# MEL3E Day 22 & 23

Day 22

Warm up today was from Would You Rather:

The groups blew my expectations out of the water on this one. They asked for the weights of the coins and then went to work.

One group looked at using copper pennies vs. zinc pennies in comparison to the quarters.

Most groups wanted the quarters regardless of the money…less to carry around.

We picked up where we left off from the credit card scenario bills. As we progress through the bills students saw what happens when you don’t pay off your entire bill. As a class we worked out interest charges added to the new bill, new statement amounts, and minimum payments for a variety of scenarios. We still did not complete all problems before class ended.

Day 23:

Warm up:

We brought up the Clock app on our iPads to help answer this problem. We reviewed converting times from the 24 hour clock and looked at timezones across the world.

Next, we worked on solving Robert Kaplinsky’s “Is Gas Cheaper With Cash or Credit Card” problem.

I showed this image:

Students noticed a variety of things including that gas here seems to cost more if you use a card. It was a no-brainer that they would choose to purchase with cash. Like in Robert’s lesson, I handed them a paper credit card and asked, “If you use this card does that change your mind?”

We discussed what cash back meant. Students worked on the boards to see if getting 2% back (2% off the price) changed their initial decision. They calculated this for each of the three gas types. I was caught up in good discussions with them and I forgot to take pictures of their work.

For the remainder of class they worked and submitted their credit card scenarios.

# MEL3E – Day 21

Warm up today was a Two Truths & One Lie:

• After taxes a \$20 bill will cover paying for this.
• Before taxes it costs about \$0.06 per ml.
• There are 46 teaspoon doses in the bottle.
I had two groups at the opposite end of the spectrum on working on these statements. The first worked on each statement and verified which was true and which was false! The other needed guidance for every statement.
Next up we are venturing into credit card land. I wanted to see how much they knew about credit cards beforehand so I put together this Knowledgehook Gameshow. Play along!

You can save this gameshow to run with your class here. You’ll need to have an account (they’re free) and then bookmark the gameshow.

Each question gave us some items to discuss about credit cards. We talked about best ways to manage them, what interest was, and budgeting.

If you’re new to Knowledgehook’s Gameshow you can create and run your own gameshows….but also access many pre-built gameshows ranging from grade 3 – grade 10 — All Ontario math curriculum.

I displayed an image of a credit card bill on our big sceren. We went through what different parts of the bill were for. I had a copy of some Visa Card statements I had used way back that were a pretty good resource. Each scenario had missing sections of the bill and the students have to fill them in. As a class we walked through problem 1.

Tomorrow we’ll work on the remaining problems.