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For Jennifer, Matt, Andy, and also Jazz

Cover by Nimbus design Illustrations by mark Lawler technical art by Steve Reiling Edited through Ann Roper0 1989, 1996 light Group/McGraw-Hill One Prudential Plaza Chicago, IL 60601

Printed in U.S.A ISBN: 0-88488-741-3

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MIDDLE school MAl7-f through PIZZAZZ! is a series of five books designed to administer practice with an abilities and concepts taught in today"s center school math programs. The collection uses many of the very same puzzle formats as ns R E - W E B R A with PEZUZ! and also ALGEBRA WlH ns m ! both published by an imaginative Publications. We think that mastery the math skills and ideas requires both an excellent teaching and also a an excellent deal that practice. Our goal is to provide puzzle tasks that make this practice much more meaningful and also effective. Come this end, we have tried to develop into these activities three characteristics:1. Knowledge OF RESULTS. Various

have Wed to minimization the time spent on recognize answers or doing various other puzzle mechanics.

devices are offered in the puzzles come tell students whether or not their answers are correct. Feedback occurs instantly after the student works each exercise. For example, if a particular answer is no in the password or scrambled prize list, the college student knows it is incorrect. The or she can then try again or ask for help. Extr feedback and also reinforcement occurs once the college student finds a puzzle systems that is appropriate. This immediate knowledge of results benefits college student and likewise teachers, who no longer need to spend time confirming correct answers.2. A encouraging GOAL because that THE STUDENT*The puzzles are designed so the students will certainly construct a joke or reverse the answer come a riddle in the process of checking your answers. The feeling operates a s an incentive, due to the fact that the students are not rewarded with the punch line until they complete the exercises. While students might decry this jokes as "dumb" and also groan loudly, our experience has been the they enjoy the jokes and look front to solving the puzzles. The humor has a positive effect on class morale. In addition to humor, the selection and new of measures for addressing the puzzles help capture college student interest. By keeping scrambled answer lists short and also procedures simple, we

3 . CAREFUL an option OF TOPICS and also EXERCISES. The puzzles within every topic area space careefully sequenced so the each one build on an abilities and concepts previously covered. The succession of practice within every puzzle is design to guide students in incremental, step-by-step fashion toward mastery that the skill or concept involved. A major goal is the advancement of problem-solving ability. In bespeak to settle problems, students require not just rules and also strategies but additionally a systematic understanding of straightforward concepts. Some puzzles in this series are designed specifically to build concepts. Various other puzzles, particularly those because that estimation, also aid deepen students" understanding by encouraging them to look at number a s quantities rather than simply a s signs to it is in manipulated. Because that puzzles specifically keyed to difficulty solving, we have tried to write problems that space interesting and uncontrived. We have contained extra information in some problems, and also have also mixed problem varieties within sets, so that the difficulties cannot be resolved mechanically.In addition to these initiatives to make the puzzles effective, we have tried to do them basic to use. The topic because that each puzzle is given both at-the bottom of the puzzle page and also in the Table of components on pages iv and also v. Every puzzle is keyed to a details topic in recent editions the leading middle school textbooks. Each puzzle calls for duplicating just one page, and many of lock provide an are for college student work. Finally, since the puzzles room selfcorrecting, lock can remove the job of correcting assignments. We hope that both you and your college student will enjoy using these materials. Steve and Janis Marcy

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1. MEASUREMENT: METRIC UNITSa. B. C. D. E. F. G. Length ......................................................................................................... 7 ...................................................... Measuring line Segments through a leader 8 Renaming units of size ..................................................................... 9-10 capacity ................................................................................................... 11 "Weight ......................................................................................................2 Review: Capacity and also Weight ................................................................3 Time .......................................................................................................... 14

2. MEASUREMENT: CUSTOMARY UNITSa. B. C. D. E. F.

Measuring line Segments v a ruler ............................................... 15-17 Renaming units of length ................................................................... 18-19 capacity ...............................................................................................20.21 weight ....................................................................................................... 22 Review: volume -and load ................................................................... 23 including and Subtracting measurements .................................................... 24

3. GEOMETRYa. Simple Geometric figures .........;................................................................. 25 b. Angle .......................................................................................................26 c. Estimating Angle procedures ......................................................................27 d. Measuring Angles with a Protractor .......................................................... 28 e. Illustration Angles with a Protractor ..............................................................29 f. Complementary and Supplementary angles .............................................30 g. Associated Angles formed by Intersecting lines ..........................................31 h. Parallel and Perpendicular currently .............................................................. 32 i. Associated Angles developed by Parallel Lines and also Transversals .................... 33 j. Triangle .................................................................................................. -34 k. Review: connected Angles ...................................................................... -35-36 I. Quadrilaterals.......................................................................................37-39 m. Polygons ................................................................................................... 40 n. Congruent polygons ............................................................................... 41 o. Comparable Triangles .......................................................................................42 p. Circles ....................................... ................................................................ 43 q. Lines of the opposite .................................................................................. 44 r. Room Figures ...........................................................................................45

a. B. C. D. E.

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Perimeter .............................................................................................46=47 one ......................................................................................48-49 Area that Rectangles ............................................................................ -50-52 utilizing a Calculator: Perimeter and Area .................................................... 53 Area of Parallelograms............................................................................. -54

f. Area of triangle .......................................................................... ..*.. ..55-56 g. Review: Perimeter and also Area that Rectangles. Parallelograms. And also Triangles .............................................................. 57 h. Area that Trapezoids ....................................................................................58 i. Area of Circles........................................................................................... 59 j. Review: Circumference and Area of one ........................................ 60-61 k. Trouble Solving: combined Applications ........................................................62 I. Problem Solving: picking a Formula ......................................................63

5. Surface ar AREA and VOLUMEa. B. C. D. E. Surface ar Area of rectangle-shaped Prisms .........................................................64 surface ar Area of Prisms and Pyramids ......................................................65 surface ar Area the Cylinders ......................................................................... 66 Volume of rectangular Prisms .................................................................. 67 trouble Solving: blended Applications ........................................................68 f. Volume of prisms ......................................................................................69 g. Volume the Cylinders .................................................................................. 70

6. SQUARE ROOTS and also RIGHT TRIANGLESa. Squares and also Square roots ................................................................ 71-72 b. The preeminence of Pythagoras: finding the length of the Hypotenuse .........