 |
Scale 'n' Bowl 4
posted November 22, 1999
as a Math
Forum EPoW
|
Introduction: In the Scale 'n' Bowl puzzle series, students
were given instructions to find
a scaling ratio that will enlarge
or reduce the blue ball to fit through
the green bowling alley and move
the two red pins. For each of the
alleys, they were asked to explain
the scaling ratios tried, why they
tried them, and which one worked.
After bowling all alleys, students
put the scaling ratios which worked
in order from smallest to largest,
describing how they chose this order.
In this part of the series, students
used fractions, decimals, and percents
as scaling ratios.
|
|
Where's the Math: The four-part
problem maintains the same graphical
representation in each section,
but requires the use of first decimal,
then percentage and fractional notation
to manipulate the size of the bowling
ball. Students may start with trial
and error guessing, but soon discover
strategies to narrow the input values
to get the necessary ratio. In this
part of the problem series, students
review each of the previous notations
for scaling ratios, but also convert
between numerical representations.
Each of the problems in the series
requires that students place the
ratios in ascending order, encouraging
them to revisit their problem-solving
strategy and solidify their developing
understanding of numerical representations
of the concept of scale.
Standards: Number
& operations, measurement,
geometry
Role of Components: The
Scale 'n' Bowl problem series uses
Geometer's
Sketchpad to animate scaling
and bowling actions based on values
inputted into number
entry fields (labeled with ESCOT
labels) and triggered by a button
panel. Instructions are displayed
via the HTML
viewer, and solutions are entered
in a
text entry box. Users reset
the alley with an Action
menu. Javascript
handles communication among components.
|
|
|

(The applet for this problem
is currently unavailable)
top
Sample submitted
solution:
From: Wil, age 13
Jeanette, age 13
School: School of the Arts, San Francisco,
California
1. For alley 1: Find the correct decimal
scaling ratio. Put it into percent and fraction
forms.
.5, 50%, 1/2-too small
.8, 80%, 4/5-too big
.6, 60%, 3/5-too small
.7, 70%, 7/10-too small
.75, 75%, 3/4- CORRECT!
2. For alley 2: Find the correct decimal
scaling ratio. Put it into percent and fraction
forms.
50%, .5, 1/2-too small
55%, .55, 11/20-too small
60%, .6, 3/5-CORRECT!
3. For alley 3: Find the correct decimal
scaling ratio. Put it into percent and fraction
forms.
2/1, 2, 200%-too big
1/1, 1, 100%-too small
7/5, 1.4, 140%-too big
6/5, 1.2, 120%-CORRECT!
4. Put your solutions in order from
largest to smallest.
Largest-#3 (120%, 6/5, 1.2)
Next largest-#1 (75%, 3/4, .75)
Smallest-#2 (60%, 3/5, .6)
Bonus: Which of the three scaling ratio
forms was hardest to use? Which was easiest
to use? Why?
The easiest scaling ratio to use is percent
because it is the most clear to read and
you can instantly see how they compare.
The fractions were hardest because of the
x/y form. It is unclear what the value of
the fraction is.
top
|
|
Reflections:
Students had trouble with the interface
on this puzzle. They didn't know which equation
to use, and what they were supposed to find.
In the end, many did not have enough time
to finish it. In order to make this puzzle
easier for students, the interface would
need to be changed. Unfortunately, given
ESCOT constraints, we were unable to do
so. Most students were successful at finding
the correct scaling ratio. Some had difficulty
trying to convert this number into the other
two forms, but it was surprising that many
were successful. Again, students either
did not see, or did not have time to finish
this problem completely. So, most did not
get full credit. However, they were getting
better at making their thinking explicit.
In general, this puzzle (all four parts)
did help students learn how to make guess
and check strategy explicit. Many did not
have time to finish the problem, or simply
did not read all of the question/instructions.
The last puzzle had an interface issue,
which students had difficulty figuring out.
top
|
|
|