# Adding and Subtracting Single Digit Numbers- Open Middle Problem

Directions: Using the digits 1 to 9, at most once each, fill in the boxes to make both expressions true.

What strategies did you use?  How many different answers can you make?

# OM Logs- Scratch Version

Here is my (not so latest) version of OM Logs in Scratch.  Be advised that even though I am trying to make it as usable as possible, there are a ton of factors that might make results odd, please let me know and I will work to correct the errors.

(NOTE: when you drag your numbers to the square you want them, you need to click on them to set their place, it’s not the best setup, but I’m working on making it better)

https://scratch.mit.edu/projects/327558155/

I am finding the challenge of coding these OM problems fun, and hopefully they are more teacher friendly to use in class.

Let me know if there are ways for me to make these better as I keep coding.

Bryan

# OM in Scratch!

So a routine question I have when I tell people I work with OM is that Teachers want a better medium than an image to project on the screen.  There have been many other awesome colleagues who have blogged or tweeted about taking an OM problem and making manipulatives of the choices to allow students to physically interact with the problem.  Since I have also been kicking the coding side of the realm lately, I decided to start converting my OM problems into Scratch Interactive programs.  Here is my first program

Trig Ratios:

https://scratch.mit.edu/projects/326596939/

I encourage and appreciate input on this new venture in making awesome OM problems more accessible for Students and Teachers.

# 2nd Degree Polynomial- Open Middle Problem

Directions: Using the digits 1 – 9, at most once each, what values of a,b,c,d and x will make the following statement true?

Will your values of a,b,c and d work for all values of x? Why or why not?

# 10’s Pairs – Open Middle Coding

Directions: Create code that will ask the user for a number and tell them it’s 10’s pair.

You can only use a command block once.

You can use the digits 0-5, at most once each.

Is there any code or numbers you did not use?

Code this in scratch and test it out, did anything happen that you didn’t expect?

What happens if you wanted to make 20’s partners?

# Coding 2/3- Open Middle Problem

Directions: Using the following command blocks (at most one time each), create code that will place Scratch 2/3rd of the way along a line.

You may use the digits 0-9, at most one time each, to fill in the boxes to create your code.

If Scratch was 1/3rd of the way along the line, he would be at point ( ___ , ___ )

Note: we are making Scratch 30% of his size to see the line and proportion better

# Coding Shapes- Open Middle Problem

Directions: Create code that will make a regular polygon.  You can only use command blocks once and the digits 0-9 once to fill each box.

The polygon this makes is a ____________________

# 2- Way Frequency Table- Open Middle Problem

Directions: Using the digits 1 to 9, at most once each, fill in the boxes in this two way frequency table to make the statements true.

1. Students were four times as likely to wear low athletic shoes than high casual shoes

2. Three-sevenths of the students who wear low shoes wear casual ones.

3. More students wore athletic high tops than casual shoes

Other Questions:

How many students were surveyed?

Can you find the probability that a student is wearing any of the shoe choices?

What does this data tell you?

# Line of Best Fit- Open Middle Problem

Directions: Using the digits 0 to 7, at most once each time, fill in the blanks to create a scatter plot with line of best fit y= 1/2x + 4.

(___ , ___) (___ , ___) (___ , ___) (___ , ___)

# Approximating Irrational Numbers- Open Middle Problem

Directions: Using the integers 2 to 8, at most once each time, fill in the boxes to make the graphic true.

Are there any places you know certain numbers have to be on the graphic? How do you know?