Mrs. Taylor's K12 Math Homework: Problems and Journal Prompt

This homework assignment from Mrs. Taylor's K12 class presents several math problems focusing on real-world scenarios. The first problem involves calculating the money received by a school store based on coupon usage. The second problem requires determining temperature readings given hourly changes. The third problem analyzes changes in a savings account due to monthly withdrawals. The fourth problem addresses the financial outcome of a dog-cleaning business. Furthermore, the assignment includes a journal prompt that explores the pros and cons of using algebra tiles to introduce integers and the challenges associated with their use, along with suggested modifications for virtual algebra tiles, and explores how the manipulative illustrate the connection between addition/subtraction and multiplication/division. The assignment references educational research regarding teaching methods and the use of manipulatives to facilitate student understanding of mathematical concepts.

Problem Statement:
Students in Mrs. Taylor's class can earn coupons for good behavior and excellent work. These
coupons are accepted at the school store for students to use when they purchase supplies. The
chart below shows the transactions from today. How much money did the school store receive
from these students?
Student Purchase Price Coupon
Simone Glue Stick $1.00 No
Donte Compass Set $2.00 $1.00
Rafaela Pack of Pencils $1.00 $1.00
Jee-Sung Protractor Set $1.00 No
Ronald Spiral Notebook $2.00 $1.00
Peter Pack of Pencils $1.00 No
Money received from coupons =
0 0 0 =
Money received from coupons = 0 + 1 + 1 + 0 + 1 + 0
Money received from coupons = $3
Problem Statement:
In science class, Emma is learning about changes in temperature. Students check temperature
readings each hour and determine the change in temperature at that time. The chart below shows
the changes. What were the readings?
Time 8 a.m. 9 a.m. 10 a.m. 11 a.m. Noon
Change Dropped
5
Dropped
3
Dropped
1
Dropped
2
Reading +7 +2 -1 -2 -4
(+)

(-)
8 AM
9 AM
- =
10 AM
- =
11 Am
- =
Noon
- =
Problem Statement: Liam gets an allowance each week and deposits his money in a savings
account. Once a month he takes out $5 from the account and donates the money to the local food
bank. What is the change in Liam's account after three months? Write a math sentence to
describe this (Rivera, 2015).
Answer
Change in Liam’s account = Number of months*money taken each month
Change in Liam’s account = 3*$5
Change in Liam’s account = $15
($5)

3
Problem Statement: Miranda and Tommy decided to start a dog-cleaning business for the
summer. After paying for lessons in dog handling and some basic supplies, they began signing
up customers. At the end of the summer, they added up the money they had earned, subtracted
their expenses, and found that they had actually lost $26! What is the final financial outcome of
this business venture for each of the two partners?
Answer
Total loss = $26
Outcome of business venture for each = total loss
number of partners
Outcome of business venture for each = $ 26
2
Outcome of business venture for each = $ 13
Journal Prompt:
What are the pros and cons to introducing integers with this manipulative?
Considerable advances are as of now being made in improving science educating and learning,
we discover genuine advance toward the numerical capability to be woefully lacking. These
perceptions drove us to five general suggestions with respect to the numerical capability that
mirror our vision for school science.

What are the challenges to this manipulative (or the modification if you used Algebra
Tiles)?
In the wake of adopting more about these manipulative, I have made a few changes to three
fields in the article. Feeling that the vast majority looking into this idea would be pre-benefit
educators, self-teach instructors or different instructors, I figured a few areas ought to be
equipped more towards lessons that could be picked up utilizing the tiles. So I have proposals
beginning with refreshing the Virtual Algebra Tiles, changing the subtracting of whole number
area and completing with altering the increase of numbers, Augmentations for Virtual Algebra
Tiles. There are various online assets, lesson designs, and exercises to work on utilizing Algebra
Tiles.
How do the manipulative illustrate the connection between addition/subtraction and
multiplication/division?
An understudy exhibits an exhaustive comprehension of the delegate level; utilize fitting
methodologies to enable understudies to move from that illustrative level to the more theoretical
level (Caglayan, 2013). In the event that understudies experience difficulty moving to the unique,
"re-instruct the arithmetic idea/ability utilizing suitable solid materials and after that
unequivocally demonstrate the connection between the solid materials and the theoretical
portrayal of the materials." If understudies as of now have a solid level of comprehension of that
idea/aptitude, "give understudies chances to utilize their dialect to depict their answers and their
understanding of the science idea/expertise they are learning".
References
Rivera, F. D. (2015). The Real Number System (Part II) from Grade 6 to Grade 8 and Algebra 1.
In Teaching to the Math Common Core State Standards (pp. 69-93). SensePublishers.
Caglayan, G. (2013). Prospective mathematics teachers’ sense making of polynomial
multiplication and factorization modeled with algebra tiles. Journal of Mathematics Teacher
Education, 16(5), 349-378.