TEACHER EDITION eee a acCritical Area AA Glance... o.ccscccevescvesese Digital Path 00.2 ee cee re Project... cesesesese eG Demains: ‘operations ant Aigebraie Thinking ea Nuerbet aad Ofeeations is Bate Ten ceaam Chapter At A Glance... 6... 2 ‘Teaching for Depth - fiche aeestig ear Daily Clacsroom Management Review Prerequisite skills Developing Math Languag} : Introduce the Chapter. Sears Show What You Know... 020.00ccc0ecvsees Vocabulary Builder Algebra « Number Patterns 2... Round to the Nearest Ten or Hundred Estimate Sums... Mental Math Strategies for Addition. Algebra + Use Properties to Add... Use the Break Apart Strategy te Add Use Place Value to Add. Mid-Chapter Checkpoint ....2..0.0+ Estimate Differences <... 0.000005 Mental Math Strategies far Subtraction Use Place Value to Subtact oo... Combine Place Values to Subtract ... Problem Solving « Medel Addition and Subtraction Chapter 1 Review/Test SHE Test Pre CHOP A TRSE. ec cecseeee ee Mathematical Practices: CEA-TIMPE Amend ta presen, CER-2MP? Look for and make we af saruetue, ss GCaNeTt - cent . cana ~ ceaaes Table of Contents Chapter 2. Represent and Interpret Data Mathematical Practices J sesrement and Data ceano Ceram Tahan Co) Chopter At A Glance... 2002602 22ccceecseee = 594 Teaching for Depth Pee vaoreisee OOM Dally Classroom Management ......0.0.ec0eceeseeeseee Sor Roview Prerequisite Skills... at : 5G Developing Math Language 59H Introduce the Chapter. . . 59 Show What You Know 59 Vorabiulary Buller Chee : : 60 Lessons ‘Common Core Se Page 24 Problem Solving * Organize Data, ........- ceamps 61a 2.2. Use Picture Graphs, aera ceamaa 65a i 23 Make Picture Graphs ccamos 69a alas IMIR os eased aneaneo ee eae 2 B24 Use Bar Graphs. ced ereeveeceetates tc COM Ease 25 Make Bar Graphs ...... Feet TGCRMAD so ovacessvevava TWA a 26 Salve Problems Using Data... Perret cranes cee BB BME 27 Ue and Make Line Pots... ccamo 87a Test Prep ..Chapter 3. Understand Multiplication Mathematical Practices soapees cceRMPs Goan Chapter AGA GIAMEE eee ccs vveeenaee cosvsnee 195A Teaching for Depth 2. .0eccccesescseeccense : Soe Daily Classroom Management eer eee Review Prerequisite Skills 256 Developing Math Language .. ae : . 95H Introduce the Chapter 95 Show What You Know - - 95 Vocabulary Builder 96 eT Soo 31 Count Equal Groups ceaoa 57a 32 Algebra + Relate Addition and Multiplication ......... fe ECON eeseeeeee TIA, 33. Slip Cot ono Nuriiber Live (ODAS Secsesse 1st 708A bocbcseeceeeevcestereesseseeseeseeteesseseessess 409) i 24 Problem Solving + Model Multiplication A 1A PRR 35 Modal with Arrays... 1158 26 Algebra * Commutative Property of Muttiplication..<.... vee 198 i 37 Algebra + Multiply with 1 and 0 CAME eee RA — Test Prep oes e ccc cecces cee ces ces seceesses T2PAMQB can aos (ie seca enenaelpenipniateann 1308 “Tis chapter also inches the follwing staan (C20 7, 3.072Domain: perations and Algebraic Chapter At A Glance. z Teaching for Depth Poe | Dally Classroom Management... 00-050 Roview Prerequisite Skills... Developing Math Language Introduce the Chapter. Show What You Know Vocabulary Builder 1 Multiply with 2 and 4... z Multiply with $ and 10... cscs eees 3 Multiply with 3 and 6 bra « Distributive Property. - Multiply with 7. isin Mid-Chapter Checkpoint ....0..2.cecseceeese Algebra Assotintive Property of Multiplication Patterns on the Multiplication Table Multiply with ©... .cccscseccseee 49 Multiply with 9 Problem Solving © Multiplication... ; Chapter 4 Review Test IE Settee eS Algebra Prep ce eeeeeee * This chapter alto Inudes the fllawing standards: CC.8AK Mathematical Practives: T eetiquethe easoningat thers aA soa TL . cee THE ert 1316 aK ! ae 3 Sas feeiieera aan - 132 ce3.043 - 1338 rsasnss COROAR see TTA, wees CRONE ee coves COVAS coeeeeeeee ee NASA COLON eee eee HBA San ceeteree CEBRORS Coeeeeeee eee SSA, COBORS eee TSA toaanva CORON vee 1638, eerrre SORT Preece yes aT weevess OLBORB coresneseeee FIA Ceavea eaten 4175-176 er renenennaar.Table of Contents Chapter 5 Use Multiplication Facts Mathematical Practices: persevere in sali then oe Operations and Ag ecanor CCR-TIMPS Use appropriate toot crate Ginnie) Chapter AYA GIANEE oss se cece seseveeesees : ee Sees yADDA Teaching for Depth 20... ec ccceeeecsee wes woe TASC Daily Classroom Management ere ne ee are) Roview Prerequisite Skills 1798 Developing Math Language ........esesesesessreseseeess Peers 179F Introduce the Chapter. 179 Show What You Know 000.000 000c000 : ‘ 179 Vocabulary Builder 180 es 5.1. Algebra « Describe Patterns 52 Algebras Find Unknown Factors... 53 Problem Solving * Use the Distributive Property ceanea 1918 54° Multiplication strategies with Multiples of 10 .....2...... CENELa 55. Multiply Mubtiples of 16 by 1-Dight Numbers ceanera ‘Test Prep .a2 Domain: Ee Mathematical Practices: Sperations and Algebraic CEA-TIMP2 Reson atxtracty and quanta, ee aaa CCIARNP7 Lowi fw aed ike use of tr Chapter At A Glance .. Suievstentesgscciseenes ewes Pacer neta OTA, Teaching for Depth - nee es oss. 207E Daily Classroom Management... -...-.-.0 10+ aos) 207F Review Prerequisite Skills... te 2076 Developing Math Language Shoeae 207K Introduce the Chapter. Show What You Know . 0.0200. 20c002 ene Voeabulary Builder... ees 6.1 Problem Solving * Model Bivision 2 Size of Equal Groups. 2... ccc eee ceee eee syuss COLOR asccuetsva/arlaa 63 Number of Equal Groups... 2... e. ccc cecee eee ceeeeeeee CROAT cece eee RATA, 64 Modlol with Bar Mod: . cee veeeeevnse COMAD ceveeverees 220A, 5. Algebra « Relate Subtraction and Division Mld-thopter Checkpolnt 2s csac-- ees slgate + Medal wih Araya Algebra « Relate Multiplication and Division Algebra © Write Related Facts. . Algebra + Division Rules for 1nd 0 Chapter 6 ReviewrTest 3 F Goin eens * This chapter also Includes the flowing standard: CC-L08.mS EB rive Chapter At A Glance. Teaching for Depth - Daily Classroom Management | Review Prerequisite Skills... Developing Muth Language Introduce the Chapter. Show What You Know Vocabulary Builder 11 Divide by 2. Divide by 10.2.2... Divide by 5... . Divide by 3 - Divide by 4. Divide by @..... 2.2. 1) Divide by 7. 7 Divide by Be... 79 Divide by 9 Chapter ? Test.» Mid-Chapter Checkpoint 7.40. Problem Solving * Two-Step Problems : mn + Order of Operations . , Chapter 7 Review/Test J Test Prep... 22... ea Mathematical Practives: T eetiquethe teasoningat thers +2518 5 2 ast coe 254 2516 25H eee Tis dhgte an Incas the falowing stndands CCA), CEA, CCAS, CRORECRITICAL é ( mueA Li-Mepeeejapeie { } eee co Critical Area At A Glance, : 303A aries Digital Path 6... ee cee a Sesurtdausaaisecusiis= APG Prolect en emneenerene seeceravereenseeaee Chapter 8 Understanding Fractions Mathematical Practices cease aaecteE Planning Chapter At A Glance 3058 Teaching for Depth . 30SE Daily Classroom Management 305F Review Prerequisite Skills ees 3056 Developing Math Language .......: epee neers + 305H Introduce the Chapter. Pie ature atin ren aan: Show What You Know... rere caree orcs SSCP aoe Vocabulary Builder 2-2 eee ee sae Lessons Se Equal Barts of a Whole : ceanrs 2074 SA) Geguel Sharer ss reper ceraracievestintan nes erstece ss CRM Uecanseeye ents TIM 83 Unit Fractions of a Whol cca 715A 8.4 Fractions af «Whole ; SEiuiass GUM duasdcudsctc WBA 85. Fractions en a Number Line cC3aFDe.cc3ETS 3238 ee ee ee eee oe te ees es eee ener aa Relate Fractions and Whale Numbers . . 3298 Fractions of » Group wa Find Part of a Group Using Unit Fractions... ..0.++.+ fereene BRT Problem Solving « Find the Whole Group Using Unit Fractions coat MA * This chapter also Indudes the fllowing standards: CCSNE2, CC362‘CRITICAL X fs cay ee AREA Ps c Chapter 9. Compare Fractions Mathematic CeRAINE Fe | Practices # Cn) Chapter At A Glance: 349A, Teaching for Depth ‘ 3496 Dally Classroom Management 349F Review Prerequisite Skills... 22.2... aga Developing Math Language. es retay cracvsaes eh parce et beeen 349 Introduce the Chapter... 0.2 ee ce ae cee 2) Show What You Know : covets 348 Vocabulary Builder - Wel Oa PEEees : cee 35D Lessons ee 3.4 Problem Solving * Compare Fractions ceaneaa 3514 8.2 Compare Fractions with the Same Denominator «+, ..0++ CORNEA vee BSBA 33 Compare Fractions with the Same Numerator COANE eee BS GA Compmre actions. esee sense cceeecers cee - oan. . 363A | dl 5 ooo ee 367 D) 95 Compare and Order Fractions cand 3694 26 Investigate * Model Equivalent Fractions ..........+.4 Ve GERM sce ceeceet ER 3.7 Equivalent Fractions . ceanm 377A Test Prep .. A . 381-382 aaaCRITICAL 7 aa a ( AREA ; Do) ee) aise a Chapter 10 Time, Length, Liquid Volume, and Mass Mathematical Practices: CCUTIMPS Use arate Chapter At A Glance... 0+ ferent Teaching for Depth Daily Clacsraom Management... .0.0¢0s-00r000 (Reviews Provaspultiee SMG ‘cc, csssavecsvecssssereatssvavssdsnostedratsdarise Developing Math Language ee Introduce the Chapter... teeereeees tees Show What You Know . 0202000200000 Sas é Vocabulary Builder Z ‘Common Core State Standords 10.1. Time to the Minute... pepe etsese ae CMT subse BSA, 10.2 AM. and PAM. oss sceee Seernussneecayses CAMBY see cease eee A, 10.3 Measure Time Intervals... ceeseeeeeee COMBE Lecce 7A 304 Use Time Intervals occ cs cams... 4018 ime Intervals... eee cece see vee COOMBE cece SOA 10.5, Problem Solving * n (ones ee ee ete ae 106 Mesure Langth....ocecsssesetereeeseraeesesseess ECAMDA eceseeeee TA, 10.7 Estimate and Measure Liquid Volume .......-.. ccamo2 . 415A 108 Estimate and Measure Mass.......esccesceseseeese 2 CCAMDZ eee M198, 10.9 Solve Problems About Uquid Volume and Mass... 20.0... CC3MD2 00.200... 2B Real a eae ae ee ee eee Du ou ut au ou ou Suri asa os a Oc acoso aU * This chapter also Includes the flowing standards: CCS. 7, €£3.0A8, 003 NBNChapter 11. Perimeter and Area Mathematical Practices: ddcition Facts fee mae chip Use to determine if students need intervention for the chapter's prerequisite sills Were students successful with ‘Show What Yeu Know? Thine to Subtract Ss Ditterentlates Centers it Wormilp 1.10 ‘dition Facts Use the Envich Bok Warmup 1031 or the independent activities Subtraction Facts in the Grat-and-Go™ Differentiated Centers Kit. Marw-p 1145 For Diagnostic Interview Tasks far Shaw What Vou Knaw ball see asressment Gude 3 Chapter 1bulery Buil vane Vocabulary Builder Sort the rsa werdh wth tet the Yea asm Have students complate the activities on this page by working alone of with partners. > Visualize It Venn diagram shows relationships Dbenween sets af things. Words relating to addition shauid be placed in the lft lela Words relating to subtraction shoul be placed in the right eile. Words relating to bath addition and substation should bbe placed in the ection where the circles sveriap, > Understand Vocabulary Introduce the new words for the chapter. 4. Arnumber clase 1-an exact number ised sn estimate 2. To find « number that tells about how euch of about how many, you round 3, Compatible numbers are numer that are easy to compute mentally and ae cre te al mbes 4, The Commutative Property of Addition states that you ean adel tw or mae numbers in any order and get the same earn ‘Adiicion Wards Subtraction Wands rtences by sn presiew words. 1 A numer nae fo et exact rumen cali 2 Yow 0 snemier to 2, _Eeepatttenstes age numbers hat ae 1 i “a mney slit isas i the tame sem ‘School-ome Letter svailabie in Enaish ant Spann, standart Frarter Gace, pp. Intervention Options Response to Intervention Use Show What You tinow, Letson Quick Check, and Assessments to dlapnose students’ intervention levels, On-Lovel Int Strategic Intervention | Intensive Intervention [Independent Activities forstucents vino ate generally | for students who need sma | For students who need foe stutert wha sucestally sat glade roe: Butneedtear'y | group iratrution 0 ese complete lessen, Ue intervention with thelewon | cenenpts andshils needed for concept the chute ue the cage, whe i, "er Ae eve ean ror Amaya eveny cen | Gh eee de Differentiated Ceters KIL HR some scent DB) swnegitnevein ce Prete ts eben + tok ey fo arpa Psa Shae aes its Math ay tote a YOY twos an Addition and Subtraction Within 1,000, 4LESSON AT A GLANCE ‘Common Core Standard Lesson Objective Salve problems involving the levi and dasrive forsee an Hen sole pen el ie pratlems Ahunglsvaty seaeetienie — Exsential Question pipeeeter Mores ows can yous popes seplam patter one acon tobe? Materials mataeerd, scdtcn “Tatle loee Teac Baxcanres. reenge an green cays AT stocks: wumber charts. GB eStudent Edition ® eal wen Video, ch. 1 12) HAH eg hath Teaching for Dopth Exploring number patterns hls stuckents develop algebraic thinking skills. Identrfying andl describing umber patlerns are important skills that prepare students foe the study of functions in later grades In this lesion, stustents shade different rows, selunns, and diaganals of the acidition table in arder to develop a conceptual understanding of the Identity and Commutative Propertins of Addition, They go on to formalize the Properties in order to use them. instead ef patterns, to solve problems. Students use the additon table to finct other patterns ax well ra hy iter eterno SA Chapter 1 Algebra ¢ Number Patterns eri Mail diac) ce Erne) Problem of the Day : Test Prep Karen picks 3 apples. Ty picks S apples. How many more apales do they needi to pick te have 12 apples altagother ? Bz ae ea B20 Fluency Builder ‘Counting Tape ‘Yeou will find Every Day Counts? activity suggestions in many Go Math! lesions. The Every Day Counts? Calendar Math program, fn just 19-15 minutes a day, hel 9s students build mathematical undwstanding and confidence, To learn more about Every Day Counts, see the Go Mathi Planning Guide Intvoduce the Every Day Counts® Caunting Tape on the fist day of school o as soon as paizible, Bogin with a dor 5-fnot section of adging machine tape posted in a prominent spat. Tell students that one square will be aattachod for earh day stuctonts como te school this year, and that the paper squares ‘nil allemate between two calors to shaw thee pattern of edd and even pumbers, As you vupdare each day, ask questions such as: ++ How many days hawe we been in school so far? ‘+ What color will today’s square be? + Is today's number odd ar even? How do you know?Pema eth) try Vera saallcreep G Language Support Strategy: Model Languege tiaeits Action Table ee efeacher Resa) + students may be familiar with the addition table but may need support to read and pronounce the numbers + Move! pronuneiation 38 you read the row for on an addition table. Have students repeat the numbers ‘loud. Then guide students to shade the even fumbers on the chart + Invite students te share five even numbers and ive odd numbers with the class. eal enero ‘See (BBY Activity Guido for lvele activities, GD >. ‘= Display the arrangement af numbers (Pascal’s Trisngled shown on the right. * Ask students to look fer patterns bad Inthe diagram. Encouragethem =) 4 6 ¢ tofind the relationship between) ¢ wm & 7 4 number and the numbers in the horizental rene above it sens: Shou erty Mt the Fave 2. 3,45, 6a 10 ae he ff these heniumbers the row obsre '* Display the next row of Pascal's Triangle for students: 1.15.81 “© Challenge stuslents te find the missing numbers using, the patterns they found, 5.20.15 Ap SnD Response to Intervention EMD ssn a al Acdlition Tale oe eTascher Reseuras, coer per « Distribute addition tables to students, Shade all of the sums.of 6 orange from left to right. What pattem do-you natice? Trey ar on» dinar * Look at the first sum that you shadled. Write an addition sentence for thissum, © 0 © What property did you use ta find 6 + 0 = 6? the lei Progeny of Akan “© Look at the second sum and the secand ta last sum that you shaded, Write addition sentences for these sums. © - * — cane 1. 5 6 What property is demonstrated by these sentences? the Coownirsve Fropery of Anti * Have students shade other sums that show the Identity and Commutative Properties of Addition. Materials counters, papa “+ Adk students to model the number 6 using counters ‘Then ask them ta add @ counters. Based an your counters, what is the sum of &-and 07 © * Ask students ta repeat this step with other numbers: toshow that the Identity Property nf Additian works swith any number “+ Ask stuclents to use eaunters to model § + 1. What is the sum of 5 +175 * Ask students to use counters to model 1 + §, What is the sum of 1 +575 “© What property did you just demonstrate? sh Comenutative Frey at Adon “+ Ack stuslents to repeat these steps with ather pairs ‘of addition sentences. Lesson 1.1 5BQencace Buss’ Access Prior Knowledge Have students ‘watch the Composing Music video. © How are pattems used in composing, manic? Pocdble rawor 2 group af natecmsy peat aver ant rier = How does a plane keyboard show a [PRetEM? The Koy: oper, C0, €.F, 6, A, Bare Fepested op the Heya Encourage students ta think af songs that ‘contain patterns ar words that repeat, © reach ana tak & Mesias Ata Tale each ess Unlock the Problem ‘What patterns are in our place-value system? Dicuss the addition table with students Sturlents-can find the sum of twa numbers by locating the frst addend in the frst “column, the second addend in the top cow. fand moving to the right ard dowun until the “column and row meet. Paint aut that patterns in the addition table ‘ean be found in each row, column, and diagonal, Natice that each diagonal gaing Upwards team left to right comtains the same sum and can be used to find all of the adiition facts for that sum. b> Activity 1 Have students complete each step of the activity: Make sure stucients understand that ‘the Identity Property of Addition means that adding 0 t0 a quantity dom not change the value of the quantity + How does the raw for 1 that you shaded ‘green compare to the raw for‘@ that you shaded orange? Fos anssn eich amber ‘+ How does the ro for 1 compare to the row below it for 22 fovite siner 4 09 fc romber nthe row or, get he resin the footer + Make a conjecture about the relationship between each row in the addition table snd the row after frase srs 2365 1 Ines rumber sry, gel the numbers the ra Point aut that the same relatianships are true for the columns in the addition table 5 Chapter 1 661848 ooh ses Bt sot oe rr oe oo Number Patterns So A itt on cere oat of mumers Grates The wer hes yoo edit ‘shots ilsarne mest you can use me aeton tote w Gh ctivity 1 ree mneon oe nl Meta reorae taney me a novage se oe ane (What hapses bony wT —aeeacee eames 5Seen ‘ia sums arenes em DB rctivity 3 reste mortar gon, assis senei: be ai a hs are D> Activity 2 Have students Complete the acy. Be sure that students understand the Commutative Property of Adaltion ass ealed tne Oreee Property of Addition + Look atthe pairs of adltion sentences you wrots fortheaimof® Does the onder Invehich you sd the murbers matter? Explain Poke amet: tc cums diy One stat eae Faint our that every number in the edition table can be represented by an edition sentence. but the two numbers.can be added in adifferent order to find the same sum. * Choose a sum other than 5. Use the arti table and your MathBend to write examples of number sentences that show that the order in which you add numbers does nt aera oj xc fenumelta lenieds 2 Winds 2212 Provide each student with a copy of an addition table. Ask students ta fald their addition tables alang the diagonal from top. Fight to bottom left to see that the sums match xoctly. This il help students recognize that the afer of the addends dom ot matter ‘because the sum dors not change. > Activity 3 Review the meaning of even and oalt wth udents You can show whether » numbet i bei or evo by ung Coutts tome te ‘number. if the counters can be paired into Groupe Gta, the number Hever I you ean, thetiuiet odd. You ey elo fed Foe eee etii tea treet ete ee eee eee oraen [Error Stucents write the second additien sentence far aur ineemeetly Example In Activity 2 students write 441=Sand541= Springboard to Learning Remind students that they can use the Cemmutathe Property ‘of Adkétian te write the ether aden sentence, Heve sturients circle the sum andi deine the adden. hes. they simaly teverse the orien of the addencs They car check: that their answers ate correct by using the arkation table Lesson 1.1 6sna eso @pracnce EI) bm Share and Show * suided Practice Students may wish fo shadie pacts of rows and columns of the addition table on page 6 to help them identity addends and sums. Use Exercises 2 and 7 for Quick check. a studlent misses Exercises 2 and 7 On Your! Differentiate Instiuetion with Fd the + RIUTier 1 Activity, p58 * Retesch 1.1 3B Soar to Success Math 10.23, 27.12 Inthe sum we B On Your Own independent practice yk Test Prep Coach ‘Test Pep Coach helps teathersta idertify Tels Saat ete cis In Exercise 15, if students selected |A They confused the Commutative Camplese me action sentences the Commute taper! Aoalan Problem Solving 1, As HED Loo bc at the cnadea say oate ety E as an Bi i i 12ei0n table om page w tor mow sm. Then ue the Commulativg Property at ae ‘Own yn Thi the Come ‘even or add? Wee ever el! me — Rites Prem Which deserts er es he ore cage sues? Expat property of Addition with the kdencity AMEE de SHE TEE iSesty put of Adon Property nf Adaition. timiniasiniiiee: Gor + ceo Cor They danar recognize even and odd = Boi + od ~ vot umnbers eomectly. are Identifying Patterns Within Patterns Quam (ceo eToaeher snes, capers. This activity provides students with an oppocturity to extend their understanding of pattarns, and to cennect understanding of even and odd numbers with patterns, ona hundred chart Investigate Students will work with a partner to create and irentify patterns, Encourage stlidents to be creative in the patsarns they choose. + One sturlent records the first five numbers.of a pattern by shading the boxes of the numbers on a hunsired chart. The other partner states the pattem, and then extends the patter as far as possible on the hundred chart Partners then analyze the pattern to see the relationship of even and odd rursbers to the pattern, 7 chapter and the relationship of the digits within the pattern numbers. For example, ane partner might raecrd the pavtern 5, 16,27, 28, 99, The second partner might identity the pattern as ado 17 and shade the boxes for 60, 71, 82, and 93, Together, partners would see that pulmbete in the pattern alternate betwen even and ‘odd, and that the difference between the tens digit and ones is first §, and then increases to 6. Students take turns providing the patter, ant identifying and extending the pattern. Students might se a different color crayon te reer different patterns on the same chart Summarize Ask students how thelr patterns might change if they started with different number. Aske how starting with an even of add number might affect the patternHRS sate or wonsenner 1 Weouestammancmaties sence” Whee etter 1.0.7, Problem Exercise 16 requires students te Use thele knowledge of add and even numbers in ofdes to analyre students! work, . een © Why-de Joay and Kaylay both circle pairs af - ‘Sommers oe tiles in the addends? ®oritie ser exch pa A Thes represents am even ruber Jozy’s work showrs 1 left-over tile in both addends. How many left-aver thes are there altogether? si Does Jory's statement make sense? ai pista Explain, tn; poscinie espe he 2 Weer tes con Be pare 30, the sum keeran an Joey tstement 08 od 0 even + eam = even doesnac mate sno Ge. 608. 88 088 Osuumanze GB lean crcle pairs of ules each Essential Question addend and there's 1 lett ove . How con you uss properties to explain each addend. Se, theeum patterns on the addition table? Poo arse wile odd, Te se he ety Poet ts stat eae eld te. ny rarer ard Lwilige the mamber she sum. | can ‘Sees none mene ike the Conn tatve gery te Show TR the tt Eeieeneemioninee efferes eoesrt attr ahr | Aes in te sion Math Journal ¢ (Write the definitions af the identity Property of Addition and the Commutative Property of Addition. Use the addition table to provide examples of each, Differentiated Centers Kit comes “GB Animated Math Picnic Pattern Path Maks Studeres eomlete ‘Students skip court A itoals ‘blue Activity Card 1 ona hundred byreprasanting chart to practice V0 0 bogs at nurnibers with place value, 3 Soar to Success Math] base-ten blocks, 2 esuudern exithanRound to the Nearest Ten or Hundred este) SP Ve wee Wa er Wace d iat) eked Problem of the Day =?) Test Prep Which is HOT a way to show 437 ‘Common Core Standard Lesson Objective Round 2- are! Sight martes 2 the nearest tev ar hurd. Essential Question thesewet tha 1D ow can you oud umn? Paes @ Sters Sones Vorabulary round B83 ones narisle arn @ Shundreds 3 ones Vocabulary Builder ata Word Oration ore efraches Resources) Have students fll aut the word descriptions sheet for the word round. Be sure that ‘thay give at least one example and one ronexample far rounding tothe nearest ten and far rounding ta the nearest hundred ‘Alsa, make sure that they mention the ‘different methods that they can use te sound numbers to the nearest ten or hundred, like number lines and place value, ‘4 Animated Math Models 2 estudent Edition. GBD ant ne marn Why Teach This Rounding isa way to find about have much of about how many. It involves finding the multiple fof 1Dor 100 that is closest to a given number. A number line labeled with the appropriate multiples provides a good visual reference for students to see how a given number is located einer to ane multiple than ta another. Understanding how to round numbers i the foundation {for estimation, whieh is an impartant skill for checking the reasonableness of an answer ar far finding an appraximate fonswer when an exact answer 's nat needed. as Qe 19F HAH Mega Moth 9A Chapter 1Perma eth) se GD Oe Strategy: Describe ‘= Write this riddle on the board: IMoceials tuo castor objects uch ac astapier and an erate Lam a number betureen 440 and 460, When rounded Nuariber ae be eTascher Reveuree elor pencils, 1 the nearest ten, lam 450. When rounded te the nearest hundred, | am 400. My anes digit is an even + Students gain understanding of rounding using a Teatest ard boty $00, Wy Sus clam 2 an number line by describing objects that are closer. ‘+ Review the meaning of closer by placing one clatsroam object clou to the group and the other object far away from the group. Which object fe loser? Have students explain how they decided which abject was closer * Display a number line labeled from 0 0 190, in ineremants af 10, Cirele the number 20 in blue and ‘the number 30 in red. Marka point at 27. 1s 27 closer {0.20 or to 307 2c How can you tell? Posie ser the ‘ Have students use the first clue to list the numbers between 440 and 460. Then have students use the remaining clues to eliminate numbers until there ic only one number left. Encourage students to check theirwork to make sure thelr answer satisfies all the clues, = Challenge sudents to make up theit awn riddles involving rauneing 3-digit numbers. Have them exchange their riddles with a partner and solve. ‘ee CD Activity Gui for leveled activites. AD Response to Intervention GEE © So. ak Flaca ale Chars e7esche esos) + Draw a number line on the board with the + Have students recard 685 in a place-value chart and ‘numbers 50, 52. and 60 labeled. Have students copy Fi ‘the number line and draw quick pictures of the umber. 50, 52, and 60 bales thes labels. Remind = them thot a square represents 100. line represents Wand a small circle represents 1 then round to the nearect hundred Tasmede | Teme e «fs + Have studemts round 52 to the nearest ten by circling + Hove students cele the digit in the hundreds ploce. the nearest multiple of tert, What is 52 rounded te Remind them to look at the digit to the immediate the nearest ten? => right of the circled digit. to see if the hundreds digit a stays the same of inereaies by ane. + Repeat the proesus with ather numbers | ea Ea] Y “+ Repeat the activity for 80, 8B, and 90 Lesson 1.2 9BOucc Access Prior Knowledge Discusswith students situations where you da not need ta know an exact number, but knowing about how much oF about how many is sufficient, For axample, the length ot a car is about WD feet. There are about 10D seats in the auditorium. The height of a house is about 20 feet. © How are these numbers alike? "hey ol hx surat Thay alla abut ow any O reac ona TALK Bein. > Unlock the Problem @aeay ‘pie sua alter crane? cbs the prablem me ate thee ents ieleend thet $2 ba oie Narbe erd Saeed cake goer oe b> One Way + Why does the flest number line include ters and not hundreds? Posciviy ancunr becmne Beka cet eet ox lle a tb = Between Which two tens is 32? Which ten is closer ta? Explain, “orci. 12> certo 2s arp? mums say fom 20 bur manor i om Use path Talk t-foeus students’ thinking on ‘the fact that more than one number would round to 30. You might draw a number line fon the board from 20 2040 se students can Heethat te numbers 25-29 and 31-34 would round %0 30 + Loolt.at the sacond number tine. How i rounding to the nearest hundred similar to rounding to the nearest tan? Foe ancwet wen ound to the ners fn, okt he apap ran ated ent ‘hen crest hundred, ok he nd 9 Chapter ‘Round to the Nearest Ten arHundred Tesit routes ote newest tan Raed? Gone Way nc sunter tines Q eure 2210 So, the ng a Mr oun de! he esas tenon 38m Sher eam 9 ach a Sec atte oy 50,174 warded ty the newest comet ®