Math Matters

• Middle School •

IT ALL ADDS UP
MindWorks Resources strives to provide exciting, engaging, and fun lessons and
materials that promote critical thinking, problem-solving, and reasoning skills in
support of the school day. Special care is taken to ensure materials are age
and skill appropriate. MindWorks Resources provides these materials for
differing demographics internationally, and thus asks you, as an individual
program, to review lessons and materials prior to conducting activities for
appropriateness for your particular environment. Often, lessons will indicate use
of specific book pages or game pieces; this is generally to allow access to
compelling materials in a controlled way. All materials should be used with
direct adult supervision. Program instructors may modify lessons and materials
as needed to conform to individual program standards.

© 2017 MindWorks Resources Incorporated

All rights reserved. The activities and illustrations within this manual may be
reproduced by the sole individual owner of this publication for single classroom
or educational purposes only and may not be redistributed in part or in whole.
This work may not be reproduced or copied in its entirety in any form or by any
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from the publisher.

Printed in the U.S.A.

www.MindWorksResources.com

Math Matters •IT ALL ADDS UP• Middle School 2 © 2017 MindWorks Resources Incorporated
 MindWorks Curriculum Components
Included in each Teacher’s Guide:

Overview – This section provides a brief description of what students

experience in the subject over the course of the week. Read this to gain an
understanding of the scope of activities for the week.

Project Based Learning Voice and Choice – Project Based Learning (PBL)
activities in the Voice and Choice section are designed for programs utilizing the
optional MindWorks PBL component. Review the driving question included in the
beginning of the Teacher’s Guide at the beginning of each week to support the PBL
daily voice and choice.

Objectives – The activities and topics in each subject are matched to national
standards in reading, writing, math, science, social studies, art, STEM, SEL, and financial
literacy. On occasion, state standards will be listed as well. Reference these standards
as necessary in grant applications, conversations with school district employees, state
education representatives, etc. Objective numbers are not referenced due to the
many duplications across state and national standards.

Career Connections – This component helps instructors guide students in

drawing parallels from the lessons to various related careers. This helps students to link
their career options with their unique skills, encouraging optimal success in families,
careers, and communities. Remind students what they learn now allows them to
discover their individual strengths and interests, to consider and outline career goals,
and to focus their thought processes to achieve desired lifestyles.

Materials List – Divided between materials provided by MindWorks and

materials the instructor should gather, the comprehensive list at the beginning of each
set of lessons includes everything needed for the week. Check the availability of the
listed items on the master list, and gather the materials listed in preparation for a
successful week.

Math Matters •IT ALL ADDS UP• Middle School 3 © 2017 MindWorks Resources Incorporated
 Pre- and Post-Test Questions and Answers – Each subject includes both a pre-
and post-test for students, as well as answer keys for the instructor. This allows both the
instructor and the students to assess the students’ knowledge, skills, and abilities. Copy
and give students a pre- and post- test, or administer the test as a large group. Modify
the version of the test, if appropriate for your group. Collect data to show
improvements between before and after learning and to measure lesson
effectiveness.

Core Vocabulary – Each subject includes a list of core vocabulary taught in

the lessons, as well as related extension vocabulary. Review this list prior to the unit and
each day’s lessons as necessary to become familiar with words and concepts.

Websites – Near the back of each book, instructors will find a handy list of
websites that are referenced in daily lessons. These websites provide examples to
show during the lessons, pictures that reinforce key lesson concepts, videos that relate
to the topics, and interactive sites for extension activities. Share this list with the
technology department and request assistance to ensure firewalls do not block
access. Preview sites for their appropriateness for your student audience.

Included in each day’s lesson:

Materials List – A materials list for each individual lesson helps the instructor
know what materials he or she should gather in order to complete that particular
lesson successfully.

Preparation – This section provides the instructor with a list of items that need to
be prepared prior to beginning the lesson. Prepare for a successful lesson by
completing the tasks listed in this section.

Lesson Focus – This section provides a quick statement of the goal or objective
of the lesson.

Background Knowledge and Fun Facts for Instructor – Designed for the
instructor, this section provides background knowledge and fun facts about the topic

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for the instructor to incorporate into the discussion. It is not designed to be read word-
for-word but rather woven into the organic conversation generated from the
Suggested Discussion Starters.

Suggested Discussion Starters – The Suggested Discussion Starters are included

as a tool to engage students in conversation about the day’s topic. The instructor may
use the suggested questions or ask other questions to engage students in thought-
provoking conversation about the topic of the day’s activity.

Pre- and Post-Activity Discussion – Each lesson’s pre- and post-activity

discussions ensure key learning opportunities. The purpose of the pre-activity discussion
is two-fold: first, it transitions students from the entry event to the content of the lesson
and activity; and secondly, it reviews the concepts taught in previous lessons so
students are consistently receiving review and preparation for the post-test at the end
of each set of lessons.

The post-activity discussion provides a time for students to process, summarize, and
review that day’s lesson and activity. This allows students not only to explain their
understanding of the day’s concepts and processes, but to solidify the concepts
covered in the lesson.

Read these discussions before beginning lessons. Determine if you, as an instructor,

need to read the script as written or read the underlined summary sentences and lead
the content of the discussion to support these.

Activity – This component provides step-by-step instructions to engage

students in a learning experience. Follow the outlined instructions to bring excitement,
energy, and enjoyment to learning as lesson concepts “come to life” for each
student.

Social-Emotional Learning – Some daily lessons include a social-emotional

learning component. When applicable, this section provides suggestions for ways to
promote social and emotional development in connection with the daily activity.
Read the information to determine if it is pertinent to the students you serve, and
discuss with them as appropriate.

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 Optional Review of Previous Concepts – This section can be used as an easy
way to review the previously taught concepts which are included on the pre- and
post-tests.

Reminder – Only certain lessons contain reminders. Look for reminders that are
included when preparation is necessary for an upcoming day.

Extension Activities – These supplemental activities build upon each day’s

learning to provide additional opportunities to explore lesson concepts. Allow time for
students to complete extension activities, communicate extension activities to families,
or use these activities at another program time.

Voice and Choice – The Voice and Choice suggestion in each daily lesson
provides ideas for connecting each day’s lesson to the over-arching PBL component
project. Implement these ideas to build to the culminating PBL event, described in the
optional PBL Facilitator’s Guide.

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 Overview
This week in Math Matters, students will play and create games that add up to
different mathematical concepts. Students will learn more about the order of
operations, the risks of investing money, how zero is used in the binary system,
the significance of the domino effect, and the process of estimations.

Project Based Learning

Project Based Learning (PBL) Voice and Choice activities included in the daily
lessons are for programs utilizing the optional MindWorks Project Based
Learning component. Campuses utilizing MindWorks PBL Component begin the
week by discussing with students the driving question for the unit.

Driving Question for It All Adds Up: How can we prove that math is in
EVERYTHING?

Social-Emotional Learning
This Math Matters provides an opportunity for social-emotional learning through
a discussion on future goals and aspirations. Students will discuss how they
might achieve a goal.

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 Objectives
 Apply mathematics to problems arising in everyday life, society, and the
workplace
 Analyze mathematical relationships to connect and communicate
mathematical ideas
 Classify whole numbers, integers, and rational numbers, using a visual
representation such as a Venn diagram to describe relationships between
sets of numbers
 Apply mathematical process standards to develop concepts of
expressions and equations
 Apply mathematical process standards to use probability and statistics to
describe or solve problems involving proportional relationships

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 Career Connections
 Accountant – one responsible for inspecting financial accounts
 Actuary – a person who analyzes statistics and uses them to calculate
insurance risks and premiums
 Computer programmer – a mathematician who writes programs for
computers
 Economist – an expert in the field of economics
 Investment banker – one who specializes in financial transactions
 Mathematician – an expert in the field of mathematics
 Portfolio manager – a person responsible for financial investments
 Statistician – a person who collects and studies statistics
 Stock analyst – one who predicts the outcome of financial investments
 Teacher – an expert who instructs others

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 Materials List
Provided by MindWorks
 Farkle Flip  Math operations dice
 Jumbo dice  Mexican Train domino game
 Zero Down game  Spinners
 7 Ate 9 game  Rally Roll game
 Cooking timer  Masking tape
 Over/Under: The Game of
Guesstimates

Not Provided by MindWorks

 Pencils  Desk or table
 Scratch paper  Internet and viewing device
(optional)
 Whiteboard or chart paper
 Large index cards or other
 Counters or other math
type of heavy paper
manipulatives
 Permanent markers or pens

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 Pre- and Post-Test Answer Key
Give each student a pencil and a copy of the Pre-Test located on page 44, or
read questions aloud and have students record A, B, or C as answers on a
sheet of paper, taking no more than five minutes. Collect finished tests.
1. What do you call a selection of items from a collection?

A. a combination B. physics C. trigonometry

2. What is a mathematical operation?

A. a number with more B. a process that is C. a form of estimation

than five digits followed

3. What is risk?

A. an uncertain event or B. the ability to C. a completed task

a condition that convince someone else
something might
happen

4. What number does the word “love” represent in tennis?

A. 100 B. 0 C. 1000

5. What do you call a plan or method for achieving a goal?

A. a hypothesis B. a statement C. a strategy

6. What do you call the process of finding an approximate value of something?

A. calculus B. estimation C. numbering

Math Matters •IT ALL ADDS UP• Middle School 11 © 2017 MindWorks Resources Incorporated
 Day 5: Hop on the Train

Materials

Provided by MindWorks Resources:

 Mexican Train Domino Game
 Spinners

Not provided by MindWorks Resources:

 Desk or table
 Scratch paper
 Pencils
 Internet and viewing device (optional)
 Large index cards or other type of heavy paper

Included in Subject Guide:

 No other support materials are needed.

Preparation
 Read Background Knowledge and Fun Facts for Instructor in preparation
for the discussion with the students. This information is designed to give the
instructor background knowledge to guide the discussion. It is designed to
be used organically rather than as a scripted discussion.
 Become familiar with the Mexican Train Domino Game instructions
included in the game, in preparation for the Activity.
 A large, open area is needed for the Activity. Note: Set up the Mexican
Train Domino Game on a table at one end of the playing area. Divide the
dominoes into eight equal sets in preparation for the Activity.
 Gather three large index cards or other type of heavy paper for use in the
Activity. Note: Students will use the paper to assemble spinners for an
original game.
 The internet and a viewing device are needed for optional use during the
Post-Activity Discussion.

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 Lesson Focus
 Students will learn how using different strategies in games can add up to
winning results.

Background Knowledge and Fun Facts for

Instructor
 Experts believe the first domino-type tiles might have been created and
played in China during the 12th century.
 The word “domino” is French and means black-and-white hood.
 The dots on dominoes are called “pips.”
 Fun facts about dominoes:
- Dominoes became popular in Italy during the 17th century and
eventually spread to other countries in Europe.
- Dominoes were originally made from bone, hardwood, glass, or metal.
- The World Championship Domino Tournament is held in Alabama each
year.
- Contestants compete for prizes worth $20,000.
- Dominoes are sometimes set up on one end and placed near each
other and then released. This is called a domino show.
- The term “domino effect” describes a situation in which several small
events lead to a larger, sometimes catastrophic, event.

Suggested Discussion Starters

 Have you ever played dominoes? If so, describe the game you played
with the dominoes.
 Dominoes, cards, and dice are a few games that families and friends
enjoy playing together. If you had an entire evening to play a game with
family or friends, which game would you choose? Why?
 Some people enjoy traveling to tournaments to play cards while others
enjoy competing in dice or domino competitions. What are some different
types of tournaments and competitions involving games?

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 Activity
 Share the following information with students:
- Experts believe dominoes were first created and played in China
during the 12th century. These tiles were most likely designed from dice
and included dots known as pips. Eventually, the popularity of
dominoes increased, and people in Europe began to play with them.
- Many domino games are based on strategy. Strategy is a plan or
method for achieving a goal.
 Tell students they will play a strategy-based domino game.
 Divide students into no more than eight teams.
 Explain the Mexican Train instructions to the teams.
 Have one student from each team stand next to the game. Note: The
other students on her team should stand several feet away from the game
board.
 Begin the game with a student taking a turn.
 Once the student completes her turn, she runs back to her group and tags
another student in her group.
 Play continues with each student next to the game taking a turn and then
tagging another student on her team.
 Use the scratch paper and a pencil to record the scores at the end of
each round.
 Play several rounds of the game.
 The team with the lowest score at the end of the playing time is declared
the winner.
 Once Mexican Train has been played according to the original
instructions, divide students into four groups.
 Give each group a spinner and 22 dominoes.
 Have each group create a new variation of dominoes.

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 Post-Activity Discussion
Talk about some of the strategies the teams used to win the game.
 A strategy is a plan or method for achieving a goal. What are some of the
strategies your team used while playing the game? Share some examples.
- (Answers will vary.)
 Strategies in math sometimes include thinking out loud, identifying key
words that clarify the information, and questioning your thinking. In the
original game your team created with the dominoes and spinner, what
are some strategies you might expect players to use when playing this
game? Describe some of your ideas or strategies that might be used.
- (Answers will vary.)
Briefly discuss the concept of a domino show.
 Dominoes can be used to teach different matching, addition, and
subtraction strategies. Dominoes are also used as a modeling tool when
stood on their side and next to other dominoes. A domino show is when
one domino is released, causing other dominoes to fall in a sequence.
Have you ever created a domino show? If so, describe the process or type
of domino design you created.
- (Answers will vary.)
 Share the following information with students:
- The record for the longest domino line included more than 15,000
dominoes and was set in 2017.
 If internet and viewing device are available, show students the following
six-minute video:
- https://safeshare.tv/submit?url=https%3A%2F%2Fwww.youtube.com%
2Fwatch%3Fv%3Dy4VJssQv_Qw
Discuss the term “domino effect.”
 The term “domino effect” was coined or invented to describe when one
event sets off a chain of similar events. For example, if one person in your
family comes home with a stomach bug, he might create a domino
effect, infecting everyone else in the family. Can you think of other
examples of a domino effect? Give an example.
- (Answers will vary but may include the following: Eating a healthy
breakfast might inspire you to eat nutritiously all day; going to bed early

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 might give you more energy the next day; jogging a mile each day
might prepare you to run in a 5K race; etc.)
 What are some choices you might make about getting a homework
assignment done that could turn into a domino effect? Share some of your
ideas.
- (Answers will vary.)

Optional Review of Previous Concepts

 What do you call a selection of items from a collection?
- (A selection of items from a collection is a combination.)
 What is a mathematical operation?
- (A mathematical operation is a process followed in math.)
 What is risk?
- (Risk is an uncertain event or condition that something may happen.)
 What number does the word “love” represent in tennis?
- (The word “love” represents zero in tennis.)

Extension Activities
 Play other domino games.
 Play Mexican Train online on the following website:
- http://cool-math.me/play/mexican-train-dominoes/
 Create interesting domino patterns, and watch the following 12-minute
video clip for inspiration:
- https://safeshare.tv/submit?url=https%3A%2F%2Fwww.youtube.com%
2Fwatch%3Fv%3DQ0jeohWnmAQ

PBL Voice and Choice

This suggestion is designed for programs utilizing the optional MindWorks
Project Based Learning component. Reference the driving question, included

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 on page 7, and read the additional PBL Facilitator’s Guide for more
information.
 Students can create an interactive domino game to teach others
different mathematical concepts for a math fair.

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