VMS Math Curse

The following book was written in January 2018 by three 7th grade math classes at Virginia Middle School. After reading the book Math Curse by Jon Scieszka and Lane Smith, students were challenged to think about what might happen if everything in their life suddenly turned into a math problem. Students brainstormed and began trying to look at everything around their school and in their lives through a mathematical lens. Each student or student group wrote a piece of the story, wrote an explanation of the math that they used to solve the problem, included definitions for their math language, and finished the page with a photo and/or clipart. The story you are about to read was written by 52 different authors/mathematicians listed on the following page.

Matti Abel Coleman Austin Kaitlyn Ball Mikayla Barnett Maddie Bishop Emerson Blaser Caitlin Boothe Kyndall Bradley Haleigh Browning Abby Buchanan Ayden Call Nate Cannon Scarlett Canter Alex Cody Sophia Crowe Conner Davidson Tyler Eller Kade Eubanks Joey Fields Isaiah Furstnau Brydon Garrett Jaiden Hess Kaitlan Hollis Maddie Honeycutt Kailey Hoosier

Aidan James Alex Johnson Hailey Jolliffe Brody Jones Kira Joyce Myra Kariuki Breanna Kegley Emma Kestner Zachary Kiser Kaiti Lane Brenden Lawson Arrow Mazzei Gavin Mitchell Bailey Owens Carrie Patrick Gwen Peters Imani Ray Sara Richard Isaac Rosenbaum Anna Stacy Lucy Tester Bryant Turner Kiale Ward James Whorton Aiden Williams Aly Wright

Counting- To mark the amount of something&#160;

1. Go around counting the doors 2. Add all he numbers together 3. Think about an animal

The student runs down the hallway. He thinks about the doors he just went through."Oh no!" He exclaims."How many doors will I walk through?" He thinks. He runs around frantically counting all the doors he'll walk through. He says, "I think if I add all the doors, I'll find the answer." He finally knows the answer is around 20 (or it could be fish?), then walks away.

Calculation - is a math determination of the size or number of something.

1. Count how many people ARE IN THE room. 2. Multiply the number of people by 8 (no thumbs included) to get you answer. 3.Check your answer.

He Looks around the math class and sees all of his friends with their fingers on their desk.&#160; Out of nowhere, he feels an urge to figure out how many fingers are in his class. He counts how many people are in the class.&#160; TheN he does his calculation and feels way better.&#160;&#160;

To solve this equation you have to; 1)Average how long a movie will take m/24=n|m=2 2)Work out the problem you have 2/24=x|divide 2/24 3)SOLVED! 2/24=12

He started to look through Netflix to find something to watch. Suddenly, a question hit him. "How many movies can I watch in a day?" 	He began to average out how long it take to watch a movie. He found out that the average movie takes around 2 hours to finish. A day is 24 hours. 	"Two fits into 24 how many times?" he asked himself. He divided 24 by 2 and got 12. He could watch 12 movies in a day! 	He grabbed some snacks from the kitchen and begin his binge watching session.

Averaging something is to achieve or amount to as an average rate or amount over a period of time. To divide is to separate or be separated into parts.

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Miss Wallace had wrote five names on the board. The names were the people who needed to make up a test.

Two of the five people did all there test so Miss Wallace erased their names then there was only three names on the board.

Add means to put two numbers together&#160; Subtract means to take two numbers and minus one from the other. Total means how many you have

To solve: How many students there are add the 6th graders and 7th graders together, then subtract that number from the total number of students. This would give you how many 8th graders there are.

The student is walking down the hall and all the 8th grade students are coming back from a field trip. "How Many 8th Graders are there?"

by Alex Cody and Tyler Eller

multiplication - the process or skill of multiplying.

steps to solve this equation&#160; 1, solve to find the number of shelves and wiDth 2, you take the Number of shelves and wiDth then you multiply&#160;

then, the student back flipped Across the library. then he sees the book shelves and it happenEd again "boom", there it is you have 6 shelves and each is 3 and a halF fEEt long you need to multiply to find the total length of shelf.

Then, the student walked into the auditorium to help set up for an assembly. As he went up to the podium he wondered, "How could 300 kids fit into 101 seats?" His mind went on a rampage as equations went through his mind. There are 101 seats altogether. Thirty seats in the balcony and 71 seats on the ground, but 3 seats are broken, so there are only 98 working seats. "So," he said to himself, "101 subtract 3 equals 98. Then, take the 300 kids and divide it by 98 seats and that equals 3, so to fit every kid into the auditorium there would have to be 3 assemblies!"

EQUATION- When 2 expressions are equal (=)

DIVIDE- "Breaking" a whole into equal parts

SUBTRACT- When a number is taken away from another

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he and his friend went and got 2 cups of water and put them in a glass. during class, he drank 1/4 of the water. he wonders, "how many gallons are left in his cup?"&#160;

1. Find out how many gallons he started with&#160; 2 / 16 = 0.125 (because 16 cups = 1 gallon) 2. find i fourth of 0.125 0.i25 / 4 = 0.03125 3. subtract 0.03125 from 0.125 0.125 - 0.03125 = 0.09375

vocabulary cup- a unit to measure amount of liquid fourth- the answer to 1 divided by 4 divide- to split into groups subtract- to take away gallon- a unit to measure amount of liquid

The student gets home from school. The student feels hungry and sees a piece of pizza on the table. Then, his brother and sister come out of their rooms and want pizza, too. Oh no! How are we supposed to split this pizza into equal pieces? How can everybody get an equal slice? You have one piece of pizza and you have to divide it into three pieces.

* You have to put three as the denominator because that's how many people want pizza. * Then you put one as the numerator because there is one pizza. * So that's one divided by three. Everybody gets 1/3 of the pizza.

denominator-the number below the line in a common fraction; a divisor numerator-the number above the line in a common fraction showing how many of the parts indicated by the denominator are taken

area means a number of square units in the middle of a figure. perimeter means number of units on the outside of a shape

The student walks into the classroom on the 3rd floor. He looked at the board to see what they were doing. Then he thought what is area and the perimeter of the board. He measured the length and width of the board. It was 4 ft tall and 8 ft wide. He found out the area and perimeter and hoped that the math curse was broken.

1. find out the length and width of the board. 2. do length times width to find area. LxW 3. find the perimeter. L+W+L+W

The area of the board is 32 sq. ft. 4x8 The perimeter of the board is 24. 4+8+4+8

by Kyndall Bradley, Gwen Peters, and Emerson Blaser

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While walking to the bathroom the student stumbled upon a bright florescent Razor scooter, and he thought "ohh, I bet it would be fun to go down the stairs of the Auditorium". So off he went speeding back to the entrance of the the auditorium. As he stopped, the scooter slammed into his ankle with a painful jab.

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multiply- increase Divide- to put in groups add- join two numbers&#160;

"THIS HAS TO END!", the student cried out as he was getting ready for bed. "I look up and there's a math problem! I look down and see another problem! I close my eyes - more math!" The student sighed a hopeless sigh. "Maybe this is not so bad," he thought to himself. "I have learned some neat stuff today. I've used my math powers for good, and calculated a lot of useful information about my breakfast, the bus ride, school, and more!" As he drifted of to sleep, he had one last thought, "Math actually isn't so bad... look at all the interesting problems I solved..." He sat bolt upright in bed. He glanced around his bedroom - no math problems. The curse was lifted! He smiled, laid back into his bed, and was strangely looking forward to math class the next day. He was almost asleep when sat up again, suddenly jarred with an overwhelming thought...

"I forgot to do my math homework!" THE END

Add -put together (two or more numbers or amounts) to calculate their total value.&#160;

1. Start at 7:40. 2. Count to each :40 minutes until 2:40. 3. This is the answer.

The student walks to the teacher and asks, "How any hours of school do we have?" The teacher said you will need to add up all the time you spend in each class.  As the day goes by, the student adds up all classes and says, "We are in school for 7 hours".

multiplication consists of adding a number to itself a specified number at a time division is sharing or grouping

to solve the problem you have to multiply 30 and 15 which gives you 450 then you add 10

the student is walking down the hallway when 10 kids come in. he starts thinking how many kids go to this school? he starts doing the math ... 30 classes with 15 kids in them plus 10... he does the math in his head all day finally he gets the answer...460!!

He walked quickly to civics, greeting the teacher as he walked in. As he went to his seat, it struck him 10 students in his class had freckles. And yet another problem struck him.

He quickly scans his brain. Then, he remembered in math when he had received the curse, someone was talking about how on average people have 30 freckles splattered on their cheeks.

He thinks more into it and speaks silently under his breath. "Wait, what if someone is wearing makeup and hiding freckles, or is someones freckles fake." He starts scanning faces quickly seeing if there is any trace of makeup or foolery.

He sighs, how would he know if someones makeup was covering freckles or if someones freckles were fake. He then thinks well lets just do visibility. Ten times 30 is 300, so that means there are 300 freckles that he knows of in his class.

Steps; 30 x 10 = 300 30 x10 ------ 300

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The student sighed in relief after finishing that difficult math problem and wiped the sweat that had formed on his forehead. He rushed over to the pink Razor scooter that had been forgotten near the stage and hurriedly hopped on and stylishly rode out of the auditorium doors, finally able to escape all of this math madness. But little did he know that as he was riding away to another destination that he would only find more problems that needed to be solved throughout the day and face more intense math situations that he would need to conquer.

The student walks into hallway and sees three floors. He decides to see how many square yards the school has. So, he starts by measuring the length and the width of the classrooms. Then, he measures the hall and the gym. Then, he does the cafeteria. Then, he multiplies and adds them together.

Vocabulary multply- contains the first number a specified number of times add- combine two or more numbers

Multiply- To increase Chairs- A separate seat for one person Rows- A line of seats Count- Determine the total number

1- Count how many chairs there are going down. 2- Count how many chairs going across. 3. Then multiply. 4. Check

The VMS student was on his phone walking around the auditorium and he ran in to the door. Then, he walked around the auditorium. He saw the chairs and immediately started solving problems. He wanted to know how many chairs were in the auditorium.

by Isaac Rosenbaum, Scarlett Canter, and Maddie Honeycutt

DIVISION -ACTION OF SEPERATING THING'S INTO PARTS

1 IN ORDER TO SOLVE A DIVISION PROBLEM COUNT HOW MANY STEPS ARE THERE&#160; 2 COUNT HOW MANY STEPS HE HIT BEFORE HE GOT TO THE BOTTOM&#160; 3 He divides by two and HE FINDS THE ANSWER&#160;

Miss Wallace told the student to get a paper from the Tech Ed room. When he was walking down the stairs he fell and another math problem came to mind. How many stairs are there? If he tumbled down, hitting ever other stair, how many stairs did he hit before he got to the bottom?

by Anna Stacy, Gavin Mitchell, and Jaiden Hess

After school, the VMS student met his friends Jaiden and Gavin by the stairs. They all sat down and began talking about things you would expect teenage boys to talk about.

He soon realized that three people could sit on each step and after counting them, there were 17 steps on each side and 34 in total.

1. Multiply the number of people on the steps by the number of steps.

2. Multiply that number by the number of sets of stairs.

If three people can sit on each step and there are 17 steps on each side of the stairs, then 3 x 17 is 51. 51 x 2 is 102, so 102 people can fit on the stairs. "This math curse is driving me CRAZY!", he thought.

Multiply- To increase the value of a number by a factor.

1. Multiply the number of steps by the num. of people on the steps.

By Miss Wallace's 7th Grade Math Students January 2018

The student walked into the kitchen for breakfast. Suddenly, a math problem hit him!

subtract= take away divide= to split evenly&#160;

If there are 12 pieces of bacon, and 4 people, How many will he get? Will he steal some? Will he drop some?

Before he gets to the bacon, his dad steals 3 slices, leaving nine.

He then had a breakthrough. he subtracted 3 peices, and divided the remaining 6 between 2 people.

Steps to solve: 1) Find the total. 2) Divide by number of people. 3) See how many are left for each person​.

Then he thought to himself, "How many tiles are under my desk right now?"

After that he thought,  "How many tiles are under everyone desks?"

He figured out the problem and his problem was solved.

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Then multiply the length and width of all the tiles.

He entered the auditorium only to realize all the math problems swirling around in a frenzy all of them vying for his attention to solve them. Suddenly one problem hit him like the scooter did to his ankle, quickly, painfully, and very unexpectedly. It was, how many chairs does the auditorium hold and if you were to have all the 7th graders sit down in seat how many rows would they all fill up?

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If there are two sets of 15 x 11 then you would have to multiply them by two to find the amount and that is 330. He still needed to add the additional 165 that are on the sides and that would total up to 495. After figuring that out, the student still needs to find how many rows the 7th grade fills up, so he divided 173 (the amount of 7th graders) by 11 since that is the amount of seats in one row. 173 divided by 11 is 15 with a remainder of 8, so if there are 173 7th graders sitting in the auditorium they would take up 15 full rows and in the 16th row there would be 8 kids.

columns are vertical sections rows are horizontal sections

times (multiply) means obtain from (a number) another that contains the first number a specified number of times

Order to solve the equation First: 11x2=22 Second: 22x2=44 Lastly: 44+1=45

The student got on the bus in the morning to go to school As he walked down the aisle it hit him, "There is 2 columns and each column has 11 rows. 2 times 11 equals 22." Then, he realizes there is 2 people in each seat or 4 people in each row. 22 times 2 is 44. Once he got off the bus he realized there was 45 people on the bus counting the driver.

Dividing means to separate into groups. :)

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The young student came into his next class and realized there was a problem. He saw the 4 notebook bins that were a mess. He also saw the sign above the bins that said, "Twelve notebooks can neatly fit into each bin." He started organizing the notebooks and found out that there were 2 left over. That left him with 50 notebooks and only 48 that could be put away. He then told his teacher, but she just said to put the 2 that were left over in the same bins. Then, his OCD was destroyed.

1. He had to separate the notebooks. 2. He used division to figure out how many notebooks were able to be put into each bin. 3. Then, he figured out how many were left.

While the VMS student was still in the auditorium, he started to wonder if he could make a math problem using the chairs. He came up with:

How many chairs are in the four sections plus all the kids in the school?

90 (chairs in the small section) +165 (charis in the big section) =255 +255 (because the auditorium is doubled) =510 +523 (number of students) =1,033

Add: The total of two or more amounts

Then, the VMS student was walking down the hallway and was looking at all the kids and lockers. Then, he thought to himself, "How many lockers would there be if they were full lockers? How many kids would be without a locker?" So, he went down the hall to the last locker, #616, and divided that number by two. So if 616 was divided by two and was 308 there would be 308 full lockers in the whole school. If there were 521 students and 308 lockers then how many students would be without a locker? So, that means 213 kids would be without a locker.

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divide - put into equal groups subtract - take away

1. Divide the number of lockers by two 2. Subtract the number of students by it 3. That is how many students wouldn't have lockers if we had big lockers

To work on this problem, you will need the formula for finding the circumference of a circle using the diameter. He measures the dogeball and finds the circumference to be 31.4. Next,&nbsp;solve&nbsp;the problem by dividing both sides by 3.14. The 3.14 will cancel out on the right side of the equation, leaving . Then, divide 31.4 by 3.14.

Diameter is a line between a circle. From one side to the other.

The student just got done with math, and in math the teacher acted suspiciously about the math curse where he thinks of everything as a math problem. So, the student is going to gym. He sees a dodge ball and needs to solve the diameter - by using the formula C= πd. Then, the student passed out due to stress and woke up in the hallway.

It all started on a normal day. A student at Virginia Middle School had woken up, got dressed, brushed his teeth, and was in the middle of eating his favorite cereal, Coco Pebbles specifically.

That's when it happened. He was browsing his phone while eating, when the phone vibrated. A small little icon at the top indicated that he had been sent a text message. Confused, he dragged it down and clicked on it. It was from user "Unknown". It read, "If you do not resend this email in thirty minutes, you will be cursed with a math curse." "Yeah right", the student said to himself. "Like I'm falling for that." He quickly closed and deleted the email.

He walked into his next classroom, got his notebook, talked with his friends, then sat down. He started wondering if he could think of any math problems. While he was getting his homework out, He got a paper cut on his finger. That was when he thought of a math problem.

"If there are 25 people in my class and every one has 10 fingers, I need to figure out how many fingers are in my class." He kept thinking of problems and figuring them out.

Multiply: Take a number and times it by another number Problem: A math equation

1. Count how many people are in your class 2. Put that numbers in 10 different circles 3. Count how many you have now

On the way to school, he felt a little dizzy but didn't know why. He said his good byes and entered the school. He started his normal routine and walked to the library. He looked at his watch and saw that it had been thirty minutes. "See?" he told himself, "There's no such thing as a..." But that's when it hit him. He felt so dizzy, he was going to topple over. He looked at the books and to his amazement, there were numbers flying out of books, equations going everywhere, and the guy to his left didn't even notice! He rubbed my eyes and looked again. And then, he had this weird feeling.

In the book he read, there are 745 pages. Each chapter was 5 pages. 745 divided by 5 is 149. There were 3 books in the series. The second book has 630 pages. 630 divided by 5 is 126, The third book has 670 pages. 670 divided by 5 is 134. 149 + 126 + 134 = 409, Four hundred and nine is the number of chapters in all the books combined. His library has 3 of each book so, 409 multiplied by three is 1227. "Woah, how did I do that?" he thought. He looked around the room, only to see equations EVERYWHERE. He couldn't help but be terrified. He ran out of the room screaming.

Multiplication-the process or skill of finding Groups of a certain amount.

The student walks into another classroom and goes to his seat. He then drops his pencil and sees his chair legs. Then, he starts to wonder how many chair legs are in the room.There are 24 chairs in the room and 4 legs on each chair. He does the multiplication and then gets back to work.

Step 1- count how many chairs are in the room. Step 2- count how many legs on 1 chair. Step 3- multiply those together.

The student asks to go to his locker. He needs his computer charg​er.

He starts to think about how many steps he has to take to get to his locker. If his locker number is 371, the total would be 11. If there are 3 numbers in his combination, and the total is 31, what numbers could be his combination?

Then he finally gets to his locker. He turns the lock 2 times to reset it, one time to the right on 15, back around to the left past the zero the first time and stopping the second, and then to the right on 16.

The student opens his locker, gets his charger and closes and locks it back.

He begins to walk back to class taking exactly 181 steps back to the math class.

by Kade Eubanks, Brenden Lawson, and Brydon​ Garrett

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HOW TO SOLVE First- Take 616 lockers and divide by 2 to find the amount of full lockers Second-take the number you got and divide that by 3 floors Third-take that divide it by 2 again (keep the number you got from the second step in order to add back) Last-subtract 616 and the number you got from the third and that will be you answer.

Adding-join (something) to something else so as to increase the size, number, or amount. Divide-separate or be separated into parts.

The VMS student was almost to the end of the day. While on his way to his last class he stumbled across some workers working on the lockers turning them to full lockers. The young student thought, "If they are turning all the lockers to full lockers how many extra will they need?" The students needs to add 1/2 of all the lockers to the lockers on that floor. They were doing this to all three floors. His head started to hurt and he ran into the class room crumbling on the floor. Everyone was watching him he felt so embarrassed. At the end of the day he thought about the question again and he actually solved it he got 400 needed lockers for extra students. He felt better about this and he hoped to find out soon that the math curse was lifted.

by Sara Richard, Autumn Rhea, Kailey Hoosier

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Then, he went to math class and thought about reading. He thought about the extra desks in reading and in math. he sat there thinking about how there are 14 empty desks in English and 11 empty desks in math. he then subtracted 14 from 11 to get the difference of empty desks.

difference-how one number differs from another

in order to solve the equation you have to take the 14 empty desks in English and subtract the 11 desks in math from it and you get the difference.

Then, the VMS student walked into the office. When he got into the office, he looked at the student sign-in computer. He wondered what percent of students enter the office each day.

1) Get the total number 2) Get the number that go into the office 3) Divide the number that go into the office by the total 4) Move the decimal 2 places to the right

Total: The whole number of something. Divide: Separate into different parts. Percent: by a specified amount in or for every hundred.

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-Vocabulary- Square feet- U.S. customary unit of measurement Divide- To break or split something into groups

-Steps for Solving- Divide 10,000,000 into 0.375 10,000,000/0.375=26,666,667

Next, the student walked into the library holding their broken computer in one arm, looking for the librarian to ask to get it fixed. While they were looking for the librarian, their eyes suddenly stumbled upon some very uneven books. Then their mind started racing. If only they could make those books even! Then the answer hit him. They could just cut the ends off of other books and glue down the small pieces on other books to make it even! Wait, then those books wouldn't be even. Now the math curse is really starting to kick in; books have pages, pages aren't even. Pages are made up of fibers, fibers aren't even. Fibers come from grass, blades of grass aren't even. Grass grows from soil, soil isn't even. Soil comes from the crust of the earth, the crust isn't even, and finally, the inner layer of the earth is the core. The core isn't even! Forget the math curse, he needed to find a way to make the earth even! Then, the simple solution to his problem appeared; He could just put pages around the entire world. Then he started calculating. The average page is 0.375 square feet (6 in x 9 in). The earth is ten million square feet. He divided the earth, ten million, by the average page, 0.375, and found the answer was 26,666,667 pages.

Subtract means to take away. Calculate is to find the answer. Quickly is to do it fast.

He walked into class and attempted to sit down, instead he fell on the cold, hard ground.

1.Find the total amount of time -20 minutes 2.Subtract 13 from 20 3. 20-13=7 4.The answer is 7 minutes left!!

He got up quickly while people are laughing at him. He only has to survive 20 minutes of this torture and embarrassment.

So far, it's been 13 minutes and people are still talking about him. He subtracted 13 from 20 in his head to find the time left.

After making his math face, he calculated that he only has 7 minutes left!! Seven minutes later the bell finally rings and he quickly walked into the hallway.

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the student went down the stairs to his next class.&#160; but, he saw the stairs and counted them. he then saw that there were 50 stairs in two staircases.&#160; The problem is 50 divided by 2 the answer is 25. "WILL THIS MATH CURSE END?", he said as he finally got down the stairs

Times - obtain from (a number) another that contains the first number a specified number of times Equals - be the same as

The student gets on the bus to return from school.

The student notices all the people on the bus.

He wonders, if there are 9 rows of seats, 2 seats per row, and 3 people per seat, how many people can get on the bus?

3 people per seat Times 2 seats per row Times 9 rows of seats Equals 54 people can get on the bus.

Name

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