12 Tall Tale Maths

TALL TALE MATH by Betsy Franco

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Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

✽

For my dad, who had a great sense of humor.

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Scholastic Inc. grants teachers permission to photocopy the reproducible pages from this book for classroom use. No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012. Edited by Immacula A. Rhodes Cover design by Scott Davis Interior design by Sydney Wright Interior art by Delana Bettoli, Paulette Bogan, Margeaux Lucas, Mike Moran, and Sydney Wright ISBN: 978-0-545-33333-7 Copyright © 2013 by Betsy Franco Illustrations © 2013 by Scholastic Inc. All rights reserved. Printed in the U.S.A.. Published by Scholastic Inc. 1 2 3 4 5 6 7 8 9 10

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Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

Contents Introduction ............................................................................................................................4 How to Use This Book .............................................................................................................5 Connections to the Common Core State Standards ..............................................................6

The Tall Tales Paul Bunyan.............................................................................................................................8 Math Concepts: Place value, Rounding

Annie Christmas ....................................................................................................................12 Math Concepts: Algebra, Logical reasoning, Addition, Subtraction

Johnny Appleseed ..................................................................................................................16 Math Concepts: Multiplication, Division

John Henry ............................................................................................................................20 Math Concept: Choosing an operation

Stormalong ............................................................................................................................24 Math Concepts: Perimeter, Area, Weight

Pecos Bill ...............................................................................................................................28 Math Concepts: Measurement (standard and metric), Length, Distance

Sal Fink ..................................................................................................................................32 Math Concepts: Money word problems

Davy Crockett ........................................................................................................................36 Math Concept: Geometry

Sally Ann Thunder Ann Whirlwind.......................................................................................44 Math Concept: Algebra

Old Sally Cato ........................................................................................................................48 Math Concepts: Fractions, Decimals

Mose Humphreys ...................................................................................................................52 Math Concept: Data analysis (inding and using averages)

Slue-Foot Sue ........................................................................................................................56 Math Concept: Data analysis (using graphs)

Answers ..................................................................................................................................61

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

Introduction

I

n Tall Tale Math, students will discover that problem solving can be exceptionally engaging. Think about it—tall tales are illed with an abundance of math possibilities! In the context of rip-roaring tales that are so much a part of American history, students can practice math problems designed to help meet the curriculum needs of your class. Twelve traditional tall tales have been written with distinctive voices, and each has been creatively used as a springboard to present problems that reinforce the concepts students need to know. Among other things, students will discover place value in Paul Bunyan’s gargantuan menus, multiply and divide to igure out how far Johnny Appleseed traveled, calculate the cost of items at Sal Fink’s dockside sale, and interpret data about giant jumping ish with Slue-Foot Sue!

Connections to the Math Standards

✽.........................✽ The activities in this book correlate with the Mathematics and English Language Arts (Reading: Literature) standards recommended by the Common Core State Standards Initiative, a state-led effort to establish a single set of clear educational standards whose aim is to provide students with

✽ . . Problem

Solving . . ✽

Following each tall tale is a set of problems to solve that relate to the details in the tale. Speciic math concepts are highlighted in each unit. The following concepts are included:

a high-quality education. (For more, see page 6.)

Place Value Rounding Algebra Logical Reasoning Addition and Subtraction Multiplication and Division Choosing an Operation Perimeter and Area Weight Length and Distance Money Word Problems Geometry Fractions and Decimals Data Analysis

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Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

How to Use This Book

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ou can use the reproducible stories and companion math problem pages from Tall Tale Math in a wide variety of ways. Students can read and answer questions individually, in pairs, in groups, or as a class. To make the stories and math more vivid, you might have the class act out the tales. Students can even write their own tall tales—either creating an original story or adapting a traditional one with their own ideas—and make up problems to go with them! ✽ . . Benefits. . ✽

The combination of literacy and math enhances and enriches students’ motivation, learning, and retention of concepts. The beneits of using this book are numerous: ● Problem solving can be presented in the context of particularly exciting and humorous stories. ● Students can review and reinforce a wide variety of important math concepts while improving their reading and luency skills and learning about a timeless genre of writing. ● Classroom time can be used eficiently by integrating math, reading, and history concepts into single lessons. ● Students can discover that math is everywhere—from the geometric shapes in Davy Crockett’s frontier world to the patterns of Annie Christmas’ beads to the weight of big Stormalong’s food to the fraction of peaches picked from crotchety old Sally Cato’s orchard! A Word About the Companion Math Activities Because this book is written for third, fourth, and ifth graders, the math problems have been designed to follow a progression of dificulty levels. In most cases, the irst page of activities for each tale targets math skills for 3rd and 4th graders; the second page targets skills for grades 4–5. Also, a number of the problems can be solved using different approaches. For example, students might solve the multiplication problems using either repeated addition or multiplication. Before assigning the accompanying math pages, you might review the problems and choose the ones you’d like students to do. You can cross out any problem you want them to skip before you copy the pages for distribution.

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

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Connections to the Common Core State Standards The Common Core State Standards Initiative (CCSSI) has outlined learning expectations in Mathematics for students at different grade levels. The activities in this book align with the following standards for students in grades 3–5. For more information, visit www.corestandards.org. Mathematics Operations & Algebraic Thinking Grade 3

Represent and solve problems involving multiplication and division. 3.OA.3, 3.OA.4 Multiply and divide within 100. 3.OA.7 Solve problems involving the four operations, and identify and explain patterns in arithmetic. 3.OA.8, 3.OA.9 Grade 4

Use the four operations with whole numbers to solve problems. 4.OA.2, 4.OA.3 Gain familiarity with factors and multiples. 4.OA.4 Generate and analyze patterns. 4.OA.5 Grade 5

Write and interpret numerical expressions. 5.OA.2 Number and Operations in Base Ten Grade 3

Use place value understanding and properties of operations to perform multi-digit arithmetic. 3.NBT.1, 3.NBT.2, 3.NBT.3 Grade 4

Generalize place value understanding for multi-digit whole numbers. 4.NBT.1, 4.NBT.2, 4.NBT.3 Use place value understanding and properties of operations to perform multi-digit arithmetic. 4.NBT.4, 4.NBT.5, 4.NBT.6 Grade 5

Perform operations with multi-digit whole numbers and with decimals to hundredths. 5.NBT.5, 5.NBT.7

Grade 4

Number and Operations— Fractions

Geometric measurement: understand concepts of angle and measure angles. 4.MD.5

Grade 3

Develop understanding of fractions as numbers. 3.NF.1, 3.NF.3a, 3.NF.3b Grade 4

Extend understanding of fraction equivalence and ordering. 4.NF.2

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. 4.MD.1, 4.MD.2, 4.MD.3

Grade 5

Convert like measurement units within a given measurement system. 5.MD.1 Geometry Grade 3

Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. 4.NF.3a, 4.NF.3c, 4NF.3d Understand decimal notation for fractions, and compare decimal fractions. 4.NF.6, 4.NF.7

Reason with shapes and their attributes. 3.G.1, 3.G.2 Grade 4

Draw and identify lines and angles, and classify shapes by properties of their lines and angles. 4.G.2

Use equivalent fractions as a strategy to add and subtract fractions. 5.NF.1, 5.NF.2

The stories and activities in this book also meet the following CCSSI reading standards for literature for students in grades 3–5.

Measurement & Data

English Language Arts

Grade 3

Reading: Literature Key Ideas and Details RL.3.1, RL.3.2, RL.3.3; RL.4.1, RL.4.2, RL.4.3; RL. 5.2, RL.5.3

Grade 5

Represent and interpret data. 3.MD.3 Geometric measurement: understand concepts of area and relate area to multiplication and to addition. 3.MD.6, 3.MD.7a, 3.MD.7b Geometric measurement: recognize perimeter as an attribute of plane igures and distinguish between linear and area measures. 3.MD.8

Craft and Structure RL.4.4; RL.5.5 Range of Reading and Complexity of Text RL.3.10; RL.4.10; RL.5.10

Understand the place value system. 5.NBT.1, 5.NBT.3a, 5.NBT.4

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Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

The Tall Tales

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

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Math Concepts: Place value, Rounding

Paul Bunyan At two weeks old, gigantic Paul Bunyan took his irst steps. He was so big that he set off earthquakes in Maine. In fact, almost any move he made caused the earth to shake. So his parents put his cradle in the ocean to protect the state. “He’s causing tidal waves now,” said the townsfolk. Sure enough, Paul’s hiccups stirred up the water and made huge waves. That’s how he ended up in the backwoods of Minnesota, taking care of himself. For twenty years, Paul did pretty darn good on his own. But then came the year of the big blue snow. On a night that would have made a polar bear shiver, Paul went out in the freezing cold. All of a sudden, he heard a moaning sound under a huge snowdrift. Paul investigated, and to his surprise, he pulled out a blue ox. “Come with me,” he said picking up the ox, which was nearly as big as Paul himself. Paul took care of that ox until he had nursed it back to health. Babe the Blue Ox, as he called her, licked his face and followed him everywhere. That’s how Paul made his irst friend. And a big friend she was! By the time Babe was full grown, the distance between her horns was 42 axe handles long. One day, Paul discovered that he could cut down a forest of trees with just a few swipes of his axe. In those days, people needed wood for their homes, and no one was thinking about saving trees. “Let’s you and me take those logs down the river in Minnesota and get them to a sawmill,” Paul said to Babe. (Continued)

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Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

Paul Bunyan

Math Concepts: Place value, Rounding

While they were out and about, the two leveled Kansas and Iowa, clearing out trees so the farmers there could raise crops. Since they could walk a mile in one step, this was only a week’s work for Paul and Babe. Back in Minnesota, after they had rolled thousands of logs down the river, Paul said, “It’s time to get some help and make some friends, Babe. Let’s start a logging camp.” Hiring lumberjacks to help him was one of the best decisions Paul ever made. But it was a good thing he was a problem solver, because clever thinking was needed to feed and house thousands of men. Paul built a chow table so long that it took a week for a dish to get from one end to the other. He made a frying pan the size of an ice-skating rink. One hundred men would strap bacon to their skates to grease it. And with all those thirsty men around, Paul had to dig out ive big holes to ill with water so everyone would have enough to drink. Those waterholes are known as the Great Lakes today. Paul’s problem solving also came in real handy when the coldest winter of all nearly stopped the work at the camp. “You’ve all got to grow your beards long enough to reach your feet,” Paul told his lumberjacks. “Then you can knit your beards into socks to keep your feet from freezing.” Sure enough, his plan worked, and the logging went on. Years later, Paul and Babe made their way to Oregon where they settled down to retire. If old Paul were still around today, he’d most likely be using his problem-solving skills to grow and increase the forests . . . with Babe’s help, of course. For sure, he’d have some mighty good ideas about how to do that!

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

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Name ________________________________________ Date _____________________________

Paul Bunyan 1. Each step Paul Bunyan took was 5,280 feet long—that’s one mile! The 2 in 5,280 is in the hundreds place. Its value is 200. Fill in the answers to the following: The 5 is in the ________________________ place. Its value is _________. The 8 is in the ________________________ place. Its value is _________. The 0 is in the ________________________ place. Its value is _________.

2. One morning, the cook made 10,000 pancakes. Then he made 4,000 more, then 600, then 50, and inally 7 more. How many pancakes did he make in all? ______________

3. A stew recipe called for 5,026 cups of salt, but the cook didn’t see the zero. How much salt did the cook put in the stew? _______________________ What is the value of 5 in that number? _______________________

This table shows how deep Paul dug out the ive waterholes (shown by the name they go by today). Use the table to complete questions 4–7.

Waterhole

Depth

Lake Superior Lake Michigan Lake Huron Lake Erie Lake Ontario

1,332 feet 925 feet 751 feet 210 feet 802 feet

4. Which depth has a 2 in the hundreds place? ____________________ 5. Which depth has a 5 in the tens place? ____________________ 6. Round the depth of each of these lakes to the nearest 100: Lake Superior __________________

Lake Huron __________________

7. Put all of the lakes in order from shallowest to deepest. ______________________, ______________________, ______________________, ______________________, ______________________ 10

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

Name ________________________________________ Date _____________________________

Paul Bunyan

(Continued)

8. The distance between Babe’s horns was 42 axe handles, or 1,482.6 feet. Here’s how that number looks in a place-value chart: thousands

hundreds

tens

ones

1

4

8

2

. .

tenths 6

What is the value of each of these numbers? 4: ____________________________

2: ____________________________

6: ____________________________

8: ____________________________

9. Paul Bunyan made a giant fry pan to cook pancakes for his lumberjacks. The pan measured 2,174.35 feet across! Write that number in the place-value chart below. thousands

hundreds

tens

ones

. .

tenths

hundredths

What is the value of each of these numbers? 2: ____________________________

7: ____________________________

5: ____________________________

3: ____________________________

10. The food servers wore roller skates so they could get the warm meals to the workers quickly. One day, Paul used his giant watch to see how long it took to deliver some of the meals. Here are the times he clocked:

Order the times from longest to shortest:

5.95 minutes

____________________________

5.59 minutes

____________________________

5.92 minutes

____________________________

5.52 minutes

____________________________

5.99 minutes

____________________________

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

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Math Concepts: Algebra, Logical reasoning, Addition, Subtraction

Annie Christmas In her day, Annie Christmas was not hard to pick out of a crowd. Down in the river docks of New Orleans, she stood out for her size and strength. Annie was six feet seven inches tall, weighed 250 pounds, and had beautiful dark skin. She had swagger, too. She walked with conidence and had a reputation for making short order of any bullies at the docks. Annie was stronger than most men, and she didn’t let anyone push her around. In fact, Annie had a necklace of beads that was thirty feet long by the end of her life to prove it. “Each bead stands for a bully I done whipped in a ight,” she’d boast. Then she’d laugh as loud and long as a foghorn. For a living, Annie owned a keelboat that she hauled up and down the Mississippi. It was called Big River’s Daughter, which made sense because she felt like a daughter of that long river that went from the top of the country to the bottom. Her keelboat had a lat deck with a cabin resting in the middle of it. At the start of a trip, Annie would load barrels of sugar, lour, and cotton onto her boat. “She’s the only one among us who can carry three barrels of goods at the same time,” the dockhands would say. Then they’d nudge each other as Annie walked by with one barrel in each hand, one on her head, and her beads swinging back and forth. (Continued)

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Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

Annie Christmas

Math Concept: Algebra, Logical Reasoning, Addition, Subtraction

“I hear she can pole her keelboat, fully loaded, up and down the Mississippi River, both with the current and against it. But can it be true?” said one amazed dockhand. Turns out it was true. Most boat captains just went with the current, and once they made it to New Orleans, their boats were used for lumber. Not Annie, though. She’d turn her keelboat around and use those big strong arms of hers to pole right back up the river. After a while, “strong as Annie Christmas” became a saying around the river. She was even given a red feather for her cap that signaled to everyone that she was no one to mess with. Annie was stronger than anyone, and she was the champion ighter in those parts. Annie added to her reputation while she was on vacation aboard a fancy steamboat named the Natchez Belle. Her keelboat was being towed behind the steamboat. One day, the steamboat was headed straight for the bowels of a dark storm. Annie Christmas confronted the captain, “Ain’t you gonna turn back? Don’t be a fool. This here storm looks powerful angry.” “We’re not turning back, and I’m in charge. Not you,” growled the captain. And he drove that boat head-on into the storm. Things got worse from there. The waves churned, and the steamboat lurched in all directions. Annie tried again, “Let me handle the wheel. I can still turn us around,” she called out over the wind’s roar. But the captain rebuffed her once again, shouting, “No turning back!” So Annie pulled up her keelboat and helped the frightened passengers on board. Then she untied her boat and started poling it with all her might. After a while, she knotted the towline around her waist, jumped into the water, and dragged her keelboat full of passengers to safety. That was the day Annie Christmas sealed her reputation as a true hero.

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

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Name ________________________________________ Date _____________________________

Annie Christmas 1. Annie used three different shapes of beads for her necklace. She strung her beads in this order:

●■♥♥■● Which shape would she use for each bead below? 7th bead: ________________

9th bead: ________________

18th bead: ________________

23rd bead: ________________

2. Annie took the beads off of her necklace to clean them. She followed the color pattern below to restring them. Fill in the numbers in her pattern: __1__ red, __2__ blue, __4__ yellow, __4__ red, __5__ blue, __7__ yellow, ____ red, ____ blue, ____ yellow, ____ red, ____ blue, ____ yellow

3. Imagine that Annie added colored beads to her necklace in this order: 3 red beads, 2 blue beads, 1 yellow bead How many beads of each color would she have if her necklace had 30 beads? ______ red beads

______ blue beads

Annie painted a number grid on the deck of her boat to use when loading barrels. Use this grid for questions 4–6.

4. One day, Annie put a barrel of lour on every multiple of 3. Circle each of those numbers on the grid. Do you see a pattern? 5. Another time, she put a barrel of sugar on every multiple of 6. Draw an X on each of those numbers. Do you see a pattern? 14

______ yellow beads

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

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23

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25

26

27

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30

31

32

33

34

35

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42

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46

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48

49

50

51

52

53

54

55

56

57

58

59

60

6. Once, she put a barrel of cotton on every 5th square. Color each of those numbers red. Do you see a pattern?

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

Name ________________________________________ Date _____________________________

Annie Christmas

(Continued)

Annie loaded her boat three barrels at a time. She repeated taking trips in the order below until the job was done: Trip 1: 2 barrels of lour and 1 barrel of sugar Trip 2: 1 barrel each of lour, sugar, and cotton Trip 3: 1 barrel of sugar and 2 barrels of cotton

7. Which barrels did Annie load on the following trips? 4th: ___________________________________________________ 6th: ___________________________________________________ 11th: __________________________________________________

8. After 10 trips, how many barrels of each would Annie have loaded? _____ barrels of lour

_____ barrels of sugar

_____ barrels of cotton

9. One summer, business was really booming for Annie! In June, she hauled 41 barrels of lour, 25 barrels of sugar, and 33 barrels of cotton. How many barrels did she haul in all? ________________________________

10. Each month from July through September, Annie hauled 25 more barrels than the month before. How many barrels did she haul each month? Use your answer for June from question 9, above. ______________ June

______________ July

______________ August

______________ September

11. In October, Annie hauled the same number of barrels as in June. What is the difference between the number of barrels she hauled in October and September? Use the number of barrels from question 10, above. ________________________________

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

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Math Concepts: Multiplication, Division

Johnny Appleseed From the time he was a young man in Pennsylvania, John Chapman’s brothers and sisters knew he wasn’t like everyone else. So they weren’t surprised the day he announced, “I know just what I need to do.” “What now, John?” they asked. Their brother spent most of his time in the woods and apple orchards behind their house, thinking up ideas no one else could think up. “I’m going to spread apple seeds as far west as folks need them,” he said. That very day, he set off for the cider mill nearby. There, he got a huge pile of seeds and dried them in the sun. Then he packed them into a sack, threw the sack over his shoulder, and set out. At irst he paddled a canoe west on the Ohio River. When he came across settlers, he’d call out, “Hey, there, friend, I’ve got some apple seeds for you. No need to pay. I’m here to spread apples all across the land.” Then he’d tell them how to plant the seeds and how to care for the trees. He’d tell them how to store their apples, and how to can them, and press them into cider, and bake them into pies. The pioneers, who needed all the help they could get, welcomed the seeds and John’s advice. And, when it was time for him to leave, they waved and smiled as he paddled away. It wasn’t long before John put down his paddle and took off on his bare feet. He walked everywhere, and his feet became hard as nails. As he went along, he passed out his seeds for others to plant. He also stopped in sunny open land to plant nurseries of his own trees. “Someday, this spot will be a glistening apple orchard,” he thought. (Continued)

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Johnny Appleseed

Math Concepts: Multiplication, Division

As he tramped through Ohio, the forest became his home—he never slept within four walls. He made quick friends with the animals. Folks swore he could communicate with the wild creatures, in their own language. They swore that he was almost always in the company of a raccoon, a rabbit, or even a bear. Wherever he went along the trails, John also made friends with the Indians. He learned many of their languages. They understood his mission. Before long, John became known in Indiana, and then Illinois. Children and grown-ups started calling him Johnny Appleseed. It was a perfect name for this strange, kind man. For forty years, as the seasons changed over and over again, Johnny Appleseed camped under the stars, slept in caves, and curled up in tree hollows. He never felt alone among the trees and the animals. As word about Johnny Appleseed traveled, stories built up around him. “He found a wounded wolf and nursed it back to health. It goes with him wherever he goes,” some said. “He always had a way with the wild animals,” others said. Even after he grew old, and no one saw him walking barefoot anymore, people swore they could still hear him calling to the birds and spreading his seeds. They said his spirit lived on, just like his apple trees. And every time they smelled a fresh apple blossom or dug into an apple pie, they thought of Johnny Appleseed.

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Name ________________________________________ Date _____________________________

Johnny Appleseed Solve each problem. Show your work.

1. Johnny Appleseed traveled 20 miles a day in his canoe. How many miles did he travel in each trip below? 3-day trip 5-day trip 9-day trip

______ miles

______ miles

______ miles

2. Before Johnny left, he loaded seeds by the bushel into his canoe. If a bushel weighs 42 pounds, how much would each load below weigh? 2 bushels 4 bushels 8 bushels

______ pounds

______ pounds

______ pounds

3. Johnny used 36 apples to make 1 gallon of cider. How many apples did he use to make each amount of cider below? 4 gallons 7 gallons 10 gallons

______ apples

______ apples

______ apples

4. Johnny ate an apple a day for 2 years. How many apples did he eat in that time? (One year has 365 days.) ________________ apples

5. One year, Johnny gave away 16 bushels of seeds. If a bushel weighs 42 pounds, how many pounds did he give away? ________________ pounds 18

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

Name ________________________________________ Date _____________________________

Johnny Appleseed

(Continued)

Solve each problem. Show your work.

6. Johnny wanted to plant 72 trees in his nursery. How many rows would he plant if each row had the following number of trees? 9 trees 6 trees 8 trees

______ rows

______ rows

______ rows

7. An apple has 5 seed pockets. If one seed is in each pocket, how many apples would Johnny need to get each amount of seeds below? 30 seeds 45 seeds 95 seeds

______ apples

______ apples

______ apples

8. Illinois is about 216 miles wide. How many days would it take Johnny to cross the state if he traveled each distance below? 8 miles a day 9 miles a day 12 miles a day

______ days

______ days

______ days

9. The distance across Ohio and Indiana together is about 378 miles. If Johnny walked 9 miles a day, how long would it take him to cross both states? __________ days

10. It takes about 6 apples to make an apple pie. How many pies could a pioneer family make with 228 apples? __________ pies Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

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Math Concept: Choosing an operation

John Henry The day John Henry was born in West Virginia, everyone in his community started grinning. He was the strongest baby that had ever been born thereabouts. He could lift his own crib, and some say he was born holding a hammer in his little ist. From his early days, John Henry often said, “I just try to do the very best I can. That’s all I can do.” Sure enough, he helped his family and his neighbors as soon as he could walk. Just watching him live by his beliefs encouraged others to do the same. Well, it turns out, John Henry was born at just the right time. It was the time when the railroad companies were laying hundreds of miles of track. But they had a mighty big problem. The tracks ran right into the Allegheny Mountains! They needed to build a tunnel through those mountains so trains could get to the other side. Once John Henry heard tell of the news, he slung his sledgehammers over his broad shoulders. Then he waved goodbye, saying, “I’m off to do what I was born to do.” In no time, he got himself hired to drive steel stakes into the rock-hard, stubborn Big Bend Mountain. Dynamite was stuffed into the holes he made, and then lit to blow the rock away. Stake by stake, a tunnel was built. Before long, John Henry was known far and wide for the power of his swing. He also had a reputation for being a generous man. When other men were too sick to work, John Henry would say, “I can’t let them lose their jobs.” Then, he’d do his best to complete his job and theirs. In fact, he had to keep a bucket of cold water handy to cool down the sizzle of his 14-pound sledgehammer. “No one can match you, John Henry,” said his foreman, the supervisor on the job. (Continued)

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John Henry

Math Concept: Choosing an operation

But one workday, a salesman came, pulling a steampowered drill. John Henry took one look at it, and he could see the future. Machines would replace men. All he could do was his very best to keep that day from coming. So, when the foreman set up a contest to pit man against machine, John Henry took on the challenge. With a wide grin on his face, he fetched two 25-pound sledgehammers. “Bring it on,” he said. “Bring on the machine.” People gathered from all the neighboring towns and cities to witness the contest. “Ready. Set. Go!” yelled the foreman. Hour after hour, John Henry drove stakes into the rock, using both hands at once. Hour after hour, the machine tore through the mountain with its mechanical drill. At the end of the seventh hour, the crowd heard a sputtering and a hissing. They also heard a man singing inside the tunnel. “The machine broke down,” yelled the foreman. “John Henry, you’ve won the contest!” John Henry raised his arms in triumph. The crowd roared, and a wide smile spread over John Henry’s face. All of a sudden, John Henry fell to the ground, a hammer still clenched in one hand. His strong heart had stopped beating. “I did the very best I could. That’s all I could do,” were his last words. When John Henry’s body was carried back home on a railroad train, people lined up along the tracks to bid him goodbye. He was buried next to the cabin where he was born. John Henry had lived an amazing life, and to this day, he still inspires folks. Some even say they can sometimes hear him singing in that tunnel.

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Name ________________________________________ Date _____________________________

John Henry Back in the days of railroad travel, tunnels were often built to let trains pass through mountains. Use this table to answer questions 1– 6.

Tunnel Allegheny Mountain Tunnel Cascade Tunnel

Length 6,070 feet 13,200 feet

Sand Patch Tunnel

4,475 feet

Snoqualmie Tunnel

12,144 feet

Staple Bend Tunnel

901 feet

1. How much longer is the Allegheny Mountain Tunnel than the Sand Patch Tunnel?

4. Which tunnel is about 2 times the length of the Allegheny Mountain Tunnel? ___________________________________

______________ feet

2. How much longer is the Cascade Tunnel than the Snoqualmie Tunnel?

5. Which tunnel is about 5 times the length of the Staple Bend Tunnel? ___________________________________

______________ feet

3. What is the combined length of the Staple Bend Tunnel and the Sand Patch Tunnel? ______________ feet Is that combined length less than or greater than the length of the Allegheny Mountain Tunnel? ___________________________________

6. The Big Bend Tunnel that John Henry helped blast was 6,477 feet long. What is the difference between the length of the Big Bend Tunnel and the longest tunnel in the table? ______________ feet What is the difference between the length of the Big Bend Tunnel and the shortest tunnel in the table? ______________ feet

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Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

Name ________________________________________ Date _____________________________

John Henry

(Continued)

7. John Henry worked long hours as a steel driver. If he worked 19 hours a day, how many hours would he work in a 7-day week? ______________ hours How many hours would he work in two weeks? ______________ hours

8. Each hole that John Henry drilled was about 6 inches deep. If he drilled 144 inches in one day, how many holes would he have drilled? ______________ holes

9. It took three years to blast the tunnel through Big Bend Mountain. If the men worked 261 days a year, how many days in all would it have taken them to complete the tunnel? ______________ days

11. In the contest, John Henry used 25-pound sledgehammers. If he had 9 sledgehammers at that same weight, what would be the total weight of his hammers? ______________ pounds

12. Because the steam-powered drill often clogged up, it could only drill 9 feet a day. How many days would it have taken the machine to drill 126 feet? ______________ days

10. John Henry usually worked with a 14-pound sledgehammer. If each of 32 men used a sledgehammer of the same weight, what would be the total weight of their hammers? ______________ pounds

It was said that John Henry drilled 14 feet of holes on the day of the contest. If he drilled this amount every day, how many days would it have taken him to drill 126 feet? ______________ days

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

23

Math Concepts: Perimeter, Area, Weight

Stormalong A long time ago, a furious storm hit the coast of Maine. When it was over, the townsfolk crept out to the beach where they came upon the largest baby boy they had ever seen! “We’ll call this chap Stormy, short for Stormalong,” said the mayor. Then he took out his tape measure. “This baby is sixteen feet long!” “Goo, goo,” gurgled Stormy. Well, as you can imagine, Stormy grew as big as a whale. Before long, he was out frolicking in the deep water with the sharks and sea lions. With a hankering for the smell of saltwater in his nose and wind in his hair, he grew up with the mind to become a sailor. Along the docks, he found the largest of the clipper ships, The Great Republic. “Will you hire me, captain?” he asked. “You can be cabin boy if you promise not to sink the ship,” answered the captain, looking up at the giantsized Stormy. Like he promised, Stormy didn’t sink the ship. And he came in mighty handy, too. Folks still talk about the night a giant octopus wrapped its body around the ship. In no time, young Stormy came to the rescue! He jumped in the water and set to work on that octopus. When he was done, it had seaworthy knots in its eight tentacles and was sinking fast to the bottom of the sea. Everyone loved Stormy, but he grew and grew. Soon, the ship was taking in water with his every step. “You’ve got to go, Stormy,” said the captain, “or we won’t stay aloat.” (Continued)

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Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

Stormalong

Math Concepts: Perimeter, Area, Weight

So, Stormy headed back to shore to become a farmer, but it didn’t take long before he missed the sea. “I think it misses me, too,” he said to himself. With that, he trekked back to the coast, where his friends greeted him with a warm welcome. “You’ve grown even more,” said his old captain. “Why your feet look like my rowboats. Your toothpick could be one of my oars. You need a clipper ship made just for you.” So they built him a ship, The Courser. The rowboat of The Courser was nine times the length of The Great Republic. Its deck was so long the crew had to ride stallions to get from one end to the other. The mast was so high it needed to be unhinged as they passed under the sun and moon. Well, Stormy was quite a chipper chap after that. And it wasn’t until he tried to sail through the English Channel that he bumped into trouble. His clipper ship was as wide as the Straits of Dover, the narrowest part of the channel. But Stormy knew just what to do. “Get out the soap,” he shouted to his crew. “Scrub down the sides of the boat ’til they’re slick and shiny.” And that’s just what they did. “Ship ahoy!” called Stormy. The Courser slid right through the straits and kept sailing. But the white soap clung to the rocky cliffs and is there still today. Those cliffs are now known as the White Cliffs of Dover. And Stormy has been a legend ever since.

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

25

Name ________________________________________ Date _____________________________

Stormalong 1. As a baby, Stormy slept in a crib that was 18 feet long and 7 feet wide. Find the following for his crib: perimeter: ______________________

area: ______________________

2. When he was a child, Stormy played with 30 wooden blocks. Each block measured 1 square foot. Once Stormy lined up his blocks like the arrangement here. Find the following: perimeter: ______________________

area: ______________________

3. Another time, Stormy arranged his blocks like the ones here. Find the following: perimeter: ______________________

4. Stormy planted a garden to grow his own food. Use the table to ind the following for each plant in Stormy’s garden:

area: ______________________

Garden Space Used Plant

Length

beans

54 yards

22 yards

corn

96 yards

27 yards

125 yards

31 yards

squash

26

Width

Perimeter

Area

beans

__________________________

__________________________

corn

__________________________

__________________________

squash __________________________

__________________________

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

Name ________________________________________ Date _____________________________

Stormalong

(Continued)

5. Stormy weighed 123 pounds when he was found. His weight doubled by age one. How much did he weigh then? _______________________________

6. Stormy weighed ten times more at age 12 than at age one. How much did he weigh at age 12? ________________________________ Use the table to answer questions 7–8.

7. How many pounds did Stormy pick in all? in 1 day: ___________________________ in 1 week: _________________________

Amount Stormy Picked Each Day Food

Weight

8. How many ounces of each food did Stormy pick in one day? (One pound equals 16 ounces.)

beans

29 pounds

corn

38 pounds

beans: ________________________________

squash

33 pounds

corn: ________________________________ squash: ________________________________

9. Stormy cooked 432 ounces of beans. Write that weight in pounds. ________________________________

10. Stormy had 39 toothpicks. One toothpick weighed 3 pounds. How much did his toothpicks weigh in all? in pounds: _________________

in ounces: _________________

11. The crew used 54 bars of soap on Stormy’s ship. Each bar weighed 19 pounds. How many pounds of soap did the crew use? ________________________________ Each crew member used 38 pounds of soap. Write that weight in ounces. ________________________________ Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

27

Math Concepts: Measurement (standard and metric), Length, Distance

Pecos Bill When Pecos Bill was born, his pappy packed him into a covered wagon with his eighteen brothers and sisters and headed from New England to East Texas. They had hardly settled in, when his pappy said, “Too crowded here. We gotta move on.” Then he packed them up again. Across the Pecos River they sloshed. On the way, baby Pecos Bill slipped right into the water and loated down the rapids ’til he hit the shore. That’s where a kindly coyote pulled him out and raised him as one of her own. Bill romped and howled and hunted with the coyotes. About twelve years later, one of his brothers came across him, sleeping under a sage bush. “Well, I’ll be danged! That’s you, ain’t it, Bill?” “Who you calling Bill?” Pecos Bill asked. “I’m a coyote.” “Look in that stream. You ain’t no coyote. I’m your brother, and you got skin like me. And you, darned tootin’, need some clothes.” When Bill looked in the stream, he had to agree. He decided to try being human and see how that worked out. His brother measured him for clothes, and Bill started wearing them, but he still didn’t brush his hair much. Once, while sitting around a campire with some cowpokes, Bill heard about a rough gang of outlaws who camped in a glen nearby. They sounded like they might be wild enough for him. He also heard about the herd of longhorn roaming wild across the whole state of Texas and on into Oklahoma. (Continued)

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Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

Pecos Bill

Math Concepts: Measurement (standard and metric), Length, Distance

Bill showed up at the outlaw’s camp riding a panther. And that black wildcat looked none too happy about it. On top of that, Bill had the longest rattlesnake they’d ever seen, draped tame as a pussycat over his shoulders. “I’m gonna shape you into the best darned ranchers this country has known,” said Pecos Bill. And no one in the gang dared to disagree. So he took a rope and looped it into a lasso. Then he showed his men how to bring down a muscle-bound longhorn with it. He taught them songs to soothe the herd, which had grown to the size of a small state. And with the encouragement of his cowpokes, he harnessed the Rio Grande River to water his ranch. “Now all I need is a horse,” said Bill, whose panther was long gone. It was love at irst sight for Pecos Bill when he saw the untamable stallion everyone called Lightning. But Lightning didn’t feel the same way, until she’d bucked him across Texas, New Mexico, Arizona, and back. No matter how hard she tried, she couldn’t throw Bill off her back. Finally, Lightning gave in and let Bill tame her. And she was loyal to Bill for the rest of their lives. Everything was running like clockwork, until a nasty drought left Texas drier than a horse’s tongue in the summertime. Bill left the gang in charge. “I hear a cyclone coming from Oklahoma,” he called back as he rode off. “I’ll go lasso her and bring us some rain. Be back when I’m back!” When Bill caught the cyclone, he rode it and rode it, determined to break and tame it like he did Lightning. The cyclone inally gave up and rained all over Bill’s ranch and everyone else’s. He was known after that as the “greatest cowboy of all time.” “Now all I need is a wife,” said Pecos Bill. And it turned out, he was right. But that’s a whole other tall tale . . .

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

29

Name ________________________________________ Date _____________________________

Pecos Bill Use the measurements in the box to help you answer questions 1–6.

Units of Measure 12 inches = 1 foot 100 centimeters = 1 meter 3 feet = 1 yard 1, 000 meters = 1 kilometer

Measurement

1. Pecos Bill’s brother used centimeters to measure Bill for clothes. Convert the measurements in the table to meters.

Arm length

Centimeters(cm) 70 cm

Arm span

195 cm

Waist

115 cm

Leg length

Meters (m)

98 cm

2. Convert each measurement below to inches (1 inch is about 2.5 centimeters): arm length: __________________

waist: __________________

3. Pecos Bill’s lasso was 22 m long. What was its length in centimeters? __________________________

4. Pecos Bill’s rattlesnake was 180 inches long. Convert its length to each unit: __________________ feet

__________________ yards

__________________ centimeters

__________________ meters

5. An average snake is 2.44 m long. A python is 5.79 m long. Find the difference in length between each snake and Bill’s snake (use the length from question 4). python: ______________________

average snake: ______________________

6. Pecos Bill rode the cyclone a distance of 250 kilometers (km). How far is that in meters? ____________________ How far did Bill ride the cyclone in miles? (One mile is about 1.6 km.) ____________________ 30

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

Name ________________________________________ Date _____________________________

Pecos Bill

(Continued) 0

.

AZ

200

300

Scale of Miles

CO Lightning bucked Pecos Bill across Texas, New Mexico, Arizona, and back. Use the map and map scale to answer questions 7–10.

100

NM

TX

Ri

o

Gr

.

an

de

7. About how many miles across is each state? Arizona: ___________________________ New Mexico: _______________________ Convert each distance to kilometers. One mile is about 1.6 kilometers (km).

9. About how many miles in all did Lightning buck Pecos Bill? (Measure the distance between the dots.) __________________________________

10. Pecos Bill got water from the curvy, winding Rio Grande. Use your thumb to estimate the length of the river.

Arizona: ___________________________ New Mexico: _______________________

8. About how many miles across is the widest part of Texas? __________________________________

1 thumb-width = about 500 miles The Rio Grande is about __________ miles long.

Convert that distance to kilometers.

Convert that length to kilometers.

__________________________________

__________________________________

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

31

Math Concept: Money word problems

Sal Fink Sal Fink was feistier than a ferret from a very young age. But she did have feisty, tough parents, after all. Her father was Mike Fink, the famous latboat captain who ruled the Ohio and Mississippi Rivers. When he carried pioneers and goods north, west, and south, Sal was often right alongside him, poling the boat and keeping his pace. Once, when Mike and Sal were away, Sal’s mother caught a thief who had broken into their cabin. With all the spunk she could muster, she tied that thief up tight, knocked some sense into him, and scared the wits out of him. “You’ll never see hide nor hair of me again,” he said when Mike Fink came home and set him free. Now, Sal was short in height, but plenty sturdy. And she was pretty in her own way, with long dark hair. There was one thing about Sal that made her stand out. She had a holler on her that could be heard from one side of Illinois to the other. Everyone knew when she was happy or getting ready to ight. “Hi-i-i-i yi-i-i-i yippee-ee yo-o-o-o-owl!” she’d cry. When Sal wasn’t poling down the river with her father, she spent her days roaming around the woods and riverbanks. One day, she came upon a cave. The loud grunts and snores and snivels coming from inside the mouth of that cave got Sal’s curiosity up. “I gotta see what’s inside there,” she said to herself. “It must be a mighty interesting critter.” (Continued)

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Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

Sal Fink

Math Concept: Money word problems

Inside the dark cave, a mama bear awoke along with her ive furry cubs. That mama bear leaped up and bounded toward Sal Fink, claws bared and teeth shining. “Hi-i-i-i yi-i-i-i yippee-ee yo-o-o-o-owl!” Sal hollered at the top of her lungs. Well, that mama bear and her ive cubs stopped in their tracks. But not for long! Sal made a dash for the cave door, but that mama bear grabbed her in a bear hug. The two of them started to wrestle, tumbling and kicking and biting. The mama bear was tough, but Sal was giving it right back. Those two were really going at it, out the cave door, around some trees, and over piles of rocks. By the time they’d tumbled all the way down a steep hill, that mama bear was plum worn out and barely breathing. But her claws were so tangled in Sal’s hair, she couldn’t get away. Sal ended up putting that bear out of its misery. And the cubs? Why, they followed Sal around like she was their mother, from that day forward. When Sal was a bit more grown up, they say she was kidnapped by a band of river pirates who had no idea who they were dealing with. All tied up with ropes, Sal waited until they fell asleep with their feet pointed toward the embers of their camp ire. Then she burst from her ropes and tied all their feet together. When Sal pulled on the rope, their feet skidded toward the ire, and those pirates woke up right quick. As they scrambled to free themselves, the last sound they heard from feisty, little Sal Fink was “Hi-i-i-i yi-i-i-i yippee-ee yo-o-o-o-owl!”

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

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Name ________________________________________ Date _____________________________

Sal Fink

Dockside sale today!

One day, Sal decided to have a dockside sale. That’s like a yard sale, only she set up her goods by the dock. Answer the following questions about Sal’s sale.

1. Sal wanted to sell a fringed jacket for $4.12 and a plain jacket for $2.95. How much more would a customer pay for the fringed jacket? ___________________________________

2. When Sal bought her cook-stove new, it cost $25.00. She put a price tag of $18.55 on it. What is the difference between the price she paid and her asking price?

4. Sal put several pairs of sturdy black boots up for sale. She priced them at $3.89 per pair. How much would two pairs of boots cost? ___________________________________ If a customer paid $10 for the two pairs of boots, how much change would Sal give back? ___________________________________

___________________________________

3. Sal used her horse to model the saddle she wanted to sell. Altogether, her horse and saddle were worth $195.78. She priced the saddle at $30.96. How much was her horse worth? ___________________________________ A customer offered to pay Sal $175.00 for her horse. She said, “No, my horse ain’t for sale.” If Sal had sold the horse, how much more than its worth would she have gotten?

5. Sal priced four souvenir portraits of her famous father, Mike Fink, at $8.76 for the set. How much would one portrait cost? ___________________________________ A customer wanted to buy as many pictures as he could for $5.00. How many pictures could he buy? ___________________________________ How much change would he get back? ___________________________________

___________________________________ 34

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

Name ________________________________________ Date _____________________________

Sal Fink

(Continued)

6. Sal found a bolt of velvet that she had never used. She put the velvet in her dockside sale and priced it at $5.39 a yard. At that price, how much would 12 yards of velvet cost? __________________________________

10. Sal made a pearl necklace to put in her sale. She priced the necklace at $5.30. She also put some loose pearls out to sell for $0.52 each. Would it cost a customer less to buy the necklace or to buy 8 loose pearls? Explain. __________________________________

7. Sal also found some cotton fabric to sell. She asked $0.07 per yard for the cotton. At that price, how much would 35 yards cost? __________________________________

8. Sal had a pair of fancy spurs that she priced at $10.66. A customer came by and wanted to buy only one of the spurs. How much would one spur cost? __________________________________

9. Someone bought two of Sal’s thick leather belts for $11.50. Sal had put the same price on each belt. How much did one belt cost?

__________________________________ __________________________________

11. Before the sale, Sal’s cubs brought some honey to her. She put the honey in jars to sell. Then she made a sign that said, “5 jars for $2.75.” At that price, how much would one jar cost? __________________________________ After a while, Sal offered a deal on her honey. She changed her sign to “6 jars for $3.00.” Explain why this was a better deal. __________________________________

__________________________________

__________________________________

How much would a customer pay for three belts?

__________________________________

__________________________________

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

35

Math Concept: Geometry

Davy Crockett From his irst day on this earth, Davy Crockett didn’t shy away from boasting about himself and telling stories. That’s for sure. When he bragged that he was part animal, folks nodded their heads in agreement. Davy could run like a cheetah, swim like a dolphin, and ight like a grizzly. On top of that, he boasted, “I can catch lightning bolts and slide down rainbows. And, watch out! I’m always ixing for a ight and stalking danger.” Once, Davy was in the woods without his weapons or traps. All of a sudden, he came upon a creature that smelled as if it would make a ine supper. Davy couldn’t tell for sure because the night was as dark as a coal-bin. “I dare you to tussle with me, whoever you are,” Davy cried out. “You’ll be sorry, and I won’t be hungry anymore!” When the moonlight suddenly lit up the creature’s jowls, even Davy had to back up a few steps. In front of him stood a panther, ten times his size, with yellow eyes and shiny fangs. “Well, hello there, Mr. Panther. I’m sure you’ll be kind enough to accept my apology,” Davy said. But that big old panther was not thinking along those lines. He was dreaming of Davy inside his stomach. So the two of them growled back and forth at each other. Then they set to wrestling. Just when it looked like Davy was about to be panthermeat, he kicked that panther under the jaw and sent him slamming into a tree. Then Davy slung the panther over his shoulder and headed home. “Mercy,” the panther murmured. (Continued)

36

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

Davy Crockett

Math Concept: Geometry

“Oh, I’ll show you mercy,” Davy said. “I won’t put an end to you. But you’ve got to follow orders from now on.” The panther agreed, and from that day on, they were best buddies. Now, Davy certainly kept up his reputation from one end of Tennessee to the other. They say he actually defrosted the sun one morning when it got frozen in place. He poured hot bear oil on the sun to wake it up and saved the day. Even after all his exploits, Davy decided he needed more challenges. First, he married a gal named Sally Ann Thunder Ann Whirlwind, who was known for being the sweetest, prettiest, sassiest, toughest gal in the West. They met when Sally Ann helped get Davy out of a predicament of his own making. Second, Davy ran for Congress. “People need a congressman who can out-boast, outrun, and outwit everyone in Washington,” he said. Wouldn’t you know, he won the election and went on to represent his people in a proud and mighty way. Along about nine years later, Davy volunteered down in Texas to help that state win its independence from Mexico. In a battle at the Alamo, a Texas mission, he and a group of brave men held out as long as they could. But after a courageous ight, Davy Crockett’s life came to an end. When folks recount the tall tales of Tennessee, they remember Davy Crockett, the folk legend. When folks say, “Remember the Alamo,” they honor Davy Crockett, the real-life hero.

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

37

Name ________________________________________ Date _____________________________

Davy Crockett Imagine you lived during Davy Crockett’s day. People back then had to trap their own food, build their own houses, and chop their own logs for irewood and cooking. Use the patterns on pages 40–43 to help you answer questions 1–4.

1. Davy often used box traps to catch small animals. He liked to build traps that had perfectly square sides. Cut out the pattern on page 40 and make the shape. What is the name of the solid you made?

3. For his bed, Davy built a wooden box that had a top, bottom, and sides. Then he put a straw mattress on the bed. Cut out the pattern on page 42 and make the shape. What is the name of the solid you made?

___________________________________

___________________________________

Name three things that have this same shape:

Name three things that have this same shape:

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

2. Davy had to chop logs for irewood and to build his house and furniture. Cut out the pattern on page 41 and make the shape. What is the name of the solid you made?

4. When Davy built his log cabin, he topped it with a sturdy, pitched roof. Cut out the pattern on page 43 and make the shape. What is the name of the solid you made?

___________________________________

___________________________________

Name three things that have this same shape:

Name three things that have this same shape:

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

38

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

Name ________________________________________ Date _____________________________

Davy Crockett

(Continued)

face

Use the patterns on pages 40–43 and this diagram to help you answer questions 5–12.

edge

vertice

5. A cube has:

10. A triangular prism has:

___________ faces

___________ faces

___________ edges

___________ edges

___________ vertices

___________ vertices

6. What shape are the faces of your cube? _____________________________

7. A rectangular prism has: ___________ faces ___________ edges ___________ vertices

8. What shapes are the faces of your rectangular prism? _______________________________

11. What shapes are the faces of your triangular prism? _______________________________ _______________________________

12. What shape is the base of a cylinder? ______________________________ What polygon makes up the tube part of your cylinder? ______________________________

_______________________________

9. What kind of angles are in a cube and rectangular prism? ______________________________ Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

39

Name ________________________________________ Date _____________________________

Pattern for Davy Crockett 1. Cut out the pattern. glue

2. Fold along the solid lines.

glue

glue glue

glue

40

glue

glue

3. Glue (or tape) the shape together.

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

Name ________________________________________ Date _____________________________

Pattern for Davy Crockett 1. Cut out the pattern. 2. Fold along the solid lines. 3. Glue (or tape) the shape together.

glue

glue

glue

glue

glue glue

glue Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

41

Name ________________________________________ Date _____________________________

Pattern for Davy Crockett 1. Cut out the pattern. 2. Fold along the solid lines. 3. Glue (or tape) the shape together. glue

glue

glue

glue glue

42

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

Name ________________________________________ Date _____________________________

Pattern for Davy Crockett 1. Cut out the pattern. 2. Fold along the solid lines. 3. Glue (or tape) the shape together.

glu

e

glu

e e

glu

e

glu

glue Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

43

Math Concept: Algebra

Sally Ann Thunder Ann Whirlwind When Sally Ann Thunder Ann Whirlwind came into this world, she already had a passel of brothers and sisters. And they just chuckled when Baby Sally Ann announced, “Put me up against any creature with skin or fur, and I’ll beat ’em.” Well, Sally Ann learned to walk at two months old. Not long after that, she challenged her brothers and sisters to a swimming race. “I’ll beat y’all down the river,” she shouted. “You just watch.” “Isn’t she cute?” they said. But sure as sugar, she outswam every one of them by a mile. After that, they bragged up and down Tennessee about their rough ’n’ tough, but sweet sister. They lovingly called Sally Ann “the toughest gal in the West.” By the age of ten, she was making a name for herself as someone who could wrestle alligators, ride panthers bareback, and sweet talk hornets into letting her wear their nest as a bonnet. But one person who hadn’t heard of Sally Ann was Davy Crockett. The day they met, Davy had fallen asleep with his head in the crook of a large tree. When he woke, he discovered his head was stuck, so he started hollering. Sally Ann was passing by and stopped to help. She gathered six large rattlesnakes, then tied them together, hissing and rattling, to make a long rope. “What do you intend to do, honey?” Davy asked, his eyes wide. (Continued)

44

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

Sally Ann Thunder Ann Whirlwind

Math Concept: Algebra

“Just you wait and see, mister. But don’t you call me ‘honey’ ever again, or I’ll let you rot in that tree,” Sally Ann said in her sassy way. “Well, I’m not mister,” came the reply. “I’m Davy Crockett, King of the Wild Frontier.” “Well, nice to meet ya. My name’s Sally Ann,” she said, as she wrapped her snake rope around one limb of the tree and pulled powerful hard. Pop! Out came Davy’s head. And at that moment, Davy knew he had found the girl he wanted to marry. From that day on, Davy pursued Sally Ann until she inally agreed to be his wife. As it turned out, she loved him, too. Davy loved to brag about his wife to anyone who’d listen. In fact, his boasting irritated the heck out of Mike Fink, the famous latboat captain. So one day, Mike Fink aimed to scare the living daylights out of Sally Ann. He dressed in the skin of a gigantic alligator and laid in wait for her. When she inally came along, Sally Ann took one look, whipped out her toothpick, and licked off the head of that alligator skin right along with Mike’s hair! Davy laughed for three days when he heard what happened. Some time later, when Sally Ann and Davy had started a family, Davy went off to Washington, D.C., to become a congressman. Sally Ann stayed back home and took care of their baby. She loved the backwoods too much to leave it for the city. One night while Davy was gone, the house was surrounded by—what else—alligators! Those critters intended to make a meal of the occupants. But Sally Ann would have none of that. She marched right out and lung those alligators into the woods, one by one, each farther than the one before. When the story made its way to Davy in Washington, he swelled with pride over his wife’s smarts and courage. And from coast to coast, everyone said, “Sally Ann Thunder Ann Whirlwind, you truly are the toughest gal in the West!”

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

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Name ________________________________________ Date _____________________________

Sally Ann Thunder Ann Whirlwind 1. Sally Ann baked wedding cupcakes. She needed 4 eggs for each batch of cupcakes. Complete the table to show how many eggs she needed to make each number of batches.

Batches

Eggs

1

4

2

8

3 4 5 6

2. Sally Ann lung alligators away from her house. On each ling, she threw 3 more alligators than the time before. Complete the table to show how many alligators she lung each time.

Fling

Alligators

1

2

2

5

3 4 5 6

3. Each time Sally Ann arm-wrestled in a contest, it took her 5 seconds less to win than the time before. She beat her irst opponent in 32 seconds. How many seconds did it take her to beat each of the following opponents?

46

__________________ 2nd

__________________ 3rd

__________________ 4th

__________________ 5th

__________________ 6th

__________________ 7th Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

Name ________________________________________ Date _____________________________

Sally Ann Thunder Ann Whirlwind (Continued)

4. When Sally Ann inished with her snake rope, she let the snakes go one at a time. Each snake was 6 feet long. Complete the table to show the length of her rope each time she released a snake.

Number of Snakes

Length of Rope

6

36 feet

5

30 feet

4 3 2 1

5. When Sally Ann wore her hornet-nest bonnet, more and more hornets joined the nest each day. She noticed that they joined in a pattern that followed this rule: 10x + 2, where x is the day On the irst day, 12 hornets lew to her bonnet: 10 • 1 + 2 = 12 hornets Complete the table to show how many hornets joined in on Days 3, 4, 5, and 6.

6. When Sally Ann was one year old, she could lift 25 pounds. Each year, she was able to lift more weight than the year before. The amount she could lift followed a pattern based on this rule: 25y + 5, where y is the year Complete the table to show how many pounds Sally Ann could lift when she was 3, 4, 5, and 6 years old.

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

Day

Hornets

1

12

2

22

3 4 5 6

Year

Pounds

1

25

2

55

3 4 5 6

47

Math Concepts: Fractions, Decimals

Old Sally Cato Now Old Sally Cato was as old as the mountains, but she was as smart as a hawk. She was sturdy, too. She had tended her peach orchards for ninety odd years all by herself. But these days, her legs wobbled like a newborn foal’s. She’d gotten to the point where she needed her grandsons, Georgy and Tim, to help her pick the peaches. “You lazy boys,” she croaked. “Get out of bed right quick! My one hundred and two peaches are as ripe as they should get.” Georgy and Tim jumped up and hustled on down to the orchard, as Old Sally Cato shook her cane at them. “Don’t eat even one of them peaches, you hear, or you’ll rouse that giant, Billy Bully. He’ll smell the aroma and eat up my orchard. And he’ll eat you, too!” Well, Georgy and Tim started picking the peaches and laying them in rows of ten. But those peaches looked so delicious, Tim said, “Granny won’t miss a peach or two. We can eat up two of ’em real fast.” And that’s just what they did. But no sooner had they inished the last bite, the earth began to move like an earthquake. The boys looked up and saw Billy Bully towering over them. His face was as rough as the moon’s surface, and his hands were like saucepans. “Want a peach?” asked Tim, trembling with fear. Billy Bully just stared and snorted. So, the boys tossed him peach after peach, and he swallowed each in one gulp. “More,” roared Billy Bully. “You’ve eaten all one hundred,” said Georgy. “Well, then, I’ll have to eat you!” Georgy and Tim took off like scared cats toward Granny’s house.

(Continued)

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Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

Old Sally Cato

Math Concepts: Fractions, Decimals

“What’s the fuss?” asked Old Sally Cato, looking up from her knitting. “Billy Bully done ate all one hundred peaches,” said Georgy. “One hundred peaches? Well you two foolish boys must have ate two of ’em yourselves.” Old Sally Cato set down her yarn. The she picked up her largest knitting needle and a long chicken feather. “With all your antics, how can anyone get anything done around here?” she grumbled at the boys. Just then Billy Bully appeared. He leaned down, meaning to gobble up Old Sally Cato. But before he knew what was happening, she marched herself straight into that giant’s mouth. Then she took her feather and dusted all around his insides, stirring up enough dust to make him cough and sneeze. Next, she poked him with her knitting needle ’til he howled like a coyote. She kept on dusting and poking until Billy Bully spat her up, along with all one hundred peaches. Then he hightailed it home. “Georgy, Tim,” said Old Sally Cato, “Go wash all them peaches.” Then she picked up her knitting. “Now where was I?” she said as she settled back into her rocker.

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49

Name ________________________________________ Date _____________________________

Old Sally Cato Old Sally Cato had 100 peaches left after her lazy grandsons ate two of her 102 peaches. This grid shows the 100 peaches she still had. Use the grid to answer questions 1–4.

1. In an early burst of energy, Georgy and Tim picked 10 peaches. Color that many peaches. What fraction of the peaches did the boys pick? __________ How many more peaches do they need to pick? __________

2. The boys heard Old Sally Cato holler, “Get to work!” So, they picked 15 more peaches. Color that many more peaches. Now what fraction of the peaches has the boys picked? __________ What fraction has not been picked yet?

3. Old Sally Cato yelled, “By noon, you’d better have half of them picked.” The boys got to work, but very slowly. Color the peaches until you’ve colored half of them. How many peaches are left for the boys to pick? ____________________________

4. After an hour passed, the boys still had 20 peaches to pick. Color in the peaches that they have already picked. What fraction of the peaches has been picked? __________ Show that fraction in its lowest terms: __________

__________ 50

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

Name ________________________________________ Date _____________________________

Old Sally Cato

(Continued)

5. Write the decimal for each fraction of peaches that the boys picked:

/10 : ______________ 1 /4: ______________ 3 /4: ______________ 1 /2: ______________ 8 /10 : ______________ 4 /5: ______________

1

6. When Billy Bully showed up, Georgy and Tim had picked all 100 peaches. Billy ate 1 5 of their peaches in one minute. / How many peaches did he eat? ______________________________ Write the decimal for the fraction of peaches that Billy ate: __________

7. After Billy Bully gobbled the 100 peaches and Old Sally Cato, he spat them all out. Luckily, only 15 peaches were bruised. Write a decimal to represent each of the following: bruised peaches: __________ unbruised peaches: __________

8. Old Sally Cato put gave Georgy 1/5 of the peaches to wash. She told Tim to wash 2 5 of the peaches. What fraction of the / peaches did the boys wash in all? ______________________________

9. Old Sally Cato used 11/4 cups of peaches to make a pie. She sprinkled another 1 4 cup of peaches on top of the pie. How / many cups of peaches did she use in all? ______________________________ Show that number in its lowest terms: ______________________________

10. One day, Old Sally Cato squeezed 2 3 cup of juice from some peaches. / The next day, she squeezed another 2 3 cup of juice. How much juice / did she squeeze in all? ______________________________ Show that fraction as a mixed number: __________

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

51

Math Concept: Data analysis (inding and using averages)

Mose Humphreys Mose Humphreys was a printer by trade. But when the ire-alarm bell sounded around New York City, he dropped everything and ran. “Fire. Turn out!” were the shouts heard on the streets. With those words spurring him on, Mose ran like the wind all the way to the part of town called the Bowery. There, he joined the other volunteer ireighters at his station house. “Mose is here. We’ll beat that ire now!” his buddies cheered. Mose and his fellow volunteers suited up in their red shirts and colorful suspenders. Mose threw on his shiny ireighter hat. Then those men pulled their water pump on a wagon through the streets of New York. Everything was easier with Mose because he was at least eight feet tall with hands as big as a Virginia ham. Through the city streets the ireighters lew, cheered on by the gathered crowds. People were used to seeing these heroes because so many of the buildings in those days were made of wood, and the gas street lamps would often set them on ire. As quickly as they could, the ireighters connected the pump to a hydrant, and more than a dozen men would twirl the large handles. Of course, Mose could man one handle all by himself. As soon as the pump was primed, Mose wrapped yards and yards of hose around his arm. Then he started to climb the wooden ladder to the upper loors of the burning building. (Continued)

52

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

Mose Humphreys

Math Concept: Data analysis (inding and using averages)

“Children inside!” he heard someone yell. At that, Mose raced up the ladder eight rungs at a time. Then he slipped into that burning building, as if he were made of steel, and found those children and anyone else left inside. It seemed as if the lames couldn’t touch him. Down the ladder he climbed as quick as he went up, with people slung over his shoulder or clinging to his back. When Mose wasn’t ighting ires, he was eating for free at restaurants around the city. The owners would bring out the best oysters and beef for him to feast on. Mind you, ireighters in those days didn’t get a cent of pay. The reward was in their hearts, and the city paid the men by taking care of them. After all those days of ighting ires, a day came that shocked Mose like no other. He set out like every other time to answer the ire-alarm bell. But by the time he arrived, there was a steam-driven pump shooting water through the air. He and his fellow volunteers had never seen anything like it. After that, the city no longer needed thousands of volunteers. So Mose retired, but his reputation lived on. “Why, one time, he rescued a baby and carried it to safety tucked inside his ireighter hat,” claimed some folks. “I heard he picked up a trolley car that got in the way of the pump wagon—with his bare hands!” boasted others. To this very day, you’ll still hear folks in the restaurants, houses, and apartment buildings all over the city talking about Mose Humphrey’s heroic deeds.

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53

Name ________________________________________ Date _____________________________

Mose Humphreys 1. Some of Mose’s teenage neighbors were in training to be volunteer ireighters. These were the ages of those soon-to-be ireighters: 13, 13, 14, 15, 16, 17, 17 What was the average age of the teenage trainees? _____________________

2. These days, volunteer ireighters are 18 to 80 years old. Here are some sample ages from one station: 19, 22, 24, 33, 34, 36, 47, 73 What is the average age of ireighters for that station? _____________________ Find the age difference between the average ireighter and the following: youngest ireighter: _____________________ oldest ireighter: _____________________

3. Back when Mose was a volunteer, the ages of the ireighters in his station went from 14 years to 50 years. Here are some sample ages from Mose’s station: 14, 15, 17, 18, 20, 23, 32, 45, 50 What was the average age of ireighters in Mose’s station? __________________ Find the age difference between the average ireighter and the following: oldest ireighter: _____________________ youngest ireighter: _____________________

54

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

Name ________________________________________ Date _____________________________

Mose Humphreys

(Continued)

4. These days, ireighters keep statistics on how long it takes to get to a ire. Here are some sample response times, in minutes, in New York City: 2, 3, 3, 4, 6, 6 What is the average response time? _____________________

5. In Mose’s day, there were many ires because most of the homes were made of wood. Today, not as many homes are wooden. These are the number of summer ires that occurred in one medium-size city one year not long ago: 18 in June

20 in July

16 in August

That summer, what was the average number of ires in a month? _____________________

6. These are the number of summer ires that occurred in New York City one year not long ago: 271 in June

220 in July

181 in August

That summer, what was the average number of ires in a month? _____________________

7. At her ire station, Judy usually works an average of 72 hours a week. In October, work got busier than usual. These are the number of hours she worked each week in October: 72, 81, 72, 75, 90 What was the average number of hours per week that Judy worked in October? _____________________

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

55

Math Concept: Data analysis (using graphs)

Slue-Foot Sue No one has properly traced back Slue-Foot Sue’s beginnings. So her story starts when Pecos Bill spotted her on the back of a catish. “Giddy-up!” Slue-Foot Sue shouted, kicking her spurs into the sides of that spunky catish. She wore a leather skirt with fringe and a big old belt. She had a lasso on her belt, buckles on her boots, and a holler that could be heard ive hundred miles away, or at least four hundred. That catish jumped out of the river and dove back down deep, with Slue-Foot Sue grinning like a cat. Up and down they went, as they lew down the rapids of the Rio Grande River. Well, Pecos Bill had never seen anything like it. He’d been watching from behind a rock, sitting on his stallion named Lightning. But as Slue-Foot Sue passed, he hollered out, “Wait up there.” “What fer?” said Sue, not even looking his way. “I wanna meet you,” said Pecos Bill, feeling more shy than he’d ever felt. He could tell she was strong as a moose, wild as a wolf, and brave as a bear. Slue-Foot Sue turned her head and spit out a spray of water that just missed Pecos Bill’s head. “Well, hello there!” she called out. Being one always up for an adventure, Slue-Foot Sue reined in the catish and tied its harness to a tree. “I’m Slue-Foot Sue,” she said, shaking Pecos Bill’s hand so hard his teeth rattled. “I think I wanna marry you,” said Pecos Bill. “I was raised by coyotes, I work with reformed outlaws, and I’m the greatest cowboy in the world.” (Continued)

56

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

Slue-Foot Sue

Math Concept: Data analysis (using graphs)

“Well, I’ve never heard of you, but I just might marry you, Pecos Bill,” Slue-Foot Sue said with a big grin. “But . . . you gotta buy me a dress with a big fancy bustle. And you surely gotta let me ride your lightning-white horse.” Pecos Bill agreed on the spot. He rode to town and bought the most beautiful gown he could ind with a big, fancy bustle at the back. On their wedding day, Slue-Foot Sue and Pecos Bill stood side by side, with spurs on their boots and cowboy hats on their heads. Slue-Foot Sue was powerful proud of her bustle, but she got mighty restless by the time the ceremony was over. “Time to ride that horse,” she said. “Okay. Just know that she’s a buckaroo. No one’s ridden her but me,” cautioned Pecos Bill. With that, Slue-Foot Sue jumped on the horse. But she hadn’t counted on one thing. That big fancy bustle had a lot of bounce in it. When her bottom hit the saddle, she bounced up, up, up. She bounced so high, it looked like she might hit the moon. Her bounces got higher and higher, then lower and lower. Pecos Bill thought he’d soon get his bride back, until she hit a rock and went way, way up into the sky. “Do something down there,” she hollered, scaring all the animals for miles around. Pecos Bill watched Slue-Foot Sue bounce a couple more times before he took out his lasso. He set to work lassoing storm clouds from all across the state to make a ceiling in the sky. Then he lowered those clouds until he could reach his bride. Once her feet hit the ground, Slue-Foot Sue immediately changed back into her regular clothes. Then she hopped back on Lightning, and rode circles around Pecos Bill from that day on.

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

57

Name ________________________________________ Date _____________________________

Slue-Foot Sue Slue-Foot Sue picked the giant ish that jumped the highest to ride down the Mississippi River. This bar graph shows how high different ish could jump. Use the graph to answer questions 1–5. Height of Fish Jumps 10 9 8 7 6 Feet 5 4 3 2 1

ye

le

al W

on

h

ge

is

od

ur

on

lm

at

C

C

St

Sa

Giant Fish

1. What is the minimum height that a ish could jump? ____________ The maximum? ____________

2. Which ish jumped the lowest height? _______________________ How high did that ish jump? _______________________

3. How much higher did the salmon jump than the cod? _______________________ 4. Fill in the blanks: The _______________________ jumped 2 feet higher than the _______________________.

5. Slue-Foot Sue decided to ride the ish that jumped the highest. Which ish did she ride? _______________________ How much higher did that ish jump than the ish with the lowest jump height? _______________________ 58

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

Name ________________________________________ Date _____________________________

Slue-Foot Sue

(Continued)

Slue-Foot Sue experienced some mighty bounces in her wedding dress. This line graph shows the heights of her bounces. Use the graph to answer questions 6–11. Slue-Foot Sue’s Bounces 60 50

Miles

40 30 20 10 1

2

3

4

5

6

Bounces

6. How high was Slue-Foot Sue’s 2nd bounce? _______________ 7. Which of her bounces went the highest? ________________ How high were those bounces? _______________

8. Which of her bounces were the lowest? ________________ How high were those bounces? ________________

9. Look for the pattern of Slue-Foot Sue’s bounces on the graph. Describe the pattern. ___________________________________________________________ ___________________________________________________________ ___________________________________________________________.

10. Following the pattern, how high would her 7th bounce be? _______________ 11. If Slue-Foot Sue kept bouncing, which would be her next high-bounce? ___________________________________________ Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

59

Name ________________________________________ Date _____________________________

Slue-Foot Sue

(Continued)

Slue-Foot Sue spent her days doing the things she loved. This circle graph shows how much time she spent doing each activity in a day. Use the graph to answer questions 12–14. How Slue-Foot Sue Spent Her Day

arm wrestling

breaking horses riding catish

12. About what fraction of her day did Slue-Foot Sue spend breaking horses? ___________________________________________

13. What did Slue-Foot Sue spend the least amount of her day doing? ___________________________________________ About what fraction of her day was used doing that activity? ___________________________________________

14. What did Slue-Foot Sue spend a little more than 1/4 of her day doing? ___________________________________________ 60

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

Answers Paul Bunyan page 10 1. thousands, 5,000; tens, 80; ones, 0 2. 14,657 pancakes 3. 526 cups; 500 (or 5 hundred) 4. 210 feet 5. 751 feet 6. 1,300; 800 7. Lake Erie, Lake Huron, Lake Ontario, Lake Michigan, Lake Superior

page 11 8. 400 (or 4 hundreds); 2 (or 2 ones); 6 tenths; 80 (or 8 tens) 9. Students should write the numbers in the place-value chart in this order: 2 (thousands); 1 (hundreds); 7 (tens); 4 (ones); 3 (tenths); 5 (hundredths) 2,000 (or 2 thousands); 70 (or 7 tens); 5 hundredths; 3 tenths 10. 5.99 minutes; 5.95 minutes; 5.92 minutes; 5.59 minutes; 5.52 minutes

Annie Christmas page 14 1. 7th-round; 9th-heart; 18th-round; 23rd-square 2. 7, 8, 10, 10, 11, 13 3. 15 red beads; 10 blue beads; 5 yellow beads 4. Students should circle the following numbers: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, 36, 39, 42, 45, 48, 51, 54, 57, and 60. 5. Students should draw an X on the following numbers: 6, 12, 18, 24, 30, 36, 42, 48, 54, and 60. 6. Students should color the following numbers red: 5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, and 60.

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

page 15 7. 2 barrels of lour and 1 barrel of sugar; 1 barrel of sugar and 2 barrels of cotton; 1 barrel each of lour, sugar, and cotton 8. 11 barrels of lour; 10 barrels of sugar; 9 barrels of cotton 9. 99 barrels 10. 99 barrels; 124 barrels; 149 barrels; 174 barrels 11. 75 barrels

Johnny Appleseed page 18 1. 60 miles; 100 miles; 180 miles 2. 84 pounds; 168 pounds; 336 pounds 3. 144 apples; 252 apples; 360 apples 4. 730 apples 5. 672 pounds

page 19 6. 8 rows; 12 rows; 9 rows 7. 6 apples; 9 apples; 19 apples 8. 27 days; 24 days; 18 days 9. 42 days 10. 38 pies

John Henry page 22 1. 1,595 feet 2. 1,056 feet 3. 5,376 feet; less than 4. Snoqualmie Tunnel 5. Sand Patch Tunnel 6. 6,723 feet; 5,576 feet

61

Answers

(Continued)

2. about 28 inches; about 46 inches 3. 2,200 cm 4. 15 feet; 5 yards; about 450 centimeters; about 4.50 meters 5. 2.06 m; 1.29 m 6. 250,000 m; 400 miles

page 23 7. 133 hours; 266 hours 8. 24 holes 9. 783 days 10. 448 pounds 11. 225 pounds 12. 14 days; 9 days

page 31

Stormalong page 26 1. 50 feet; 126 square feet 2. 22 feet; 30 square feet 3. 34 feet; 30 square feet 4. beans: 152 yards; 1,188 square yards corn: 246 yards; 2,592 square yards squash: 312 yards; 3,875 square yards

page 27 5. 246 pounds 6. 2,460 pounds 7. 100 pounds/day; 700 pounds/week 8. beans: 464 ounces corn: 608 ounces squash: 528 ounces 9. 27 pounds 10. 117 pounds; 1,872 ounces 11. 1,026 pounds; 608 ounces

Measurement

Meters (m)

70 cm

0.70 m

Arm span

195 cm

1.95 m

Waist

115 cm

1.15 m

98 cm

0.98 m

Leg length

62

1. $1.17 2. $6.45 3. $164.82; $10.18 4. $7.78; $2.22 5. $2.19; 2 pictures; $0.62

6. $64.68 7. $2.45 8. $5.33 9. $5.75; $17.25 10. It would cost less to buy 8 beads because that would cost $4.16. (The 8 beads are $1.14 less than the cost of the necklace.) 11. $0.55; Each jar would cost $0.50, or $0.05 less than they would cost if buying 5 jars for $2.75.

Centimeters(cm)

Arm length

Sal Fink page 34

page 35

Pecos Bill page 30 1.

7. 300 miles, 350 miles; 480 km, 560 km 8. 750 miles; 1200 km 9. 2,400 miles 10. 3,000; 4,800 km

Davy Crockett page 38 1. cube; answers will vary 2. cylinder; answers will vary 3. rectangular prism; answers will vary 4. triangular prism; answers will vary

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

Answers

(Continued)

page 47

page 39

4.

5. 6; 12; 8 6. square 7. 6; 12; 8 8. rectangles and squares 9. right angles 10. 5; 9; 6 11. triangles and squares 12. circle; rectangle

Sally Ann Thunder Ann Whirlwind page 46 1.

2.

5.

Number of Snakes

Length of Rope

6

36 feet

5

30 feet

4

24 feet

3

18 feet

2

12 feet

1

6 feet

Day

Hornets

1

12

2

22

3

32

4

42

Batches

Eggs

1

4

2

8

3

12

5

52

4

16

6

62

5

20

6

24

Year

Pounds

1

25

6.

Fling

Alligators

2

55

1

2

3

80

2

5

4

105

3

8

5

130

4

11

6

155

5

14

6

17

3. 27 seconds; 22 seconds; 17 seconds; 12 seconds; 7 seconds; 2 seconds

Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources

63

Answers

(Continued)

Old Sally Cato page 50 1. Students should color the irst 10 peaches in the grid; 1/10; 90 2. Students should color 15 more peaches in the grid (for a total of 25 colored peaches in all); 1/4; 3/4 3. Students should color 25 more peaches in the grid (for a total of 50 colored peaches in all); 50 peaches 4. Students should color 30 more peaches in the grid (for a total of 80 colored peaches in all); 80/100; 4/5

page 51 5. 0.10; 0.25; 0.75; 050; 0.80; 0.80 6. 20 peaches; 0.20 7. 0.15; 0.85 8. 3/5 9. 1 2/4; 11/2 10. 4/3; 11/3

Slue-Foot Sue page 58 1. 0 feet; 10 feet 2. walleye; 3 feet 3. 5 feet 4. salmon, sturgeon 5. catish; 7 feet

page 59 6. 40 miles high 7. bounces 3 and 6; 60 miles high 8. bounces 1 and 4; 20 miles high 9. Answers may vary, but should describe an alternating pattern, such as low, higher, highest, low, higher, highest; the heights of 20, 40, and 60 miles repeats; or bounces 1 and 4 are the lowest, bounces 2 and 5 are higher, and bounces 3 and 6 are the highest. 10. 20 miles high 11. the 9th bounce

page 60 Mose Humphreys page 54

12. 1/2 of her day 13. arm wrestling; 1/4 of her day 14. riding catish

1. 15 years old 2. 36 years old; 17 years; 37 years 3. 26 years old; 24 years; 12 years

page 55 4. 4 minutes 5. 18 ires 6. 224 ires 7. 78 hours

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Tall Tale Math © 2013 by Betsy Franco, Scholastic Teaching Resources