3 because we know that 1/3 of the pole plus the 5 feet equals 1 pole. So, 1-1/3 = 2/3. Now that you know that 2/3 of the pole out of the land is equal to 5 feet, you can find the total height of the pole sticking out of the land.
Use the height to find out how many feet high the storm surged in 2002 and how many feet were left dry.
I hope this helped Austin. Please write back if you have any more questions. Otherwise, I look forward to reading your new response.
-Emily
Date: Mon Nov 4 12:58:25 PST 2002
Student's Name: Austin
Instructor Comments: Emily,
Thanks very much for letting me know that you were having difficulty. I think I found out the problem: apparently we cannot put in double quote marks! So, the notes to both Austin and Chris has these in, and that caused the problem. I replaced them with single quote marks and they were fine. Thanks again for bringing this to my attention, I'll inform the class of our discovery.
As for your note saying that I seemed to have changed the format for first responses, I apologize profusely. Actually, the rules have not changed, but what I found from the first round was that if we didn't give the kids really good hints, they didn't write back (even though they are supposed to). Now, of course, there were also kids who got good hints but still didn’t write back, and kids who didn't get very substantive hints but did write back, but it seems to me that we really don't have that much time, so we might as well give as much as we can this first time around. I realize it is hard as a student to have an activity in which the rules appear to change. I ask you to be flexible since we (the teachers and I) are working really hard to make this work and make it be a good activity for you to learn. The teacher has said repeatedly that she would have loved something like this when she was attending college, so I hope you can overlook some of the shortfalls and try to get as much as you can out of the experience. I work really hard on these responses, and I am hoping that it is helping. If you are worried about your grade, please don't be, you are doing extremely well.
Dr. Bowers
Date: Wed Nov 6 19:45:07 PST 2002
Student's Name: Austin
Answer(or question to Mentor): Dear Emily,
It has been great responding back and foth with you. I hope we can keep being mentor and student. You have been great to work with.
Your friend,
Austin A.
Date: Thu Nov 7 21:14:46 PST 2002
Student's Name: Austin
Mentor Reply:
Austin,
Thanks for the message. This forum is a great way for both students and mentors to practice communicating in math.
The correct solution to the problem of the week is:
1/3 of the stilt was covered with water in 2000, and 5 feet were left dry. The 5 feet is equal to 2/3 because 1-1/3= 2/3. This gives you a total height of 7.5 feet.
a) In 2002 ¾ of the stilt is covered with water. So, ¾ of 7.5 (stilt height) = 5.625 feet covered with water in 2002.
b) In 2002, the number of feet left dry is 7.5 (stilt height) - 5.625 (feet covered in water) = 1.875 feet.
In the future, after I return suggestions to your first solution in the problem of the week, I encourage you to send another attempt at solving the problem. Good luck on the next problem of the week.
-Emily
Date: Thu Nov 14 18:41:53 PST 2002
Student's Name: Austin
Answer(or question to Mentor): Dear emily,
the answer to the current problem of th eweek is 33/200. I go the answer by first 14 grams of fat by 9 calories which equals 126, 36 grams of carbohydrates by 4 calories which equals 144, and 15 grams of protien by 4 calories which equals 60. when adding 126, 144, and 60 you get 330. This is 330 calories. The daily average is 2000 calories so this is 330/2000 calories. This can be simplified to 33/200. the part of the cheeseburger that is fat is 126 which is explained above. your friend,
Austin A.
Date: Tue Nov 19 15:18:24 PST 2002
Student's Name: Austin
Mentor Reply:
Austin,
Thanks for submitting a solution. Your answer for the fraction that the cheeseburger is of her daily intake, 33/200, is correct. I am very impressed by your explanation of how you found this answer. I was able to follow your reasoning step-by-step in solving this part of the problem. This kind of explanation is what we (as mentors) hope that you students are able to achieve. I am also glad to see that you remembered to simplify your fraction.
The second question asks, "What fraction of the cheeseburger is fat?" You answered that 126 calories of the cheeseburger is fat. How could you put this answer in fraction form?
I encourage you to write a response that includes what fraction of the cheeseburger is fat. In this problem, we also give the option to write your answers in percent. To find the percent, you divide the top number of the fraction by the bottom number. I also encourage you to attempt to convert your answers in fraction form to percent form. I look forward to reading your response.
-Emily
Date: Wed Nov 20 16:49:51 PST 2002
Student's Name: Austin
Instructor Comments: Emily,
Great job, as usual. Just encourage him to also do the challenge problem. NIce to see that he is enjoying this activity, eh? Students RARELY thank you for the work that you do as a teacher, so enjoy it!--Dr. B
Date: Thu Nov 21 09:05:44 PST 2002
Student's Name: Austin
Mentor Reply:
Austin,
Thanks for submitting a solution. Your answer for the fraction that the cheeseburger is of her daily intake, 33/200, is correct. I am very impressed by your explanation of how you found this answer. I was able to follow your reasoning step-by-step in solving this part of the problem. This kind of explanation is what we (as mentors) hope that you students are able to achieve. I am also glad to see that you remembered to simplify your fraction.
The second question asks, 'What fraction of the cheeseburger is fat?' You answered that 126 calories of the cheeseburger is fat. How could you put this answer in fraction form? I encourage you to write a response that includes what fraction of the cheeseburger is fat.
In this problem, we also give the option to write your answers in percent. To find the percent, you divide the top number of the fraction by the bottom number. I also encourage you to attempt to convert your answers in fraction form to percent form. Also, try the challenge; it's a fun problem. I look forward to reading your response.
-Emily
