Change Number Stories Objective To guide children as they use change diagrams to help solve change number stories.


 Lydia McKinney
 6 years ago
 Views:
Transcription
1 Number Stories Objective To guide children as they use change diagrams to help solve change number stories. epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management Common Core State Standards Curriculum Focal Points Interactive Teacher s Lesson Guide Teaching the Lesson Ongoing Learning & Practice Differentiation Options Key Concepts and Skills Use basic facts to solve extended fact problems. [Operations and Computation Goal 1] Use and explain strategies to solve addition and subtraction number stories. [Operations and Computation Goal 2] Solve changetomore and changetoless multidigit addition and subtraction number stories using change diagrams. [Operations and Computation Goal 6] Write number models for addition and subtraction number stories. [Patterns, Functions, and Algebra Goal 2] Key Activities Children review the Guide to Solving Number Stories and use change diagrams to solve changetomore and changetoless number stories. Ongoing Assessment: Informing Instruction See page Playing NumberGrid Difference Student Reference Book, p. 301 Math Masters, pp. 21 and 452 per partnership: 4 each of number cards 0 9 (from the Everything Math Deck, if available), calculator, counters Children practice finding differences on the number grid. Math Boxes 2 5 Math Journal 1, p. 41 Children practice and maintain skills through Math Box problems. Ongoing Assessment: Recognizing Student Achievement Use Math Boxes, Problem 3. [Number and Numeration Goal 1] Home Link 2 5 Math Masters, p. 46 Children practice and maintain skills through Home Link activities. READINESS Changing the Calculator Display Math Masters, pp. 21, 45, and 47 transparency of Math Masters, p. 45 (optional) calculator Children complete calculator puzzles. ENRICHMENT Writing and Solving Number Stories Math Journal 1, p. 40 Math Masters, pp. 45 and 407 Student Reference Book, pp. 212 and 213 Children make up and solve change number stories. Key Vocabulary change diagram changetomore number story deposit changetoless number story withdraw tradefirst algorithm Materials Math Journal 1, pp. 39 and 40 Home Link 2 4 Math Masters, pp. 406 and 409 transparency of Math Masters, p. 409 (optional) NumberGrid Poster or Class Number Line calculator (optional) Advance Preparation Teacher s Reference Manual, Grades 1 3 pp Lesson
2 Getting ed Mental Math and Reflexes Pose questions like the following. Consider demonstrating the answers on the NumberGrid Poster or Class Number Line. Is 18 closer to 10 or Is 21 closer to 20 or Is 188 closer to 180 or Is 105 closer to 100 or 110 Same distance away Is 450 closer to 400 or 500 Same distance away Is 2,777 closer to 2,770 or 2,780 2,780 Mathematical Practices SMP1, SMP2, SMP3, SMP4, SMP5, SMP6, SMP7, SMP8 Content Standards 3.NBT.2 Math Message Madeline had $38 in her bank account. She deposited another $15. How much money was in her account then $53 Home Link 2 4 FollowUp Unit Review the answers. Have children discuss the strategies they used to solve the partsandtotal number stories. 1 Teaching the Lesson Math Message FollowUp WHOLECLASS DISCUSSION Name Date Time Diagrams Teaching Aid Master Math Masters, p. 409 Have children tell which label they put in the unit box. dollars or $ Invite them to share the strategies they used to solve the Math Message problem. Solving a tomore Number Story (Math Masters, pp. 406 and 409) WHOLECLASS DISCUSSION Algebraic Thinking Refer to the Guide for Solving Number Stories as you work through the steps in the problemsolving process for the Math Message story. Be sure that children know the meaning of deposit. 1. What do you understand from the Math Message story Think. What do you want to find out The new amount of money in Madeline s account What do you know from reading the story Madeline had $38 in her bank account and she deposited $15 more. 2. What will you do SOLVING What do you have to do to find the new amount of money in Madeline s account Add 38 and 15 What kind of number story is this If no one mentions it, remind children about changetomore number stories from second grade. Display a change diagram. To support English language learners, consider creating a change diagram poster similar to the partsandtotal diagram poster in the Part 3 activity in Lesson 24. ELL _451_456_465_EMCS_B_MM_G3_U02Proj_ indd 409 4/8/11 10:20 AM 124 Unit 2 Adding and Subtracting Whole Numbers
3 Write a question mark in the box to represent what you want to find out. Point out that the total amount of money in Madeline s bank account changed to more. Write 38 in the box and +15 on the line. Have volunteers write number models for the story on the board (See margin.) 3. Answer the question. Madeline now has $53 in her account. Have children share their solution strategies. Some children may have used mental computation to find the sum. Possible Solution Strategies First add the tens: = 40. Then add the ones: = 13. Finally, add the two parts: = 53. Add the second addend to the first addend in parts (tens and ones): = 48; = 53. Add the first addend to the second addend in parts (tens and ones): = 45; = 53. Take 2 from 15, leaving 13. Add the 2 to the 38 to get is an easy number to work with. Add 13 to 40: = Check. Does your answer make sense How do you know Go back to the question in the number story. Have you answered it yes How do you know your answer is reasonable The total amount of money should be more because Madeline added money to her account. Does your answer make the number model true yes Write a summary number model on the board: = 53. Possible number models: = = + 15 NOTE Lesson commentaries often include examples of solution strategies. This does not mean that children must be comfortable with all the strategies. Children benefit from hearing strategies that others have used. Help children choose a strategy that works for them. Solving a toless Number Story ELL PROBLEM SOLVING WHOLECLASS Algebraic Thinking Pose the following number story: José had $76 in his bank account. He withdrew $29. How much money was in his bank account then Be sure children know the meaning of the words withdraw and withdrew. Write the words on the board to support English language learners. Guide children through the problemsolving steps: 1. What do you understand from the story What do you want to find out The new amount of money in José s bank account What do you know from listening to the story José had $76 in his bank account. He withdrew $ What will you do What could you do to find out how much money José has in the bank Sample answer: Subtract 29 from Lesson
4 Date LESSON 2 5 Time For each number story, write in the change diagram for the number you want to find. Then write the numbers you know in the diagram. Next, write a number model. Finally, solve the problem and write the answer. 1. Ahmed had $22 in his bank account. For his birthday, his grandmother deposited $25 for him. How much money is in his bank account now = Answer the question: $47 Sample answer: The end number has to be greater than the start and change numbers. 2. Omar had $53 in his piggy bank. He used $16 to take his sister to the movies and buy treats. How much money is left in his piggy bank = or 16 + = 53 Answer the question: $37 Sample answer: The answer has to be less than $ Cleo had $37 in her purse. Then Jillian returned $9 that she borrowed. How much money does Cleo have now = Answer the question: $46 Sample answer: It s more than $37, since $9 was added. Math Journal 1, p. 39 EM3MJ1_G3_U02_3054.indd 39 Student Page Number Stories: tomore and toless Unit dollars Links to the Future The countingup and tradefirst methods for subtraction will be reviewed in Lesson 28. Date NOTE Some children may need to act out their solution strategies. Make sure the NumberGrid Poster or Class Number Line is available to them. LESSON 2 5 Time 4. Audrey had $61 in her bank account. She withdrew $48 to take on vacation. How much is left in her account = or 48 + = 61 Answer the question: $13 Sample answer: Audrey has $13 left from $61 because she withdrew $48. Try This Number Stories continued 5. Trung had $15 in his piggy bank. After his birthday, he had $60 in his bank. How much money did Trung get as birthday presents 15 + = 60 or = Answer the question: $45 Sample answer: The answer has to be more than 15 and less than Nikhil had $40 in his wallet when he went to the carnival. When he got home, he had $18. How much did he spend at the carnival = or 18 + = 40 Answer the question: $22 1_ Sample answer: Nikhil spent a little more than 2 of his money. $22 is about right. 40 Math Journal 1, p. 40 Student Page /29/10 4:35 PM What kind of a number story is this changetoless number story Display a change diagram. Write a question mark in the box to represent what we want to find out. Point out that the total amount of money in José s bank account changed to less. Write 76 in the box and 29 on the line. Have volunteers write number models for the story on the board. Possible number models = = Answer the question. $47 is now in the bank account. Have children share their solution strategies. Possible Solution Strategies Some children may remember and use the tradefirst algorithm from second grade. They may ask themselves: Are there enough tens and ones in 76 so that I can subtract 2 tens and 9 ones No, there aren t enough ones, so I need to trade a ten for more ones. Other children may try counting up: What number added to 29 will give me 76 If I add 1 to 29, I m at 30, which is an easy number to work with = 76, and = 47. Others may try counting up and then backing out the extra. For example, I ll try adding 50 to 29 because 50 is an easy number to work with = is 3 more than 76, so 50 is 3 more than I should have added = Check. Does your answer make sense How do you know Go back to the question in the number story. Have you answered it reasonably yes How do you know The amount of money at the end should be less than the original amount because money was taken out. Does your answer make the number model true yes Write a summary number model on the board: = 47. Solving Number Stories (Math Journal 1, pp. 39 and 40) PARTNER ELL PROBLEM SOLVING Algebraic Thinking Partners work on the two journal pages. Ask guiding questions like the ones modeled in the previous sections. Because English language learners may not be familiar with the piggy bank context, clarify what a piggy bank is. Then bring the class together and share solution strategies. As children share ideas, fill in the change diagram that you have displayed. EM3MJ1_G3_U02_3054.indd 40 12/29/10 4:35 PM 126 Unit 2 Adding and Subtracting Whole Numbers
5 Possible Solution Strategies Problem 1: Use partial sums. Problem 2: Take 10 away from 53 to get 43. Then count back 6 more to get 37. Problem 3: Use complements of 10. Think of 9 as Add 3 to = 40. Then add the rest = 46. Problem 4: Use the countingup method. Count up from 48 to 61. For each Try This problem, the and amounts are known; the is not known. Children may find it helpful to ask themselves, Did the amount go up or down If it changed to more, something was added. If it changed to less, something was subtracted. Problem 5: Which number, added to 15, will give me 60 Problem 6: Counting up from 18 takes how much to get to 40 From 18 to 20 is 2. Then from 20 to 40 is = Ongoing Learning & Practice Ongoing Assessment: Informing Instruction Watch for children who are having difficulty solving the Try This problems. Remind them of the calculator problems they solved in Lesson 22. For example, think of $15 + = $60 as follows: Enter 15 into the calculator. Add or subtract a number so the calculator displays 60. What will you do Add 45. NOTE There is not necessarily one kind of diagram that goes with a given problem. The best diagram for a child to use depends on the way the child thinks about the problem. Initially, diagrams are provided to expose children to the different ways of modeling a problem so that they will begin to develop resources to use for solving problems. Playing NumberGrid Difference (Student Reference Book, p. 301; Math Masters, pp. 21 and 452) PARTNER Children practice finding differences on the number grid by playing NumberGrid Difference. For detailed instructions, see Lesson 18 or page 301 in the Student Reference Book. Children may record several rounds on Math Masters, page 452 or on a halfsheet of paper. Math Boxes 2 5 (Math Journal 1, p. 41) INDEPENDENT Mixed Practice Math Boxes in this lesson are linked with Math Boxes in Lessons 27 and 29. The skill in Problem 6 previews Unit 3 content. Ongoing Assessment: Recognizing Student Achievement Math Boxes Problem 3 Use Math Boxes, Problem 3 to assess children s ability to express the value of digits in a given number. Children are making adequate progress if they are able to complete the problem correctly. Some children may be able to identify the value of digits in larger numbers. [Number and Numeration Goal 1] Date LESSON Use addition or subtraction to complete these problems on your calculator. Enter to How ,894 3,775 3,175 27,581 28,581 1, ,345 the 2 means Math Boxes the 3 means 2, the 4 means the 5 means 5 Student Page 300 2, , 19, Lily had 33 rings in one box and 29 in another. How many did she have in all 62 rings Time 2. What s My Rule in out in Rule Answers vary. Add 4 4. Write 5 names in the 120box. 120 Sample answers: ,120 1, one hundred twenty out How many squares are shaded Fill in the oval for the best answer Math Journal 1, p. 41 Lesson
6 Name Date Time HOME LINK 2 5 Family Note Home Link Master Number Stories Today your child learned about another diagram that helps organize the information in a number story. It is called a change diagram. For more information, see pages 254 and 255 in the Student Reference Book Please return this Home Link to school tomorrow. For each number story, write in the change diagram for the number you want to find. Write the numbers you know in the diagram. Then, write a number model and the answer. Finally, write how you know that each answer makes sense. 1. Marcus had $25 in his wallet. He spent $16 at the store. How much money was in Marcus s wallet then = or 16 + = 25 Answer the question: $9 (unit) 2. Jasmine had $35. She earned $14 helping her neighbors. How much money did she have then = Answer the question: $49 (unit) Sample answer: The answer has to be more than $35 since Jasmine earned $14 more Sample answer: Marcus spent $16 so the answer has to be less than $ Home Link 2 5 (Math Masters, p. 46) INDEPENDENT Home Connection Children use change diagrams to solve changetomore and changetoless number stories. Because change diagrams might not be familiar to parents, you may want to send home the Student Reference Book. 3 Differentiation Options READINESS Changing the Calculator Display (Math Masters, pp. 21, 45, and 47) PARTNER 5 15 Min Math Masters, p. 46 EM3MM_G3_U02_ indd /9/10 9:37 AM Algebraic Thinking To explore number stories involving a change to more or a change to less, have children complete the calculator puzzles on Math Masters, page 47. Children use a number grid to help them figure out the answers. They should check their answers on calculators. When children have finished the page, briefly discuss how they solved the problems. If you have children do this activity prior to the lesson, consider making a transparency of Math Masters, page 45 and using the number sentences from Math Masters, page 47 to demonstrate a change diagram. (See the example for Problem 1 in the margin.) Name Date Time LESSON 2 5 Changing the Calculator Display Solve the calculator problems. Use a number grid to help. Check your answers on a calculator. Write a number model to show what you did. Example: How can you change 24 to 35 Add How can you change 18 to How can you change 30 to How can you change 21 to How can you change 97 to How can you change 100 to 62 Teaching Master Add 20 Add 50 Add 42 Subtract 52 Subtract 38 ENRICHMENT Writing and Solving Number Stories (Math Journal 1, p. 40; Math Masters, pp. 45 and 407; Student Reference Book, pp. 212 and 213) PARTNER Min PROBLEM SOLVING Algebraic Thinking To apply children s understanding of changetomore and changetoless number stories, have them write their own number stories in which the and numbers are known, but the is not given. (See Problems 5 and 6 on journal page 40 for sample problems.) Children can use information from the Vending Machine Posters on pages 212 and 213 in the Student Reference Book. You may wish to compile the number stories into a class book. Math Masters, p Unit 2 Adding and Subtracting Whole Numbers
7 Name Date Time HOME LINK 2 5 Number Stories Family Note Today your child learned about another diagram that helps organize the information in a number story. It is called a change diagram. For more information, see pages 254 and 255 in the Student Reference Book. Please return this Home Link to school tomorrow For each number story, write in the change diagram for the number you want to find. Write the numbers you know in the diagram. Then, write a number model and the answer. Finally, write how you know that each answer makes sense. 1. Marcus had $25 in his wallet. He spent $16 at the store. How much money was in Marcus s wallet then Answer the question: (unit) 2. Jasmine had $35. She earned $14 helping her neighbors. How much money did she have then Answer the question: (unit) Copyright Wright Group/McGrawHill 46
8 Name Date Time Guide to Solving Number Stories 1. What do you understand from the story Read the story. What do you want to find out What do you know 2. What will you do Add Subtract Multiply Divide Draw a picture Make tallies Use counters or base10 blocks Use a number grid or number line Make a table Draw a diagram Write a number model 3. Answer the question. Solve the problem. Record your work. Write the answer with the units. 4. Check. Does your answer make sense How do you know Copyright Wright Group/McGrawHill 406
Objective 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 informationObjectives To review making ballpark estimates; and to review the countingup and tradefirst subtraction algorithms. materials. materials.
Objectives To review making ballpark estimates; and to review the countingup and tradefirst subtraction algorithms. Teaching the Lesson materials Key Activities Children make ballpark estimates for digit
More informationAddition of Multidigit Numbers
Addition of Multidigit Numbers Objectives To review the partialsums algorithm used to solve multidigit addition problems; and to introduce a columnaddition method similar to the traditional addition
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 informationAssessment Management
Facts Using Doubles Objective To provide opportunities for children to explore and practice doublesplus1 and doublesplus2 facts, as well as review strategies for solving other addition facts. www.everydaymathonline.com
More informationThe Distributive Property
The Distributive Property Objectives To recognize the general patterns used to write the distributive property; and to mentally compute products using distributive strategies. www.everydaymathonline.com
More informationObjective To guide the development and use of a rule for generating equivalent fractions. Family Letters. Assessment Management
Equivalent Fractions Objective To guide the development and use of a rule for generating equivalent fractions. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game
More informationSunriseSunset Line Graphs
SunriseSunset Line Graphs Objectives To guide children as they analyze data from the sunrisesunset routine; and to demonstrate how to make and read a line graph. www.everydaymathonline.com epresentations
More informationMultiplying Fractions by Whole Numbers
Multiplying Fractions by Whole Numbers Objective To apply and extend previous understandings of multiplication to multiply a fraction by a whole number. www.everydaymathonline.com epresentations etoolkit
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 informationBuying at the StockUp Sale
Buying at the StockUp Sale Objective To guide children as they multiply using mental math and the partialproducts algorithm. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM
More informationSubtracting Mixed Numbers
Subtracting Mixed Numbers Objective To develop subtraction concepts related to mixed numbers. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters
More informationMultiplication and Division of Positive and Negative Numbers
Multiplication and Division of Positive Objective o develop and apply rules for multiplying and dividing positive and www.everydaymathonline.com epresentations eoolkit Algorithms Practice EM Facts Workshop
More informationFactor Trees. Objective To provide experiences with finding the greatest common factor and the least common multiple of two numbers.
Factor Trees Objective To provide experiences with finding the greatest common factor and the least common multiple of two numbers. www.everydaymathonline.com epresentations etoolkit Algorithms Practice
More informationMeasuring with a Ruler
Measuring with a Ruler Objective To guide children as they measure line segments to the nearest inch, _ inch, _ inch, centimeter, _ centimeter, and millimeter. www.everydaymathonline.com epresentations
More informationParentheses in Number Sentences
Parentheses in Number Sentences Objective To review the use of parentheses. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management
More informationComparing Fractions Objective To provide practice ordering sets of fractions.
Comparing Fractions Objective To provide practice ordering sets of fractions. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management
More informationFrames and Arrows Having Two Rules
Frames and Arrows Having Two s Objective To guide children as they solve FramesandArrows problems having two rules. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop
More informationU.S. Traditional Long Division, Part 1 Objective To introduce U.S. traditional long division.
Algorithm Project U.S. Traditional Long Division, Part 1 Objective To introduce U.S. traditional long division. www.everydaymathonline.com etoolkit Algorithms Practice EM Facts Workshop Game Family Letters
More informationMiddle Value (Median) of a Set of Data
Middle Value (Median) of a Set of Data Objectives To guide children as they sort numerical data and arrange data in ascending or descending order, and as they find the middle value (median) for a set of
More informationBox Plots. Objectives To create, read, and interpret box plots; and to find the interquartile range of a data set. Family Letters
Bo Plots Objectives To create, read, and interpret bo plots; and to find the interquartile range of a data set. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop
More informationReview: Comparing Fractions Objectives To review the use of equivalent fractions
Review: Comparing Fractions Objectives To review the use of equivalent fractions in comparisons. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters
More informationObjective To guide exploration of the connection between reflections and line symmetry. Assessment Management
Line Symmetry Objective To guide exploration of the connection between reflections and line symmetry. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family
More informationComparing and Ordering Fractions
Comparing and Ordering Fractions Objectives To review equivalent fractions; and to provide experience with comparing and ordering fractions. www.everydaymathonline.com epresentations etoolkit Algorithms
More informationCalculator Practice: Computation with Fractions
Calculator Practice: Computation with Fractions Objectives To provide practice adding fractions with unlike denominators and using a calculator to solve fraction problems. www.everydaymathonline.com epresentations
More informationVolume of Pyramids and Cones
Volume of Pyramids and Cones Objective To provide experiences with investigating the relationships between the volumes of geometric solids. www.everydaymathonline.com epresentations etoolkit Algorithms
More informationVolume of Right Prisms Objective To provide experiences with using a formula for the volume of right prisms.
Volume of Right Prisms Objective To provide experiences with using a formula for the volume of right prisms. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game
More informationReading and Writing Large Numbers
Reading and Writing Large Numbers Objective To read and write large numbers in standard, expanded, and numberandword notations. www.everydaymathonline.com epresentations etoolkit Algorithms Practice
More informationLine Plots. Objective To provide experience creating and interpreting line plots with fractional units. Assessment Management
Line Plots Objective To provide experience creating and interpreting line plots with fractional units. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family
More informationHidden Treasure: A Coordinate Game. Assessment Management. Matching Number Stories to Graphs
Hidden Treasure: A Coordinate Game Objective To reinforce students understanding of coordinate grid structures and vocabulary. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM
More informationThe HalfCircle Protractor
The Halfircle Protractor Objectives To guide students as they classify angles as acute, right, obtuse, straight, and reflex; and to provide practice using a halfcircle protractor to measure and draw
More informationCapacity. Assessment Management
Capacity Objective To review units of capacity. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management Common Core State Standards
More informationObjective To introduce a formula to calculate the area. Family Letters. Assessment Management
Area of a Circle Objective To introduce a formula to calculate the area of a circle. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment
More informationReview of Basic Fraction Concepts
Review of asic Fraction Concepts Objective To review fractions as parts of a whole (ONE), fractions on number lines, and uses of fractions. www.everydaymathonline.com epresentations etoolkit lgorithms
More informationReading and Writing Small Numbers
Reading Writing Small Numbers Objective To read write small numbers in stard exped notations wwweverydaymathonlinecom epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment
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 informationObjectives To review and provide practice with the lattice method for multiplication.
Objectives To review and provide practice with the lattice method for multiplication. Teaching the Lesson materials Key Activities Students review the lattice method for multiplication with  and digit
More informationSolving Proportions by Cross Multiplication Objective To introduce and use cross multiplication to solve proportions.
Solving Proportions by Cross Multiplication Objective To introduce and use cross multiplication to solve proportions. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop
More information1 ENGAGE. 2 TEACH and TALK GO. Round to the Nearest Ten or Hundred
Lesson 1.2 c Round to the Nearest Ten or Hundred Common Core Standard CC.3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100. Lesson Objective Round 2 and 3digit numbers
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 informationLocal Government and Leaders Grade Three
Ohio Standards Connection: Government Benchmark A Identify the responsibilities of the branches of the U.S. government and explain why they are necessary. Indicator 2 Explain the structure of local governments
More informationOA310 Patterns in Addition Tables
OA310 Patterns in Addition Tables Pages 60 63 Standards: 3.OA.D.9 Goals: Students will identify and describe various patterns in addition tables. Prior Knowledge Required: Can add two numbers within 20
More informationOA413 Rounding on a Number Line Pages 80 81
OA413 Rounding on a Number Line Pages 80 81 STANDARDS 3.NBT.A.1, 4.NBT.A.3 Goals Students will round to the closest ten, except when the number is exactly halfway between a multiple of ten. PRIOR KNOWLEDGE
More informationRACE TO CLEAR THE MAT
RACE TO CLEAR THE MAT NUMBER Place Value Counting Addition Subtraction Getting Ready What You ll Need Base Ten Blocks, 1 set per group Base Ten Blocks PlaceValue Mat, 1 per child Number cubes marked 1
More informationUnit 1: Family Letter
Name Date Time HOME LINK Unit 1: Family Letter Introduction to Third Grade Everyday Mathematics Welcome to Third Grade Everyday Mathematics. It is part of an elementary school mathematics curriculum developed
More informationDecomposing Numbers (Operations and Algebraic Thinking)
Decomposing Numbers (Operations and Algebraic Thinking) Kindergarten Formative Assessment Lesson Designed and revised by Kentucky Department of Education Mathematics Specialists Fieldtested by Kentucky
More informationSaving Money. Grade One. Overview. Prerequisite Skills. Lesson Objectives. Materials List
Grade One Saving Money Overview Students share the book A Chair for My Mother, by Vera B. Williams, to learn about counting and saving money. They complete worksheets on coin counting and saving. Prerequisite
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 informationLesson Plan Warehouse Grade 7 Adding Integers
CCSSM: Grade 7 DOMAIN: The Number System Cluster: Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. Standard: 7.NS.1: Apply
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 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 informationFEDERAL RESERVE BANKS OF ST. LOUIS AND PHILADELPHIA
FEDERAL RESERVE BANKS OF ST. LOUIS AND PHILADELPHIA ECONOMIC EDUCATION By Mercer Mayer / ISBN: 9780060835576 Lesson Author Amanda Hughey, University of Delaware Standards and Benchmarks (see page 19)
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 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 informationMath Games For Skills and Concepts
Math Games p.1 Math Games For Skills and Concepts Original material 20012006, John Golden, GVSU permission granted for educational use Other material copyright: Investigations in Number, Data and Space,
More informationAssessment Management
Weight Objectives To review grams and ounces as units of mass and weight; and to guide the estimation and measurement of weight in grams and ounces. www.everydaymathonline.com epresentations etoolkit Algorithms
More informationPlace Value (What is is the Value of of the the Place?)
Place Value (What is is the Value of of the the Place?) Second Grade Formative Assessment Lesson Lesson Designed and revised by Kentucky Department of Education Mathematics Specialists Fieldtested by
More information3.2 Methods of Addition
.2 Methods of Addition Objectives Relate addition stories to number bonds. Write two addition facts for a given number bond. Solve picture problems using addition. Learn addition facts through, and the
More informationRounding Decimals S E S S I O N 1. 5 A. Rounding Decimals
S E S S I O N 1. 5 A Math Focus Points Rounding decimals to the nearest one, tenth, and hundredth Today s Plan ACTIVITY DISCUSSION Rounding a 9 Up SESSION FOLLOWUP 45 MIN CLASS PAIRS INDIVIDUALS 15 MIN
More information2 Mathematics Curriculum
New York State Common Core 2 Mathematics Curriculum GRADE GRADE 2 MODULE 3 Topic C: Read and Write Three Digit Numbers Within 1000 in Unit, Numeral, Expanded, and Word Forms 2.NBT.3, 2.NBT.1 Focus Standard:
More informationUsing Proportions to Solve Percent Problems I
RP71 Using Proportions to Solve Percent Problems I Pages 46 48 Standards: 7.RP.A. Goals: Students will write equivalent statements for proportions by keeping track of the part and the whole, and by solving
More informationBanking and Budgeting
Banking and Budgeting By Dawn R. Owens and Lisa Rutner Federal Reserve Bank of Atlanta Lesson Plan of the Year Contest, 2007 2008 Second Place LESSON DESCRIPTION This fiveday unit is designed as a handson
More information4 Mathematics Curriculum
New York State Common Core 4 Mathematics Curriculum G R A D E GRADE 4 MODULE 1 Topic F Addition and Subtraction Word Problems 4.OA.3, 4.NBT.1, 4.NBT.2, 4.NBT.4 Focus Standard: 4.OA.3 Solve multistep word
More informationBar Graphs with Intervals Grade Three
Bar Graphs with Intervals Grade Three Ohio Standards Connection Data Analysis and Probability Benchmark D Read, interpret and construct graphs in which icons represent more than a single unit or intervals
More informationPersonal Financial Literacy
Personal Financial Literacy 7 Unit Overview Being financially literate means taking responsibility for learning how to manage your money. In this unit, you will learn about banking services that can help
More informationLevel 2 6.4 Lesson Plan Session 1
Session 1 Materials Materials provided: image of 3R symbol; 4 environment images; Word Map; homework puzzle. Suggested additional materials: examples of compostable and noncompostable waste, i.e., apple
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 informationMental Computation Activities
Show Your Thinking Mental Computation Activities Tens rods and unit cubes from sets of baseten blocks (or use other concrete models for tenths, such as fraction strips and fraction circles) Initially,
More information1 st Grade Math DoAnytime Activities
1 st Grade Have your child help create a number line (015) outside with sidewalk chalk. Call out a number and have your child jump on that number. Make up directions such as Hop to the number that is
More informationQM0113 BASIC MATHEMATICS I (ADDITION, SUBTRACTION, MULTIPLICATION, AND DIVISION)
SUBCOURSE QM0113 EDITION A BASIC MATHEMATICS I (ADDITION, SUBTRACTION, MULTIPLICATION, AND DIVISION) BASIC MATHEMATICS I (ADDITION, SUBTRACTION, MULTIPLICATION AND DIVISION) Subcourse Number QM 0113 EDITION
More informationMinnesota 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 informationUsing games to support. WinWin Math Games. by Marilyn Burns
4 WinWin Math Games by Marilyn Burns photos: bob adler Games can motivate students, capture their interest, and are a great way to get in that paperandpencil practice. Using games to support students
More informationUnderstanding Income and Expenses EPISODE # 123
Understanding Income and Expenses EPISODE # 123 LESSON LEVEL Grades 46 KEY TOPICS Entrepreneurship Income and expenses Cash flow LEARNING OBJECTIVES 1. Understand what your income and expenses are. 2.
More informationUnit 2 Module 3: Generating Examples and Nonexamples
Unit 2 Module 3: Generating Examples and Nonexamples Section 1 Slide 1 Title Slide Welcome to the third module in the Vocabulary Instructional Routines unit, Generating Examples and Nonexamples. Slide
More informationNS650 Dividing Whole Numbers by Unit Fractions Pages 16 17
NS60 Dividing Whole Numbers by Unit Fractions Pages 6 STANDARDS 6.NS.A. Goals Students will divide whole numbers by unit fractions. Vocabulary division fraction unit fraction whole number PRIOR KNOWLEDGE
More information2 Mathematics Curriculum
New York State Common Core 2 Mathematics Curriculum GRADE GRADE 2 MODULE 3 Topic G: Use Place Value Understanding to Find 1, 10, and 100 More or Less than a Number 2.NBT.2, 2.NBT.8, 2.OA.1 Focus Standard:
More informationTranslating Between Repeating Decimals and Fractions
CONCEPT DEVELOPMENT Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Translating Between Repeating Decimals and Fractions Mathematics Assessment Resource Service University
More informationBarter vs. Money. Grade One. Overview. Prerequisite Skills. Lesson Objectives. Materials List
Grade One Barter vs. Money Overview Students share the book Sheep in a Shop, by Nancy Shaw, to learn about choice, making decisions, trade, and the barter system. They complete worksheets on comparing
More informationFive daily lessons. Page 8 Page 8. Page 12. Year 2
Unit 2 Place value and ordering Year 1 Spring term Unit Objectives Year 1 Read and write numerals from 0 to at least 20. Begin to know what each digit in a twodigit number represents. Partition a 'teens'
More informationNF512 Flexibility with Equivalent Fractions and Pages 110 112
NF5 Flexibility with Equivalent Fractions and Pages 0 Lowest Terms STANDARDS preparation for 5.NF.A., 5.NF.A. Goals Students will equivalent fractions using division and reduce fractions to lowest terms.
More informationCommutative Property Grade One
Ohio Standards Connection Patterns, Functions and Algebra Benchmark E Solve open sentences and explain strategies. Indicator 4 Solve open sentences by representing an expression in more than one way using
More informationDays. Day 1. Reflection Teacher Responsibilities. Lesson Plans
Days Day 1 Lesson Plans Call the students to the carpet by the number of letters in their names. If your name has less than 5 letters, come to the carpet. If your name has more than 5 letters, come to
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 informationOnline LEI Lesson 2. Lesson 2 Savings Accounts and U.S. Savings Bonds LEARNING, EARNING
Online LEI Lesson 2 Lesson 2 Savings Accounts and U.S. Savings Bonds On l i n e L E I 17 2 Savings Accounts and U.S. Savings Bonds LESS 2 SAVINGS ACCOUNTS U. S. SAVINGS BDS Time Required Lesson Description
More informationMultiplying Integers. Lesson Plan
Lesson Plan Video: 12 minutes Lesson: 38 minutes Previewing :00 Warm up: Write 5 + 5 + 5 + 5 = on the board. Ask students for the answer. Then write 5 x 4 = on the board. Ask the students for the answer.
More informationAllison Gallahan s Early Childhood Lesson Plan
Allison Gallahan s Early Childhood Lesson Plan Lesson: Big Book: Reading Maps Length: 2030 minutes Age or Grade Level Intended: 2 nd Grade Academic Standard(s): Social Studies 2.3.2: The World in Spatial
More informationSummer Math Reinforcement Packet Students Entering into 2 nd Grade
1 Summer Math Reinforcement Packet Students Entering into 2 nd Grade Our first graders had a busy year learning new math skills. Mastery of all these skills is extremely important in order to develop a
More informationName of Lesson: Properties of Equality A Review. Mathematical Topic: The Four Properties of Equality. Course: Algebra I
Name of Lesson: Properties of Equality A Review Mathematical Topic: The Four Properties of Equality Course: Algebra I Time Allocation: One (1) 56 minute period Prerequisite Knowledge: The students will
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 informationMATHEMATICS: REPEATING AND GROWING PATTERNS First Grade. Kelsey McMahan. Winter 2012 Creative Learning Experiences
MATHEMATICS: REPEATING AND GROWING PATTERNS Kelsey McMahan Winter 2012 Creative Learning Experiences Without the arts, education is ineffective. Students learn more and remember it longer when they are
More informationThird Grade Math Games
Third Grade Math Games Unit 1 Lesson Less than You! 1.3 Addition TopIt 1.4 Name That Number 1.6 Beat the Calculator (Addition) 1.8 Buyer & Vendor Game 1.9 TicTacToe Addition 1.11 Unit 2 What s My Rule?
More informationMy Review Use My Review pages to assess your students' understanding of the vocabulary and key concepts in this chapter.
Review Fluency Practice Attend to Precision These pages encourage students to demonstrate fluency for addition facts. You can use these as a timed or untimed exercises. Pages 267268 Have students practice
More informationBorrowing & Saving: Week 1
The Minnesota Literacy Council created this curriculum with funding from the MN Department of Education. We invite you to adapt it for your own classrooms. Intermediate Level (CASAS reading scores of 201220)
More informationTime needed. Before the lesson Assessment task:
Formative Assessment Lesson Materials Alpha Version Beads Under the Cloud Mathematical goals This lesson unit is intended to help you assess how well students are able to identify patterns (both linear
More informationGRADE 2 SUPPLEMENT. Set A7 Number & Operations: Numbers to 1,000 on a Line or Grid. Includes. Skills & Concepts
GRADE 2 SUPPLEMENT Set A7 Number & Operations: Numbers to 1,000 on a Line or Grid Includes Activity 1: Mystery Numbers on a 101200 Grid A7.1 Activity 2: What s My Number? A7.7 Independent Worksheet 1:
More informationEE65 Solving Equations with Balances Pages 77 78
EE65 Solving Equations with Balances Pages 77 78 STANDARDS 6.EE.B.5, 6.EE.B.6 Goals Students will use pictures to model and solve equations. Vocabulary balance equation expression sides (of an equation)
More informationGOD S BIG STORY Week 1: Creation God Saw That It Was Good 1. LEADER PREPARATION
This includes: 1. Leader Preparation 2. Lesson Guide GOD S BIG STORY Week 1: Creation God Saw That It Was Good 1. LEADER PREPARATION LESSON OVERVIEW Exploring the first two chapters of Genesis provides
More informationCalifornia Treasures HighFrequency Words Scope and Sequence K3
California Treasures HighFrequency Words Scope and Sequence K3 Words were selected using the following established frequency lists: (1) Dolch 220 (2) Fry 100 (3) American Heritage Top 150 Words in English
More informationPUSD High Frequency Word List
PUSD High Frequency Word List For Reading and Spelling Grades K5 High Frequency or instant words are important because: 1. You can t read a sentence or a paragraph without knowing at least the most common.
More informationADDITION LESSON Excerpts
Activities for Learning, Inc. RIGHTSTART MATHEMATICS by Joan A Cotter Ph D ADDITION LESSON Excerpts TRANSITION LESSONS Special thanks to Dustin Sailer who restructured and updated this manual. Copyright
More information