Welcome to Harcourt Mega Math: The Number Games


 Gillian Moody
 7 years ago
 Views:
Transcription
1 Welcome to Harcourt Mega Math: The Number Games Harcourt Mega Math In The Number Games, students take on a math challenge in a lively insect stadium. Introduced by our host Penny and a number of sporting bugs, students extend their familiarity of money, multiplication and division, graphing, and a wide assortment of other math skills and concepts. The Number Games is the first Harcourt Mega Math CD in a series for Grade 3, Grade 4, Grade 5, and Grade 6 students. It can be used alone, alongside other Harcourt print and electronic products for these grade levels, or in conjunction with its companion programs: Harcourt Mega Math Ice Station Exploration and Harcourt Mega Math Fraction Action. Together, the three programs cover the major topics in the third, fourth, fifth, and sixth grade math curricula. Figure 60: The Number Games Welcome Screen Harcourt Page 104
2 In The Number Games, Penny invites students to visit four areas of the stadium complex, each representing one of four mathematical topics: money, math review, multiplication and division, and graphing. Each topic, or module, provides students with a gamelike environment in which they are motivated to discover, learn, and practice; and a variety of interactivities and manipulatives support and encourage success. Within each module, students answer questions linked to specific skill levels, and advance to more challenging levels as they succeed. By using Grow Slides, they can monitor the progress they make, identify the skill levels for the entire module, or navigate to different levels within the entire module. The activities in The Number Games are designed to challenge students within a game or sports scenario. For example, in the module Tiny s Think Tank, Tiny the Ant hosts a game show. Four columns of three panels appear on a game board, and each column is headed by a topic. By clicking a panel on the board, students generate a question under one of the topics, and by answering the question correctly they reveal one piece of a hidden reward. By answering eight or more questions correctly, students reveal the reward, thus winning a round of the game. The game element motivates students to continue playing and to choose more challenging mathematical skills. Harcourt Page 105
3 What s Inside Harcourt Mega Math: The Number Games 1. At the Main Menu, click. 2. Then choose from four modules by clicking a stadium feature. 3. From any activity, click to return to the Main Menu. Harcourt Page 106
4 Buggy Bargains Overview Buggy Bargains is a store with a difference. In this module, students help a variety of wacky, wonderful bugs purchase their own unique brand of sporting equipment from the store s sales manager, Rick the Stick Insect. In the process, students learn to identify and represent money amounts, add and subtract sums of money, make change, and calculate sales tax and discounts. Figure 62: Opening Buggy Bargains Learning Opportunities Bills and Coins Count the value of combinations of bills and coins Determine fewest bills and coins to show amounts Number Operations Estimate the cost of two or more items Add two or three money amounts Subtract money amounts Use the unit cost to multiply and add money amounts Find the unit cost by dividing and add money amounts Make change using counting on and subtraction Sales Tax & Discounts Calculate sales tax amounts and total cost of items Calculate amount of discount and total cost of items Harcourt Page 107
5 All transactions in Buggy Bargains mirror reallife transactions, starting with the simple task of counting bills and coins to progressing to paying for taxed or discounted items. Initially, students identify items they can purchase with a given amount of money and pay for the item by dragging replicas of the corresponding bills and coins onto a counter. Students make change in two ways: either by counting on from the cost of the item to the amount paid for the item, and then dragging the amount onto the counter; or by completing the subtraction algorithm to find the difference, and then dragging the fewest number of bills and coins into an answer area. Purchasing items in Buggy Bargains reflects the multiple steps involved in making reallife purchases. For example, students estimate the total cost of items to be purchased, complete appropriate arithmetic algorithms to find the exact amount, calculate the change due, and drag bills and coins onto the counter to represent this amount. The computer corrects each step in the solution of a problem and provides supportive and instructive feedback and hints. In multistep problems that involve a sales tax or a discount, students select the decimal that reflects the percentage given and completes the corresponding decimal multiplication to find the amount to be added or subtracted from a given price. They then complete the problem to determine the final cost of the item. All the problem sets in Buggy Bargains offer students engaging and supportive interactivities. Each step in the solution process is assessed, providing students with appropriate feedback and additional guidance where needed. Audio and animations in conjunction with the manipulative bills and coins provide students with a rich and interactive learning environment in which they can advance their understanding of monetary transactions. Harcourt Page 108
6 Using the Coin and Bill Dispensers For many questions, students choose an answer by clicking and dragging bills and coins from dispensers to the counter to show an amount. 1. Use the correct amount to pay for this item. 2. Click and drag bills and coins from the dispensers to the counter to show the correct amount to be paid for the item. To remove a bill or coin, click and drag it back to the dispenser. 3. Then click. Harcourt Page 109
7 Using the Regroup Arrow When a subtraction problem requires regrouping, use the regroup arrow to regroup a dollar as ten dimes and a dime as ten pennies. You might need to click the arrow more than once to complete the regrouping. 1. What change is the customer owed? 2. Click the regroup arrow to regroup as needed. 3. Answer the question by using the number input pad. 4. Then click. Figure 64: The Regroup Arrow Harcourt Page 110
8 Tiny s Think Tank Overview Test your mathematical skills in a fabulous game show Tiny s Think Tank! In each round, students must solve a variety of problems and clear the game board to reveal a graphic prize. Questions allow students to show off their skills in addition, subtraction, multiplication, division; conversion of both metric and customary units of length, weight, and capacity; time, temperature, patterns, decimals, and mixed numbers. Tiny the ant wants you to come on down! Figure 65: Opening Tiny s Think Tank Learning Opportunities Number Sense Identify the place value of a digit (to the hundred thousands place) Identify the digit in a given place of a number (to the hundred thousands place) Identify whole numbers based on their properties Whole Number Operations Add 3 and 4digit whole numbers Subtract 3 and 4digit whole numbers Multiply by 2 and 3digit whole numbers Harcourt Page 111
9 Decimal and Fraction Operations Add and subtract decimals to thousandths Multiply and divide decimals Add and subtract mixed numbers Shapes & Patterns Identify plane figures based on their properties Complete geometric patterns Complete number sequences Measurement Find elapsed time and start and end times Convert customary units Convert metric units Find change in temperature ( F and C) In Tiny s Think Tank, a quiz show format motivates students to solve a variety of questions. Each round of the game presents a unique pool of 12 questions chosen at random from the categories listed above. Some of the questions are designed to address featured skill levels; others are cumulative review questions. If students answer 8 or more of the questions correctly, they will win a graphic prize and will move on to a new round of the game. If students repeat a round at the same skill level, a new set of featured questions and review questions will be chosen at random. Within each round of the game, many questions present nonroutine kinds of problems that require students to apply higher order thinking skills to solve. Students might be asked, for example, to identify one or more mystery numbers based on a set of clues. Some problems are relatively straightforward and have a unique answer, such as, I am the sum of 35 and 47. Others might be seen as more challenging and have more than one answer, such as, I am an odd number greater than 10 but less than 50. Students also solve computation problems in nonroutine ways. Rather than finding the 4 or 5digit product of two whole numbers, students see the algorithm and must enter digits to complete both the partial products and the final product. To provide additional challenges, the three multiplication problems in one column of the game board differ in difficulty level. In question 1, the easy level question, students identify only 2 missing digits. In questions 2 and 3, the medium and hard level questions, students identify 3 or 4 missing digits respectively. Tiny s Think Tank offers students the chance to practice basic arithmetic skills and to solve various patterning problems in an engaging and supportive environment. Answers are immediately evaluated, providing students with appropriate feedback and additional instruction where needed. Harcourt Page 112
10 Playing the Game There are 12 questions for each skill level. The 12 questions in each round are generated from a pool of questions specific to the skill level chosen on the grow slide, and from a pool of cumulative review questions. Each topic on the grow slide will always have at least two columns supporting that topic. A question lies behind each panel on the game board. A heading at the top of one or more columns of panels indicates the topic for the questions in those columns. Figure 66: Tiny s Think Tank Harcourt Page 113
11 1. Click any panel to generate a question. A question will appear, covering the entire game board (Figure 67). Figure 67: Question Screen 2. When the answer to the question is given, the game board will reappear. If the question is answered correctly, the panel that you clicked will disappear, revealing a portion of a graphic prize (Figure 68). If the question is not answered correctly, the panel will remain in place but will no longer be available as a choice. Figure 68: Revealed Graphic Indicates Correct Answer Harcourt Page 114
12 3. When all 12 questions have been attempted, the number of panels that have disappeared will indicate how many of the 12 questions were answered correctly (Figure 69). Figure 69: Uncovered Panels Indicate Correct Answers 4. When 8 or more questions are answered correctly, the game board will clear, and the student will win a graphic prize! If fewer than 8 questions are answered correctly, the student can repeat the round to try and clear the game board to win the graphic prize. Figure 70: Graphic Prize Harcourt Page 115
13 Up, Up, and Array Overview Join a dizzying array of adventurous bugs as they engage in a variety of sporting activities such as sky diving and golf. Set in a sports viewing tower, Up, Up, and Array uses the model of a rectangular array to help students master the fundamental skills of whole number multiplication and division. The array helps students understand the concepts of multiplication and division, and recognize their inverse relationship. It also enhances students ability to memorize multiplication and division facts and to multiply and divide with greater numbers. Figure 71: Opening Up, Up, and Array Learning Opportunities Multiplication and Division Facts Model multiplication facts from 5 to 12 Model division facts from 5 to 12 Multiplication Multiply by multiples of 10 Multiply by 1digit numbers Multiply by 2digit numbers Division Divide with remainders Divide 2 and 3digit numbers by 1digit divisors Divide 2 and 3digit numbers by 2digit divisors Harcourt Page 116
14 The problems in Up, Up, and Array are designed to help students understand the principles behind multiplication and division algorithms. In the first set of multiplication problems, for example, students see a rectangular array in which the number of rows and columns equal the first and second factors in a multiplication sentence. In multiplication problems involving 2 and 3digit multipliers, as students enter each partial product, the corresponding numbers of elements in the array are highlighted and grouped. When students add the partial products in the algorithm, the groups representing the partial products combine in the array to show the total number of objects in the complete array, and thus the product of the multiplication. Throughout these steps, students learn not just how to use the algorithm, but more significantly why the algorithm works. A manipulative that illustrates the principles behind an algorithm is also used to introduce the concept of long division. Students are presented with the divisor and dividend, a set of objects arranged in rectangular arrays that represent the dividend, and the number of groups into which the objects are to be distributed. In problems that involve 2digit quotients, students click a tens distributor to distribute equal numbers of tens into each group. When the maximum number of tens has been distributed, students move on to clicking a ones distributor to distribute the maximum number of ones equally into each group. As students work with the manipulative, the numbers in the algorithm change to reflect their work. Finally, the computer validates that the students have either distributed all the objects in the array or have left a valid remainder. In this way, students learn why the algorithm works. Students then practice long division using algorithms. As they work through the order of division, their answers are evaluated and the objects on screen are distributed to reflect their work. The quotient and remainder, if any, in the algorithm correspond to the distribution of objects in the model. All of the problem sets in Up, Up, and Array offer students engaging and supportive interactivities. Answers are immediately evaluated, providing students with appropriate feedback and additional instruction where needed. Audio and animations along with virtual manipulatives enrich the interactive nature of the problems posed, and provide students with a concrete model to help them understand the concepts of multiplication and division. Harcourt Page 117
15 Using the Ones and Tens Distributor Choose an answer by clicking or to divide the golf balls equally among the holes. 1. Follow the directions given. For example, Divide the golf balls equally among the holes. First divide the tens. 2. If and are both available, all possible groups of 10 must be distributed before becomes active. 3. Once the maximum number of tens has been distributed, the will no longer be active. Harcourt Page 118
16 4. Click to divide single golf balls among the holes. 5. Then click. Figure 73: Using the 1s Distributor Harcourt Page 119
17 ArachnaGraph Overview The competition is heating up in the sports stadium. In ArachnaGraph, students join a cast of swift and sprightly bugs as they test their athletic ability in track and field events. As they work with pictographs, bar graphs, and line plots, students learn to analyze and represent data, as well as determine the median, mode, and range. Towards the end of the module, students are introduced to the coordinate plane and learn to plot points, read and create line graphs, and work with algebraic equations in terms of x and y. Figure 74: Opening Arachnagraph Learning Opportunities Graph and Analyze Data Interpret pictographs Read and make bar graphs and doublebar graphs Read and interpret data in a line plot Identify the median, mode, and range of data in a line plot Read and interpret line graphs and doubleline graphs Graph on the Coordinate Plane Locate points on a coordinate plane Plot points using their coordinates Use function tables to identify equations and plot points Harcourt Page 120
18 ArachnaGraph is all about graphing. Students start by analyzing pictographs that require them to interpret a key that represents the graphed data. The problems that follow focus on bar graphs, with students first analyzing the graphed data, and then using an animated control interactivity to create bar graphs and doublebar graphs that represent given data. Students progress next to solving problems involving line plots. They analyze these onedimensional graphs to draw conclusions about the data represented and to identify the median, mode, and range of the data. Other graphs include line graphs and doubleline graphs that show change over time. Students analyze trends and make predictions based on the data shown in these more complex graphs. Other skill levels in this module focus on graphing in the coordinate plane. The emphasis here is on using coordinates to locate points in a plane, plotting points given their coordinates, and examining function tables that contain values of x and y, where x and y are integers. Students graph the ordered pairs (x, y) in the corresponding quadrants in the plane, and identify an algebraic equation that expresses the relationship between the variables, for example, y = x + 2. All the problem sets in ArachnaGraph offer students engaging and supportive interactivities. Each step in the solution process is assessed, providing students with appropriate feedback, and additional guidance where needed. Audio and animations provide students with a rich and interactive learning environment in which they can advance their understanding of both analyzing and making graphs. Harcourt Page 121
19 Using the Bar Graph Some questions require students to choose an answer by clicking and dragging arrows to make the bars on a bar graph. 1. Follow the directions given, such as Now make bars to show the number of each type of animal at the games. Drag the arrows to make each bar. 2. Click and drag each arrow to make the bars on the graph. 3. Then click. Figure 75: Making a Bar Graph Harcourt Page 122
20 Grow Slide Levels for The Number Games Each of the four learning activities in The Number Games has a Grow Slide with progressive difficulty levels. Buggy Bargains A. Count Bills and Coins to $10 B. Count Bills and Coins to $99 C. Use Fewest Coins and Bills D. Make Change E. Add Two Money Amounts F. Add Three Money Amounts G. Add Money Amounts to $ H. Calculate to Make Change I. Add and Subtract Money Amounts J. Multiply Money Amounts K. Multiply and Make Change L. Multiply and Add Money Amounts M. Divide Money Amounts N. Divide and Make Change O. Divide and Add Money Amounts P. Multistep Problems Q. Sales Tax R. Compute Total Cost with Sales Tax S. Discount T. Compute Total Cost with Discount Tiny s Think Tank A. Place Value of Whole Numbers B. Add 3 and 4Digit Numbers C. Subtract 3 and 4Digit Numbers D. Elapsed Time E. Time on a Calendar F. Multiply by 2Digit Numbers G. Multiply by 3Digit Numbers H. Identify Shapes I. Identify Numbers J. Geometric Patterns K. Number Patterns L. Add and Subtract Decimals M. Convert Customary Linear Units N. Convert Customary Units of Capacity O. Convert Customary Units of Weight P. Temperature Q. Convert Metric Units R. Multiply Decimals S. Divide Decimals T. Identify Numbers  Advanced U. Geometric Patterns  Advanced V. Number Patterns  Advanced W. Add and Subtract Mixed Numbers X. Review Up, Up, and Array A. Multiplication Facts to 5s B. Multiplication Facts 6, 7, and 8 C. Multiplication Facts 9 and 10 D. Multiplication Facts 11 and 12 E. Division Facts to 5s F. Division Facts 6, 7, and 8 G. Division Facts 9 and 10 H. Division Facts 11 and 12 I. Multiply Multiples of 10 J. Multiply by 1Digit Numbers K. Multiply by 2Digit Numbers L. Division with Remainders M. Divide 2 Digits by 1Digit Numbers N. Divide 3 Digits by 1Digit Numbers O. Long Division with 1Digit Divisors P. Zeros in Division Q. Divide 2 Digits by 2Digit Numbers R. Divide 3 Digits by 2Digit Numbers S. Long Division with 2Digit Divisors T. Review ArachnaGraph A. Interpret Data in a Pictograph B. Read Bar Graphs C. Make Bar Graphs D. Make DoubleBar Graphs E. Read a Line Plot F. Interpret Data in a Line Plot G. Locate Points on a Grid H. Graph on a Coordinate Plane I. Read Line Graphs J. Interpret Data in a Line Graph K. DoubleLine Graphs L. Graph Relationships Harcourt Page 123
Minnesota Academic Standards
A Correlation of to the Minnesota Academic Standards Grades K6 G/M204 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley
More informationGrade 5 Mathematics Curriculum Guideline Scott Foresman  Addison Wesley 2008. Chapter 1: Place, Value, Adding, and Subtracting
Grade 5 Math Pacing Guide Page 1 of 9 Grade 5 Mathematics Curriculum Guideline Scott Foresman  Addison Wesley 2008 Test Preparation Timeline Recommendation: September  November Chapters 15 December
More informationContents. Sample worksheet from www.mathmammoth.com
Contents Introduction... 4 Warmup: Mental Math 1... 8 Warmup: Mental Math 2... 10 Review: Addition and Subtraction... 12 Review: Multiplication and Division... 15 Balance Problems and Equations... 19 More
More informationSolve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Solve word problems that call for addition of three whole numbers
More informationWhat Is Singapore Math?
What Is Singapore Math? You may be wondering what Singapore Math is all about, and with good reason. This is a totally new kind of math for you and your child. What you may not know is that Singapore has
More informationNCTM Curriculum Focal Points for Grade 5. Everyday Mathematics, Grade 5
NCTM Curriculum Focal Points and, Grade 5 NCTM Curriculum Focal Points for Grade 5 Number and Operations and Algebra: Developing an understanding of and fluency with division of whole numbers Students
More informationGrade 5 Math Content 1
Grade 5 Math Content 1 Number and Operations: Whole Numbers Multiplication and Division In Grade 5, students consolidate their understanding of the computational strategies they use for multiplication.
More informationEveryday Mathematics CCSS EDITION CCSS EDITION. Content Strand: Number and Numeration
CCSS EDITION Overview of 6 GradeLevel Goals CCSS EDITION Content Strand: Number and Numeration Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting
More informationEveryday Mathematics GOALS
Copyright Wright Group/McGrawHill GOALS The following tables list the GradeLevel Goals organized by Content Strand and Program Goal. Content Strand: NUMBER AND NUMERATION Program Goal: Understand the
More informationGrade 6 Mathematics Performance Level Descriptors
Limited Grade 6 Mathematics Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Grade 6 Mathematics. A student at this
More informationMathematics Scope and Sequence, K8
Standard 1: Number and Operation Goal 1.1: Understands and uses numbers (number sense) Mathematics Scope and Sequence, K8 Grade Counting Read, Write, Order, Compare Place Value Money Number Theory K Count
More informationScope and Sequence KA KB 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B
Scope and Sequence Earlybird Kindergarten, Standards Edition Primary Mathematics, Standards Edition Copyright 2008 [SingaporeMath.com Inc.] The check mark indicates where the topic is first introduced
More information5 th Grade Common Core State Standards. Flip Book
5 th Grade Common Core State Standards Flip Book This document is intended to show the connections to the Standards of Mathematical Practices for the content standards and to get detailed information at
More informationPAYCHEX, INC. BASIC BUSINESS MATH TRAINING MODULE
PAYCHEX, INC. BASIC BUSINESS MATH TRAINING MODULE 1 Property of Paychex, Inc. Basic Business Math Table of Contents Overview...3 Objectives...3 Calculator...4 Basic Calculations...6 Order of Operation...9
More information1 ST GRADE COMMON CORE STANDARDS FOR SAXON MATH
1 ST GRADE COMMON CORE STANDARDS FOR SAXON MATH Calendar The following tables show the CCSS focus of The Meeting activities, which appear at the beginning of each numbered lesson and are taught daily,
More informationMercer County Schools
Mercer County Schools PRIORITIZED CURRICULUM Mathematics Content Maps Second Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed of West Virginia
More informationMath Journal HMH Mega Math. itools Number
Lesson 1.1 Algebra Number Patterns CC.3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. Identify and
More informationIllinois State Standards Alignments Grades Three through Eleven
Illinois State Standards Alignments Grades Three through Eleven Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other
More informationGrade 4 Unit 3: Multiplication and Division; Number Sentences and Algebra
Grade 4 Unit 3: Multiplication and Division; Number Sentences and Algebra Activity Lesson 31 What s My Rule? page 159) Everyday Mathematics Goal for Mathematical Practice GMP 2.2 Explain the meanings
More informationSecond edition. Student's Book 3. Laurie Sealy and Sandra Moore
CARIBBEAN Primary MATHEMATICS Second edition Student's Book 3 Laurie Sealy and Sandra Moore BRIGHT SPARKS SB3 prf4.indd 1 Macmillan Education Between Towns Road, Oxford, OX4 3PP A division of Macmillan
More informationEveryday Mathematics. Grade 4 GradeLevel Goals. 3rd Edition. Content Strand: Number and Numeration. Program Goal Content Thread GradeLevel Goals
Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation
More informationNUMBER CORNER YEARLONG CONTENT OVERVIEW
August & September Workouts Calendar Grid Quilt Block Symmetries Identifying shapes and symmetries Calendar Collector Two Penny Toss Probability and data analysis Computational Fluency Mental Math Fluently
More information1 BPS Math Year at a Glance (Adapted from A Story of Units Curriculum Maps in Mathematics P5)
Grade 5 Key Areas of Focus for Grades 35: Multiplication and division of whole numbers and fractionsconcepts, skills and problem solving Expected Fluency: Multidigit multiplication Module M1: Whole
More informationMath Content by Strand 1
Math Content by Strand 1 Number and Operations with Whole Numbers Multiplication and Division Grade 3 In Grade 3, students investigate the properties of multiplication and division, including the inverse
More informationWelcome to Basic Math Skills!
Basic Math Skills Welcome to Basic Math Skills! Most students find the math sections to be the most difficult. Basic Math Skills was designed to give you a refresher on the basics of math. There are lots
More informationPUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION ELEMENTARY MATH GRADE 2 MATH IN FOCUS
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION ELEMENTARY MATH GRADE 2 MATH IN FOCUS Length of Course: Term Elective / Required: Required Schools: Elementary Student Eligibility:
More informationISAT Mathematics Performance Definitions Grade 4
ISAT Mathematics Performance Definitions Grade 4 EXCEEDS STANDARDS Fourthgrade students whose measured performance exceeds standards are able to identify, read, write, represent, and model whole numbers
More informationEveryday Mathematics. Grade 4 GradeLevel Goals CCSS EDITION. Content Strand: Number and Numeration. Program Goal Content Thread GradeLevel Goal
Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation
More information MartensdaleSt. Marys Community School Math Curriculum
 MartensdaleSt. Marys Community School Standard 1: Students can understand and apply a variety of math concepts. Benchmark; The student will: A. Understand and apply number properties and operations.
More informationIndicator 2: Use a variety of algebraic concepts and methods to solve equations and inequalities.
3 rd Grade Math Learning Targets Algebra: Indicator 1: Use procedures to transform algebraic expressions. 3.A.1.1. Students are able to explain the relationship between repeated addition and multiplication.
More informationTeaching PreAlgebra in PowerPoint
Key Vocabulary: Numerator, Denominator, Ratio Title Key Skills: Convert Fractions to Decimals Long Division Convert Decimals to Percents Rounding Percents Slide #1: Start the lesson in Presentation Mode
More informationMACMILLAN/McGRAWHILL. MATH CONNECTS and IMPACT MATHEMATICS WASHINGTON STATE MATHEMATICS STANDARDS. ESSENTIAL ACADEMIC LEARNING REQUIREMENTS (EALRs)
MACMILLAN/McGRAWHILL MATH CONNECTS and IMPACT MATHEMATICS TO WASHINGTON STATE MATHEMATICS STANDARDS ESSENTIAL ACADEMIC LEARNING REQUIREMENTS (EALRs) And GRADE LEVEL EXPECTATIONS (GLEs) / Edition, Copyright
More informationChapter 111. Texas Essential Knowledge and Skills for Mathematics. Subchapter A. Elementary
Elementary 111.A. Chapter 111. Texas Essential Knowledge and Skills for Mathematics Subchapter A. Elementary Statutory Authority: The provisions of this Subchapter A issued under the Texas Education Code,
More informationDIVISION OF DECIMALS. 1503 9. We then we multiply by the
Tallahassee Community College 0 DIVISION OF DECIMALS To divide 9, we write these fractions: reciprocal of the divisor 0 9. We then we multiply by the 0 67 67 = = 9 67 67 The decimal equivalent of is. 67.
More informationBPS Math Year at a Glance (Adapted from A Story Of Units Curriculum Maps in Mathematics K5) 1
Grade 4 Key Areas of Focus for Grades 35: Multiplication and division of whole numbers and fractionsconcepts, skills and problem solving Expected Fluency: Add and subtract within 1,000,000 Module M1:
More informationBig Ideas in Mathematics
Big Ideas in Mathematics which are important to all mathematics learning. (Adapted from the NCTM Curriculum Focal Points, 2006) The Mathematics Big Ideas are organized using the PA Mathematics Standards
More informationProgress Check 6. Objective To assess students progress on mathematical content through the end of Unit 6. Looking Back: Cumulative Assessment
Progress Check 6 Objective To assess students progress on mathematical content through the end of Unit 6. Looking Back: Cumulative Assessment The MidYear Assessment in the Assessment Handbook is a written
More informationGrade 5 Common Core State Standard
2.1.5.B.1 Apply place value concepts to show an understanding of operations and rounding as they pertain to whole numbers and decimals. M05.AT.1.1.1 Demonstrate an understanding that 5.NBT.1 Recognize
More informationPOLYNOMIAL FUNCTIONS
POLYNOMIAL FUNCTIONS Polynomial Division.. 314 The Rational Zero Test.....317 Descarte s Rule of Signs... 319 The Remainder Theorem.....31 Finding all Zeros of a Polynomial Function.......33 Writing a
More informationFlorida Math 0018. Correlation of the ALEKS course Florida Math 0018 to the Florida Mathematics Competencies  Lower
Florida Math 0018 Correlation of the ALEKS course Florida Math 0018 to the Florida Mathematics Competencies  Lower Whole Numbers MDECL1: Perform operations on whole numbers (with applications, including
More informationMajor Work of the Grade
Counting and Cardinality Know number names and the count sequence. Count to tell the number of objects. Compare numbers. Kindergarten Describe and compare measurable attributes. Classify objects and count
More informationnumerical place value additional topics rounding off numbers power of numbers negative numbers addition with materials fundamentals
Math Scope & Sequence fundamentals number sense and numeration of the decimal system Count to 10 by units Associate number to numeral (110) KN 1 KN 1 KN 2 KN 2 Identify odd and even numbers/numerals and
More informationCharlesworth School Year Group Maths Targets
Charlesworth School Year Group Maths Targets Year One Maths Target Sheet Key Statement KS1 Maths Targets (Expected) These skills must be secure to move beyond expected. I can compare, describe and solve
More informationQuarter One: AugustOctober
Quarter One: AugustOctober (Chapters 1 3, 56, 10) August  December Quarterly Addition facts with sums through 20 General Math Content 1. Write sums through 20. 1. Choose and enter the appropriate answer.
More informationUnit 1 Number Sense. In this unit, students will study repeating decimals, percents, fractions, decimals, and proportions.
Unit 1 Number Sense In this unit, students will study repeating decimals, percents, fractions, decimals, and proportions. BLM Three Types of Percent Problems (p L34) is a summary BLM for the material
More informationTennessee Mathematics Standards 20092010 Implementation. Grade Six Mathematics. Standard 1 Mathematical Processes
Tennessee Mathematics Standards 20092010 Implementation Grade Six Mathematics Standard 1 Mathematical Processes GLE 0606.1.1 Use mathematical language, symbols, and definitions while developing mathematical
More information1A: Understand numbers, ways of representing numbers, relationships among numbers, and number systems.
NCTM STANDARD 1: Numbers and Operations Kindergarten Grade 2 1A: Understand numbers, ways of representing numbers, relationships among numbers, and number systems. Kindergarten Grade One Grade Two 1. Count
More informationThe Crescent Primary School Calculation Policy
The Crescent Primary School Calculation Policy Examples of calculation methods for each year group and the progression between each method. January 2015 Our Calculation Policy This calculation policy has
More informationMath and FUNDRAISING. Ex. 73, p. 111 1.3 0. 7
Standards Preparation Connect 2.7 KEY VOCABULARY leading digit compatible numbers For an interactive example of multiplying decimals go to classzone.com. Multiplying and Dividing Decimals Gr. 5 NS 2.1
More informationDecimals and Percentages
Decimals and Percentages Specimen Worksheets for Selected Aspects Paul Harling b recognise the number relationship between coordinates in the first quadrant of related points Key Stage 2 (AT2) on a line
More informationBaseball Multiplication Objective To practice multiplication facts.
Baseball Multiplication Objective To practice multiplication facts. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management Common
More informationMATHS LEVEL DESCRIPTORS
MATHS LEVEL DESCRIPTORS Number Level 3 Understand the place value of numbers up to thousands. Order numbers up to 9999. Round numbers to the nearest 10 or 100. Understand the number line below zero, and
More informationCOMMON CORE STATE STANDARDS FOR MATHEMATICS 35 DOMAIN PROGRESSIONS
COMMON CORE STATE STANDARDS FOR MATHEMATICS 35 DOMAIN PROGRESSIONS Compiled by Dewey Gottlieb, Hawaii Department of Education June 2010 Operations and Algebraic Thinking Represent and solve problems involving
More informationLESSON 4 Missing Numbers in Multiplication Missing Numbers in Division LESSON 5 Order of Operations, Part 1 LESSON 6 Fractional Parts LESSON 7 Lines,
Saxon Math 7/6 Class Description: Saxon mathematics is based on the principle of developing math skills incrementally and reviewing past skills daily. It also incorporates regular and cumulative assessments.
More informationGrade 6 Mathematics Assessment. Eligible Texas Essential Knowledge and Skills
Grade 6 Mathematics Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 6 Mathematics Assessment Mathematical Process Standards These student expectations will not be listed under a separate
More informationMeasurement with Ratios
Grade 6 Mathematics, Quarter 2, Unit 2.1 Measurement with Ratios Overview Number of instructional days: 15 (1 day = 45 minutes) Content to be learned Use ratio reasoning to solve realworld and mathematical
More informationCCSS Mathematics Implementation Guide Grade 5 2012 2013. First Nine Weeks
First Nine Weeks s The value of a digit is based on its place value. What changes the value of a digit? 5.NBT.1 RECOGNIZE that in a multidigit number, a digit in one place represents 10 times as much
More informationHow to Calculate the Probabilities of Winning the Eight LUCKY MONEY Prize Levels:
How to Calculate the Probabilities of Winning the Eight LUCKY MONEY Prize Levels: LUCKY MONEY numbers are drawn from two sets of numbers. Four numbers are drawn from one set of 47 numbered white balls
More informationUnit 6 Number and Operations in Base Ten: Decimals
Unit 6 Number and Operations in Base Ten: Decimals Introduction Students will extend the place value system to decimals. They will apply their understanding of models for decimals and decimal notation,
More informationVoyager Sopris Learning Vmath, Levels CI, correlated to the South Carolina College and CareerReady Standards for Mathematics, Grades 28
Page 1 of 35 VMath, Level C Grade 2 Mathematical Process Standards 1. Make sense of problems and persevere in solving them. Module 3: Lesson 4: 156159 Module 4: Lesson 7: 220223 2. Reason both contextually
More informationUnit 4: Exploring Math Patterns...106. Introduction...5. Unit 1: Visualizing Math...17. Unit 5: Exploring Probability...125
Introduction....................................5 WHAT IS MICROWORLDS EX, AND HOW CAN IT HELP ME IN THE MATH CLASSROOM?.................6 HOW TO USE THIS BOOK AND CD.....................10 CLASSROOM ENVIRONMENT..........................12
More informationNEW MEXICO Grade 6 MATHEMATICS STANDARDS
PROCESS STANDARDS To help New Mexico students achieve the Content Standards enumerated below, teachers are encouraged to base instruction on the following Process Standards: Problem Solving Build new mathematical
More informationChapter 4  Decimals
Chapter 4  Decimals $34.99 decimal notation ex. The cost of an object. ex. The balance of your bank account ex The amount owed ex. The tax on a purchase. Just like Whole Numbers Place Value  1.23456789
More informationCurrent California Math Standards Balanced Equations
Balanced Equations Current California Math Standards Balanced Equations Grade Three Number Sense 1.0 Students understand the place value of whole numbers: 1.1 Count, read, and write whole numbers to 10,000.
More informationConverting from Fractions to Decimals
.6 Converting from Fractions to Decimals.6 OBJECTIVES. Convert a common fraction to a decimal 2. Convert a common fraction to a repeating decimal. Convert a mixed number to a decimal Because a common fraction
More informationManitoba Curriculum. Alignment with Mathletics. Supported by independent evidencebased research and practice. Powerful reporting.
Supported by independent evidencebased research practice. Follows provincial curricula Powerful reporting Student centred Content Kindergarten Grade 1 Grade 2 02 04 08 Grade 10 Applied & PreCalculus
More informationMath 5th grade. Create your own number and explain how to use expanded form to show place value to the ten millions place.
Number Properties and Operations Whole number sense and addition and subtraction are key concepts and skills developed in early childhood. Students build on their number sense and counting sense to develop
More information2nd Grade Math Common Core Curriculum
Quarter 1 I. Number 2.1.2.B.1 To allow for refinement of curricular content and to guide the creation of quality aligned assessments, the Objectives column is intentionally incomplete. The District s Curriculum
More informationVISUAL ALGEBRA FOR COLLEGE STUDENTS. Laurie J. Burton Western Oregon University
VISUAL ALGEBRA FOR COLLEGE STUDENTS Laurie J. Burton Western Oregon University VISUAL ALGEBRA FOR COLLEGE STUDENTS TABLE OF CONTENTS Welcome and Introduction 1 Chapter 1: INTEGERS AND INTEGER OPERATIONS
More informationObjective To introduce the concept of square roots and the use of the squareroot key on a calculator. Assessment Management
Unsquaring Numbers Objective To introduce the concept of square roots and the use of the squareroot key on a calculator. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts
More informationFourth Grade Math Standards and "I Can Statements"
Fourth Grade Math Standards and "I Can Statements" Standard  CC.4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and
More informationProblem of the Month: Perfect Pair
Problem of the Month: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:
More informationLESSON 5  DECIMALS INTRODUCTION
LESSON 5  DECIMALS INTRODUCTION Now that we know something about whole numbers and fractions, we will begin working with types of numbers that are extensions of whole numbers and related to fractions.
More informationHow do you compare numbers? On a number line, larger numbers are to the right and smaller numbers are to the left.
The verbal answers to all of the following questions should be memorized before completion of prealgebra. Answers that are not memorized will hinder your ability to succeed in algebra 1. Number Basics
More informationConsumer Math 15 INDEPENDENT LEAR NING S INC E 1975. Consumer Math
Consumer Math 15 INDEPENDENT LEAR NING S INC E 1975 Consumer Math Consumer Math ENROLLED STUDENTS ONLY This course is designed for the student who is challenged by abstract forms of higher This math. course
More informationEVERY DAY COUNTS CALENDAR MATH 2005 correlated to
EVERY DAY COUNTS CALENDAR MATH 2005 correlated to Illinois Mathematics Assessment Framework Grades 35 E D U C A T I O N G R O U P A Houghton Mifflin Company YOUR ILLINOIS GREAT SOURCE REPRESENTATIVES:
More informationPrentice Hall Mathematics: Course 1 2008 Correlated to: Arizona Academic Standards for Mathematics (Grades 6)
PO 1. Express fractions as ratios, comparing two whole numbers (e.g., ¾ is equivalent to 3:4 and 3 to 4). Strand 1: Number Sense and Operations Every student should understand and use all concepts and
More informationCounting Money and Making Change Grade Two
Ohio Standards Connection Number, Number Sense and Operations Benchmark D Determine the value of a collection of coins and dollar bills. Indicator 4 Represent and write the value of money using the sign
More information1.6 Division of Whole Numbers
1.6 Division of Whole Numbers 1.6 OBJECTIVES 1. Use repeated subtraction to divide whole numbers 2. Check the results of a division problem 3. Divide whole numbers using long division 4. Estimate a quotient
More information1st Grade Math Standard I Rubric. Number Sense. Score 4 Students show proficiency with numbers beyond 100.
1st Grade Math Standard I Rubric Number Sense Students show proficiency with numbers beyond 100. Students will demonstrate an understanding of number sense by: counting, reading, and writing whole numbers
More informationEveryday Math Online Games (Grades 1 to 3)
Everyday Math Online Games (Grades 1 to 3) FOR ALL GAMES At any time, click the Hint button to find out what to do next. Click the Skip Directions button to skip the directions and begin playing the game.
More informationNumeracy Targets. I can count at least 20 objects
Targets 1c I can read numbers up to 10 I can count up to 10 objects I can say the number names in order up to 20 I can write at least 4 numbers up to 10. When someone gives me a small number of objects
More informationNumeracy and mathematics Experiences and outcomes
Numeracy and mathematics Experiences and outcomes My learning in mathematics enables me to: develop a secure understanding of the concepts, principles and processes of mathematics and apply these in different
More informationCurrent Standard: Mathematical Concepts and Applications Shape, Space, and Measurement Primary
Shape, Space, and Measurement Primary A student shall apply concepts of shape, space, and measurement to solve problems involving two and threedimensional shapes by demonstrating an understanding of:
More informationIn mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data.
MATHEMATICS: THE LEVEL DESCRIPTIONS In mathematics, there are four attainment targets: using and applying mathematics; number and algebra; shape, space and measures, and handling data. Attainment target
More informationGeorgia Standards Alignment Grades One through Six
Georgia Standards Alignment Grades One through Six Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other countries.
More informationPlaying with Numbers
PLAYING WITH NUMBERS 249 Playing with Numbers CHAPTER 16 16.1 Introduction You have studied various types of numbers such as natural numbers, whole numbers, integers and rational numbers. You have also
More informationMath vocabulary can be taught with what Montessorians call the Three Period Lesson.
Full Transcript of: Montessori Mathematics Materials Presentations Introduction to Montessori Math Demonstrations ( Disclaimer) This program is intended to give the viewers a general understanding of the
More informationStandards and progression point examples
Mathematics Progressing towards Foundation Progression Point 0.5 At 0.5, a student progressing towards the standard at Foundation may, for example: connect number names and numerals with sets of up to
More informationALGEBRA. sequence, term, nth term, consecutive, rule, relationship, generate, predict, continue increase, decrease finite, infinite
ALGEBRA Pupils should be taught to: Generate and describe sequences As outcomes, Year 7 pupils should, for example: Use, read and write, spelling correctly: sequence, term, nth term, consecutive, rule,
More informationGrade 4  Module 5: Fraction Equivalence, Ordering, and Operations
Grade 4  Module 5: Fraction Equivalence, Ordering, and Operations Benchmark (standard or reference point by which something is measured) Common denominator (when two or more fractions have the same denominator)
More informationDecimal Notations for Fractions Number and Operations Fractions /4.NF
Decimal Notations for Fractions Number and Operations Fractions /4.NF Domain: Cluster: Standard: 4.NF Number and Operations Fractions Understand decimal notation for fractions, and compare decimal fractions.
More informationGrades 4 and 5 Math. TEKS and TAKS Daily Distributive Practice
Grades 4 and 5 Math TEKS and TAKS Daily Distributive Practice 90 days of cumulative TEKS/TAKS practice tests Ninequestion tests designed to meet 3 levels of achievement in a single classroom I'm the largest
More informationThe Lattice Method of Multiplication
The Lattice Method of Multiplication Objective To review and provide practice with the lattice method for multiplication of whole numbers and decimals. www.everydaymathonline.com epresentations etoolkit
More informationOverview. Essential Questions. Grade 4 Mathematics, Quarter 4, Unit 4.1 Dividing Whole Numbers With Remainders
Dividing Whole Numbers With Remainders Overview Number of instruction days: 7 9 (1 day = 90 minutes) Content to Be Learned Solve for wholenumber quotients with remainders of up to fourdigit dividends
More informationCommon Core Unit Summary Grades 6 to 8
Common Core Unit Summary Grades 6 to 8 Grade 8: Unit 1: Congruence and Similarity 8G18G5 rotations reflections and translations,( RRT=congruence) understand congruence of 2 d figures after RRT Dilations
More informationIntegers (pages 294 298)
A Integers (pages 294 298) An integer is any number from this set of the whole numbers and their opposites: { 3, 2,, 0,, 2, 3, }. Integers that are greater than zero are positive integers. You can write
More informationVocabulary Cards and Word Walls Revised: June 29, 2011
Vocabulary Cards and Word Walls Revised: June 29, 2011 Important Notes for Teachers: The vocabulary cards in this file match the Common Core, the math curriculum adopted by the Utah State Board of Education,
More informationInvestigating Investment Formulas Using Recursion Grade 11
Ohio Standards Connection Patterns, Functions and Algebra Benchmark C Use recursive functions to model and solve problems; e.g., home mortgages, annuities. Indicator 1 Identify and describe problem situations
More informationMATH0910 Review Concepts (Haugen)
Unit 1 Whole Numbers and Fractions MATH0910 Review Concepts (Haugen) Exam 1 Sections 1.5, 1.6, 1.7, 1.8, 2.1, 2.2, 2.3, 2.4, and 2.5 Dividing Whole Numbers Equivalent ways of expressing division: a b,
More information