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Strict Standards: Non-static method PEAR::getStaticProperty() should not be called statically, assuming $this from incompatible context in /home/geometry/public_html/mathproblemofthemonth/files/Requestrb.php on line 720

Strict Standards: Non-static method PEAR::isError() should not be called statically, assuming $this from incompatible context in /home/geometry/public_html/mathproblemofthemonth/files/Requestrb.php on line 735

Strict Standards: Non-static method PEAR::isError() should not be called statically, assuming $this from incompatible context in /home/geometry/public_html/mathproblemofthemonth/files/Requestrb.php on line 737

Strict Standards: Non-static method PEAR::isError() should not be called statically, assuming $this from incompatible context in /home/geometry/public_html/mathproblemofthemonth/files/Requestrb.php on line 767

A Different Kind of Mixture Problem

Math Standards: A.CED.2; A.CED.3; A.REI.11CTE Standards:  FPP.03.01; FPP.04.01; FPP.04.03CTE Situation (opener):When making maple confections the amount of invert sugar will affect the quality of the confection. Invertsugar syrup is a mixture of glucose and fructose; it is obtained by splitting sucroseinto these two components. Inverted sugar is sweeter and its products tend to retain moisture
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Shortcuts, Do They Work?

Mathematical Practice Standards:  Reason abstractly and quantitatively.  Construct viable arguments and critique the reasoning of others.Aaron needs to rip (cut length wise) a 2 x 10 into 3 equal strips.  He does not like working with the ugly number that is the width of the 2 x 10, which is 9 ¼”.  Fractions are not his friends and he doesn’t want to divide a fraction by 3
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What do cantilevers and pulling nails have in common?

Math Standard:A.CED.1 Create equations in one variable and use them to solve problems. G.CO.2 Represent transformations. CTE Standard:            Students will understand how levers and fulcrums are used in construction.Teacher Notes/Materials Needed:Ruler, cups, fulcrum, fun size candy bars, 2 x 10 x 10, CTE Situation (opener):What
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We Demand (and Supply) Candy

Math Standard:Label ordered pairs, finding domain and range, writing inequalitiesSolve polynomial systems by graphingCTE Standard:Define business related terms:  demand (elastic), supply, equilibrium point; Create an Excel chart from table data; Graph a set of points on Excel – labeling via a text box; Change the axis formats in Excel as necessary Teacher Notes/Materials Needed:Bags
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Writing About Rafter Tables

The following table is called a rafter table in the construction industry.  The table is used by carpenters to calculate the length of rafters if you know the slope of a roof.    Roof Slope Rafter 2 in 12 1.014 3 in 12 1.031 4 in 12 1.054 5 in 12 1.083 6 in 12 1.118 7 in 12 1.158 8 in 12 1.202 9 in 12 1.25 10 in 12 1.302 11 in
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How Much Is Enough?

Goal:  You will be able to calculate the linear feet of window trim needed for any dimension window. Interior window trim (casing) is a molding that is nailed to the finished window frame to give the window a “finished” look.  The trim is located on the inside of the home around the perimeter of the window frame and is often cut at a 45º angle.  See picture.  
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R Values: What are you getting for your money?

Math Goal:  To look at pricing formulas by different manufacturers of insulation.  Students will write the equation of a line using a line of best fit. Students will learn how to interpret the real life meaning of slope, y intercept, and equations.CTE Goal:  Students will become familiar with R Values and learn about types of insulation available.Procedure: Students are to select
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Are You Torqued?

Math Goal:  Students will write the equation of a line using a line of best fit.  Students will learn how to interpret the real life meaning of slope, y intercept, and equations. CTE Goal:  Students will become familiar with a torque wrench and learn the importance of torque.Teacher notes and material needs are at the bottom.Procedure: 1. Start the nut on the bolt and hand
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Packaging and Shipping

Goal: Collect data regarding weight versus volume for shipping of products. You will create/select an ideal box to ship an egg with foam packing peanuts. A contest will be conducted. Procedure: 1. Label each of your boxes with A, B, C, etc.2. Find the volume of each of your boxes. Measure to the nearest ¼ inch. Record the volume in the table below.3. Fill each box with your shipping item,
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Carbon Monoxide Safety

Goal: If the same engine was operated in this room, how fast will the safe ceiling of 200 ppm be reached. Make an estimation before continuing. Procedure:1. Looking at the graph above, how many minutes into the activity did the room become unsafe? When did the room return to safe levels of carbon monoxide (after the engine stopped)?2. What is the size of the room in the graph above?3.
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