ij ny Me iy WaTEACHER EDITION aman Sen a rade of Cres Cm ‘pag 2072) ran tain rou Pts Company Alas eee. to gr oth wk my beeper rennin ym yay men econ rch dg igor cg my orat trge nd ‘nt spon wih ep errand some ue yng cps ee el cat eho erry at so pte ‘tbe sites Hoon ln an Rtg Compa, Cosco seer, YD ets Pa Cea, an Pv 19 ao ee et ers Cepigh 01 Ran Gaver Acton Cee et Se Pre ae Chn of Chl en Sod Or. A ghee Tne ea at sees ern yt Conon Ge te seni ot tos Gena Aneto ars Ge Pacis nthe Cail a Chet te eos the, pnd ne 1a4s674900 ox AUNTS NT Fave cd ae a aT an Wi Fr FD Cana To a PT Re chia enbir res of can TT TE a Ty TNE, 4&3, HOUGHTON MIFFLIN HARCOURTCritical Area At A Glance, : 1A Digital Path 1c Project. E 5 , 1 Domains: " atical Practice: Operations and Algebraic ec 3.94 CCK-I2MAS Attend to precision, Thinking CCK-I2MPI_ Look for and make use of Number and Operations in stacture Mosters ccaner fut Chapter At A Glance 5 3A Teaching for Depth : 3E ily Classroom Management 3F Review Prerequisite Skills z , 3G Developing Math Language 3H Introduce the Chapter... 3 ‘Show What You Know . .. 3 Vocabulary Builder Algebra * Number Patterns .......66+2000000+ ses CC3OR9 oe Round to the Nearest Ten or Hundred ccanens Estimate Sums . ceanen Mental Math Strategies for Addition. .. ceaner2 Algebra * Use Properties to Add «....+22.-cse+ecceeeeee+ CC3NBT2 Use the Break Apart Strategy to Add ....... ceesees CCRNAT Use Place Value to Add... e20ssc0seeee ceesees CCONAT Mid-Chapter Checkpoint «4.444664 iia eoeneaaeeee Estimate Differences ..... ceveeeeees COONBTE Mental Math Strategies for Subtraction ceetees CCBNITA ceeceeee Use Place Value to Subtract const Combine Place Values to Subtract ceaneta Problem Solving * Model Addition and Subtraction ceaoas . Chapter 1 Review/Test Test Prep. Chapter 1 Test...Domain: Measurement and Data Chapter At A Glance. Teaching for Depth Daily Classroom Management .. Review Prerequisite Skills Developing Math Language Introduce the Chapter. Show What You Know Vocabulary Builder 1 Problem Solving * Organize Data. . 22 Use Picture Graphs. 23. Make Picture Graphs Mid-Chapter Checkpoint . 24 Use Bar Graphs. . 5 Make Bar Graphs 6 Solve Problems Using Data. Chapter 2 Test. 2.7 Use and Make Line Plots.........+.+0++ Chapter 2 Review/Test We Test Pre ‘This chapter also includes the following standards. CC3.0A8, €C:3.NBI2 pereevere in saving them CCR-T2MRA Model with mathematics, cco.mpa ccomp3 . ccamoa ccampa camps camps 590, 59F 596 59Hi critic. ( AREA Table of Contents fe Chapter 3. Understand Multiplication Mathematical Practices: at Operations and Algebraic CEA-TAMP2 Reason abstractly and quantatvey Tons «e308 CEA-I2MPS_ Look fr and express regulrty in repeated reasoning Planning Chapter At A Glance 950, Teaching for Depth .........eecceceeeesseeeseecetecseeeseseeenes ceeseeesees SBE Daily Classroom Management .............02s0000cceeeseeeeeesee ‘ 2. 95F Review Prerequisite Skills 956 Developing Math Language 95H Introduce the Chapter. Se ee eee a oS Show What You Know 5 Vocabulary Builder 96 eo Common Core State Standarde* Page 3.1 Count Equal Groups aoe CEO carte -. 978, 3.2. Algebra « Relate Addition and Multiplication cc3.0at 1010, 33. Skip Count on a Number Line .....2..-cseseeeeeereeess €C3083 1050, 109 TD 34 Problem solving + Model Multiplication ....... s+ CCR0Ra 111A ie 35. Model with Arrays ++ €C3.083 1150 3.6 Algebra * Commutative Property of Multiplication cc3.ons 1198, 3.7 Algebra + Multiply with 1 and Q.........20+0+ cc3.ons 123A ——a cl Test Prep. - 127-128 sain 130A i a ‘This chapter also includes the following standards: (C3.04 7, C3.NBT2Domain: Mathematical Pract Operations and Algebraic -12MR3 Construct able arguments a Thinking cc2.0n OEMS Seue therawort sof othe, CCA-12MRI_ Look for and make use of sructure, Chapter At A Glance ..... 131A Teaching for Depth ...... coe BIE Daily Classroom Management .. -131F Review Prerequisite Skills 1316 Developing Math Language 131H Introduce the Chapter. 131 Show What You Know 131 Vocabulary Builder ........e.ceeeeeeeees 132 ‘ 41 Multiply with 2 and 4 eee cette BORE eee 133A, 42 Multiply with 5 and 10 ccaoas 137A 43 Multiply with 3 and 6 TEROAS so ceens vee ATA 1450 1490, 153 1550, 44 Algebra + Distributive Property .......-...+.+ €C3.0A5 « Multiply with 7 ceaon7 . Mid-Chapter Checkpoint . Algebra « Associative Property of Multiplication .......... CC30A5 . 4.7 Algebra « Patterns on the Mult cca.ong . 1598, 4.8 Multiply with 8 cc3oar . 1630, 4.9 Multiply with 9 cesar. 1670, cca.one . 1710 175-176 Problem Solving » Mul Chapter 4 Review/Test IC Chapter A Test. “This chapter also includes the following standards: (C3.04.1,€C3.0A4‘CRITICAL ( fXiz4), Table of Contents Chapter 5 Use Multiplication Facts Mathematical Practices: Operations and Algebraic CCA-H2IE Make sense of problems and king ccaon persevere in slving them. une Number and Operations in K-T2MRS_ Use appropriate tools strategic Base Ten coaner Scxelans UA iil Planning, Chapter At A Glance 1798 Teaching for Depth 179 Dally ClassroofW Mangelnertt cn scenes act snr caryanndnamannaarennrtuenciree teave/M7SD) Review Prerequisite Skills - 179E Developing Math Language eee eee eearmen heres - 179 Introduce the Chapter whpiee ore ss . eee ae Show What You Know 179 Vocobulary Builder .. . ees Sorte 180 es Se ee 5.1 Algebra + Describe Patterns .........6cccccceeescseesees COONS eeseeeeee eee ABTA, 5.2. Algebra Find Unknown Factors......es0cceeeeeeesees COROM seeeeee 185A 8 ioieoe : - 189 5.3 Problem Solving * Use the Distributive Property. CONES eee 191A 5.44 Multiplication Strategies with Multiples of 10 .......2.e6+ CC3NBII csecscsecees 195A 7 55. multiply muttiptes of 10 by 1-Digit Numbers canna 1990 Ey Test Prep 203-204 206A I +s crapter aso ncutes the folowing standards: €C3.081,€¢3.083,€C3.0A5,€C3.047, (CROATDomain: Operations and Algebraic Thinking Chapter At A Glance... Teaching for Depth ...... Dally Classroom Management .. Review Prerequisite Skills Developing Math Language... Introduce the Chapter......... Show What You Know . Vocabulary Builder 6.1 Problem Solving + Model Division Size of Equal Groups. 63 Number of Equal Groups. 64 Model with Bar Models. 65. Algebra « Relate Subtra: Mid-Chapter Checkpoint . ‘+ Model with Arrays Algebra « Relate Multiplication and Di Algebra + Write Related Facts. .... Algebra « Division Rules for 1 and 0... Chapter 6 Review/Test Wr Chapter 6 Test. 62 “This chapter also includes the following standard: CC3.0A4 CCAK-T2MP2_Reason abstractly and quantitatively CCK-T2MP2_Look for and make use of sructue, cc3.ons 209A 2438 217A 224A -2250, 229 2310, 235A, -2390, cece RMB A cece, 207-248 250A ccson2 cc3on2 cana ccan7 ccaDomain: Operations and Algebraic Thinking cc3.on Chapter At A Glance... Teaching for Depth ...... Dally Classroom Management .. Review Prerequisite Skills Developing Math Language... Introduce the Chapter......... Show What You Know . Vocabulary Builder 4 Divide by 2 Divide by 10 Divide by 5... « tag Mid-Chapter Checkpoint . Divide by 7. Divide by 8 le by 9. ce Problem Solving * Two-Step Problems . + Order of Operations . iba Chapter 7 Review/Test )€ Test Prep....-..++ Chapter 7 Test. Mat matical Pract CCKHI2.MRI Construct viable arguments and catique the reasoning of others. COK-12MR7_ Look for and make use of structure. cc3.ons cc3.ons ccaoaz cca.ona cca.oa7 cca.one cc3.ons * This chapter als inches the following standards: €C3.0.1, €C3.0A2, €C:30A5, CC3.0A6 2 2518, - 251E 251F 2516 251 251 251 252 253A 257A 261ACRITICAL f > ( AREA able of Contents Fractions foro Gritical Area At A Glance, 303A, Digital Path 303C Project. 303 Chapter 8 Understanding Fractions Mathematical Practices: Number and Operation (CCK-12MP2_ Reason abstractly and Fractions cane quantitatively Planning ior Chapter ALA Glance... eceeeeeeees ne eee = 305A Teaching for Depth 305E Daily Classroom Management 305F Review Prerequisite Skills 305G Developing Math Language 305H introdien the Chapter. ois ccs seccssrsvasentessessovecsscessccnse ss = 305 Show What You KNOW ......2..csscecscseessseeseeseeseeseesserensseasenes + 305 Vocabulary Builder 306 es Se ee 8.1 Equal Parts of a Whole ...... seyenrsanays ee DEAN axes 3070, 82 Equal Shares cone 311A Unit Fractions of a Whole 5 § ceanmt : 315A Fractions of a Whole ccanet 3198 Fractions on a Number Line ceanr2e, cca.neab 323A espe 2 327 Relate Fractions and Whole Numbers ....... dee INE cs 3290, Fractions of @ Group a CORNED eee 3330, 8.8 Find Part of a Group Using Unit Fractions. cart 3378, 8.9 Problem Solving + Find the Whole Group Using Unit Fractions came 3410, Test Prep .. . 345-346 348A ‘This chapter also includes the following standards: (C:3.NF2, (C3.62CRITICAL C AREA Kole} o} Chapter 9 Compare Fractions Number and Operations Fractions cane Planning Mathematical Practices: CCK-12.M1.2-Reeson abstractly and quertitatively CCK-I2MR4 Model with mathematics Chapter At A Glance 349A Teaching for Depth 349 Daily Classroom Management 349F Review Prerequisite Skills. = 3496 Developing Math Language - 3494 Introduce the Chapter 349 show What You Know 349 Vocabulary Builder 350 Lessons ee ee 9.1. Problem Solving + Compare Fractions ceanesd 351A 9.2 Compare Fractions with the Same Denominator ceanesd 3550 93 Compare Fractions with the Same Numerator ceanesd 359A 9.4 Compare Fractions ceanesd 363A . 367 9.5 Compare and Order Fractions. . : ceanesd 369A 9.6 Investigate * Model Equivalent Fractions ceaneaa 373A 9.7 Equivalent Fractions cana 3770 Test Prep =. 381-382 3840 CC3.NF2a, CC3.NFIH CC3MFS, CC3ME3C C362CRITICAL : f AREA able of Conten es Chapter 10 Time, Length, Liquid Volume, and Mass Mathematical Practices: CKHI2.NR Model with mathematics * ants: es Measurement and Data camp Chapter At A Glance. Sesatdanedh tee cteis4tecuenutecesevtseverseiced 5 gael fe O60 teen ace . 387E Dally Classroom Management 387F Review Prerequisite Skills 3876 Developing Math Language 387 Introduce the Chapter. 387 Show What You Know 387 Vocabulary Builder .. 388 Lessons ‘Common Core State Standards * 10.1. Time to the Minute ccamo1 10.2 Am. and pam. ccamos 10.3. Measure Time Intervals ccamor : 10.4 Use Time Intervals : ccamo4 camps 10.5 Problem Solving « Time Intervals. . 10.6 Measure Length ceveeeeeeeceeecseeseersssensees COBMDA PI] 102 Estimate and Measure Liquid Volume... ccamp2 te 108 Estimate and Measure Mass.........00.cc0eesceeeeeees CC2MDZ weeks, 10.9 Solve Problems About Liquid Volume and Mass ........... c¢3Mo2 Test Prep saint FL BET «This chapter also includes the folowing standards: (C3.0A.7, €C3.0A8, 3.NBT2CRITICAL 7 aoe AREA of Contents ey Chapter 11 Perimeter and Area Mathematica Practies CCA-12.MPB Look for and express regularity in repeated resroning, Measurement and Data camo | Chapter At A Glance . pe Teaching for Depth ...... * Renae a31E Daily Classroom Management .......0.00se0cccsscetcsseseseeseeseeieeeeeeeseeees ABT Review Prerequisite Skills ....... Se Sena varie dorsi 4316 Developing Math Language cette ete tietetseteteetteteenes 43H Introduce the Chapter 431 Show What You Know 431 Vocabulary Builder 432 eo io ‘11.4. Investigate + Model Perimeter... ccamos, 4330 14.2 Find Perimeter... .ccscsecceeseeesesenseeserseseees CORMDE seesceeseee ee Q37A 113. Algebra + Find Unknown Side Lengths . - came -4a1a 114 Understand Area ....... ccamms,ccamosa ...... 445A 115° Measure Area. . seeeeeeeeeneneneneneneneneneses CCBMDSH.CC3MBE 60.5 AMOR 116 Use Area Models ccamo7,ccamora 4530 : c¢ Peete AST. BEEEEEEEED 11.7 Problem Solving + Area of Rectangles. ceamo7 ves 459A, 11.8 Area of Combined Rectangles .. ccamoreccamo7s .... 463A BIE, $1.5, Same Perimeter, Different Areas ccamos 11.10 Same Area, Different Perimeters .. ccampa Test Prep . ‘This chapter also includes the following standards: (C3.0A.3,€C3.0A5, €C3.047,€C3.048, CC3.NBT2, CC3.MDA_Page | tical Area At A Glance 479A Digital Path a7sc Project 479 Saat Chapter 12. Two-Dimensional Shapes : Mathematical Practices: Geometry cas COKIN Make sense of problems and persevere in solving them ctique the reasoning of others CCK-I2.MRS Attend to precision ASS ue a Chapter At A Glance Teaching for Depth Daily Classroom Management ......... Review Prerequisite Skills Developing Math Language Introduce the Chapter. Show What You Know Vocabulary Builder 12.1. Describe Plane Shapes + 12.2. Describe Angles in Plane Shapes 123 Identify Polygons wee 124. Describe Sides of Polygons 125. Classify Quadrilaterals cae 126 Draw Quadrilaterals ....... peaere cc: 12.7. Describe Triangles co 128. Problem Solving « Classify Plane Shapes cca: 129 Investigate + Relate Shapes, Fractions, and Area cc3e2 ‘Test Prep ‘This chapter also includes the following standards: CCF, C3.NF34, CC3.MDSWhole Numhk i ae peration Addition and Subtraction Within 1,000 Operations and Algebraic Thinking cc3.0n Number and Operations in Base Ten cc 3.NBT Lessons 1 1. Solve problems involving the four operations, and identify and explain patterns CESOAS Identily arithmetic patterns including patterns in the addto And explain them vsing properties of operations 12,1318 Use place value understanding and properties of operations to perform mult-digit arithmetic CANBY Use place value understanding to roune whole numbers tothe nearest 10 or 100 140-17, Use place value understanding and properties of operations to perform multi-digit arithmetic qoaai CCBNBT2 Fluently add and subtract within 1000 using strategies and algorithms based on place valve, properties of operations, andor the relationehip between addition and subtraction, wn Solve problems involving the four operations, and identity and explain patterns in arithmetic CC3OAE Solve two-step word problems vung the four operetions. Represent (nese problems using tsqustione wth letter stencing for the unknown quantity. Aetess te renscnablanest of answers using mental computation and estimation strategies including rounding, Represent and Interpret Data .. Understand Multip! re 5 <3 Ae Multiplication Facts and Strategies ......000............0.0004. 131 ae Use Multiplication Facts ... Understand Division .. seestecsessansorseccensecseoeversowes 207 . ion Facts and Strategies .(aTaite\m ca Ele Res Cre ee PCC UCD tert) Within 1,000. Operations and Algebrale Thinking Number and Operations in Base Ten LESSON 1 Algebra + Number Patterns Round to the Nearest Ten or Hundred LESSON 3 Estimate Sums LESSON 4 Mental Math Strategies for Addition Algebra « Use Properties to Add Use the Break Apart strategy to Add Use Place Value to Add & Mental Math Strategies for Subtraction LESSON 10 Use Place Value to Subtract LESSON 11 Combine Place Value to Subtract LESSON 12 Problem Solving * Model Addition and Subtraction Lesson 7 LESSON 8 Estimate Differences LESSON 9 Bi rs oe Represent and era ey ‘ain; Measurement and Data LESSON 1 Problem Solving « Organize Data Lesson Lesson Use Picture Graphs Make Picture Graphs Use Bar Graphs Make Bar Graphs Solve Problems Using Date Use and Make Line Plots 4 LESSON 5 LESSON 6 ? Lesson it a oe) PUT cure) Drs eer) Operations and Algebraic Thinking Count Equal Groups LESSON 2 Algebra + Relate Addition and Multiplication LESSON 3 Skip Count on a Number Line LESSON 4 Problem Solving + Model Multiplication LESSON 5 Model with Arrays LESSON 6 Algebra * Commutative Property of Multiplication LESSON 7 Algebra « Multiply with 1 and 0Operations and Algebraic Thinking Operations and Algebraic Thinking LESSON 1 Problem Solving * Model Division Multiply with 2.and 4 2 Multiply with 5 and 10 Multiply with 3 and 6 SSON 2 Size of Equal Groups Number of Equal Groups LESSON 4 Model with Bar Models 2 + Distributive Property i = 5 Multiply with 7 LESSON 5. Algebra + Relate Subtraction and Division Algebra + Associative Property of = + Model with Arrays i= mattiptication _ LESSON 7 Al a * Relate Multiplication and Algebra « Paterns on the Multiplication Division — abe FED wren + soson- wre nies sce Ns Multiply with & LESSON 9. Algebra + Division Rules for 1 and 0 9 Multiply with 9 P lem Solving * Multiplication Operations and Algebraic Thinking Divide by 2 Operations and Algebraic Thinking sei “Ince Number and Operations in Base Ten r Divide by 10 3 Divide by 5 es Algebra + Describe Patterns ON 4 Divide by 3 A + Find Unknown Factors SON 5 Divide by 4 Problem Solving «Use the Distributive Mi ON 6 Divide by 6 Progerty ¥ Divide by 7 Multiplication strategies with JON & Divide by 8 multiples of 10 i isso 'e ‘Die Multiply Multiples of 10 by 1-Digit bys Numbers Lesson 10 n Solving * Two-Step Problems + Order of Operations FRITH See Teaching for Depth, 1p. 3E, 59E, 95E, 1316, 179C, 2076, See Mathematical Practices, pp. 23, 39A, 81, 83A, 103, 111A, UDA, 161, 193, 199A, 221A, 237, 257A, and 2950Digital Path | @ eTeacher Edition @ soos j + Salve polos there = Acs al Teacher Eton tiga antes pages at school or home ‘Model and explore lesson math concepts @ Real World Videos + Show motivating videos @ Chapter ePlanner Stenting + Daly Digital Fath inks toll enn exourcer for each ston Greate customized planning calendar + View and asin tine cities ad lesen to idents @ cARMEN saNDIEGO™ Math Detective activities + togaging cts french ite ren @ Professional Development + Solve math problems with real-world Video Podcasts CC 34 ‘Download video podcasts wih strategies for teaching concepts an sil + View on handheld device or computerCPS a3) @ eStudent Edition ©@ Online Assessment System + Indes all student Edition pages for “Receive instant rests, student accese at shoo or home Incudng prescriptions for + Provides suo reinforcoment for Intervention ach letson ‘ ncutes a varity of reports + Features pont ofuse links to Animated ‘track student progress Math Models + create castomined teste @ Animated Math Models + camen Sandiego characters Introduce eon activites with auc and animation SWELLED Response to Intervention ‘Concepts are modeled and teinfrced wit feedback @ HH Mega Math “nt practcn with engoging acttles S that ince audio and animation rar ner medi Go math Dial rath proves the opprunit or felons © Multimedia eGlossary peeicr mi enn stout or nen ‘+ Indes aud, graphics, and animation + formation and communication sks SeCRITICAL AREA INTRODUCE THE PROJECT Q Operations and Algebraic Thinking Number and Operations in Base Ten Measurement and Data Knowing and applying multiplication and division within 100 are important skills that students often need to use in real-world situations. Have students look at the photograph. ‘Ask them to count the number of Abuelitos. Ask: ‘= Suppose each doll can sing 5 different Spanish lullabies. How can you find how ‘many lullabies all of the Abuelitos can sing? Possit The project for this critical area connects ordering dolls for a toy store to number and operations, I Gorey Whole Number TSC T eats Cie 1 Chapters 1-7ai} t ag Inventing Toys ‘The dol nthe picture are cated Abuetios. Some ot them ave giendmother end grendlether dos that were Gols nave mise Dae neds hem You squeeze tei hands ta start them singing! Important Fass Get Started \_—____ Suppose you ane partier work va toy ore. You want tender ancugh dale {o'ultwosnenes inthe sore een se Sanson hw may crore Completed py yes eo Bae 2 Demonstrates a complete understanding of the project. Makes full use of the Important Facts. Presents project clearly ‘and completely. 1 Demonstrates a partial understanding of the project. Uses the Important Facts, But makes errors in applying them. Makes a ‘good, but incomplete attempt at presenting the project 0 Demonstrates tittle understanding of the project. Fails to Use the Important Facts and to present accurate and complete conclusions. © po tne prosect Inventing Toys Project + Before students begin work, explain that they may present their project as a written report, @ poster, ora graph Have students read the opening sentences of Inventing Toys, along with the description of the project. + Ask volunteers to describe the project, in their own words. Be sure students understand that all the information ‘they need to complete the project is contained in the Important Facts chart. You may wish to have students complete pages B1-B2 in the Online Projects. To help students get started, ask the following questions: ‘+ How many inches long is each shelf? 72 inches ‘+ How many shelves do you need to fill with dolls? 2 shelves © ExteEND THE PROJECT 2-Day Project You may extend the projec by telling students to do the following: + Design some new outfits for Abuelita Rosa and Abuelito Pancho. Draw the ‘outlines of the clothes. Draw designs ‘on the outlines. Use these data: 1 foot of fabric makes 2 dresses, 1 foot of fabric makes 3 shirts. 1 foot of fabric makes 2 pairs of pants. + Tell how much fabric you would need {or 10 of each outfit. Present your findings. Explain your thinking. You may suggest that students place completed projects in their portfolios. Whole Number Operations 2Chapter 1 Addition and Subtraction Within 1,000 Chapter At A Glance °° tissnsccennnecs, Chapter Essential Question How can you add and subvact whole numbers and decide if an ances easonabe? sete caper cane EEOTER strategy + Model Language 1.1 eStudent Edition 1.2 Student Edition 1.3 estudent Edition 1.1 eTeacher Edition 1.2 Teacher Edition 1.3 eteacher Edition DTIC) | & Beat World Video, ch. 1 © Aaimated Math Models {© Animated Math Models Path T stools Ham mega Moth 86 HH Mega Math Before the Chapter During the Lesson After the Chapter peer Share and Show Emm STD Prerequisite sits actives | nu actives + nt Activities Response to | Soarto success Math + d-chopter Checkpoint 1 Soor to Success Math Intervention + Soar to Success Math 3A Chapter 1‘ee ya eens. atom gretsoweecombveryaycoun [SEEM cone Mental Math Strategies for Addition ......... 174 What mental math strategies can you uso tofind sums? Count by tens an ones, use a pumber line, make compatible nmbes, o use frenly rurbers to fnd sus mental MathBoard, Courting Tape 114 Student Editon 14 Standards Practice Book 1.4 Reteach 1 Enrich Grab-and-Go"™ Centers Kit GD suategy + Restate 14 eStudent Edition 1.4 eTeacher Edition Tatoos [SRE cconr2 ee tar ad (onc bbatoccenaaaaaaeehy How can you add mor than two arden? Use the Commutative and Associative Properties of Adltion to add more than tu adends, Mathoard, Counting Tape 1.5 Student Edition 1.5 Standards Practice Book 1.5 Reteach 1.5 Enrich GGrab-and-Go™ Centers Kit GD strategy + Rephrase 4.5 eStudent Edition 4.5 eTeacher Edition ce Pein ‘See Chapter 1 Performance Task and Assessment Guide [SRE ccoser2 ee Serene CL ery How can you use the break apart strtecy toad 2-dt numbers? se the break apart stategy toad esi nmbers MathBoard, Counting Tape 1.5 Student Edition 1.5 Standards Practice Book 1.6 Reteach 1 Enrich Grab-and.Go™ Centers Kit GD Strategy « creative Gousing 1.6 eStudent Edition 1.6 eTeacher Etion iT stools WH MMH Mega Math Pa Digital Path @® Ca pistes ath Models @rscsnen A cane sanonecom WH Hat Mose math GT Aoots 2 Multia oto Profesional Development 3 Som WVileo Podcots Coes © reat word videos sucess Math Addition and Subtraction Within 1,000 3BChapter 1 PCC meat mu dal me LL) Chapter At A Glance ~~~ [RED covers eer Eay [SORE cconr2 reece creda ty NCP ic Mental Math Strategies acta EY TEEN How can you use place va toad CRC 2 Subtraction Facts ag te aierenc, v¥ Show What You Know » Diagnostic Assessment Use to determine if students need intervention for the chapter's prerequisite skis. Were students successful with ‘Show What You Know? core to Subtract ie Intensive intervention Skill 12; renkeaaion Intensive intervention User Warm-up 14.10 Differentiated Centers Kit, Addition Facts ‘hit2 Warm-up 1021 Use the Enrich Book or the independent activities 3. Chapter 1 Subtraction Strategie Intervention Facts ‘Skil For Diagnostic Interview Tasks for Show What You Know skils, see Assessment GUIde. the Grab-ang-Go™ tannin FY ifferentiated Centers Kit.Vocabulary Buller b vial Vocabulary Builder ia Sort We review words wih a7 into the Venn dagran. Have students complete the activities on this ppage by working alone or with partners. D> Visualize It ’AVenn diagram shows relationships between sets of things. Words relating to addition should be placed in the left circle. Words relating to subtraction should be placed in the right circle, Words relating to both addition and subtraction should be placed in the section where the circles overlap. D> Understand Vocabulary Introduce the new words for the chapter. 4. A number close to an exact number called > understand Vocabulary : an estimate ‘Complete te sentences By using preview words 2. To find a number that tells about how much fr about how mary, you round. Addition Words Subtraction Words 1.4 number close to a esnct number seals on inte 3. Compatible numbers are numbers that are easy to compute mentally end are dose to the actual numbers, 4. The Commutative Property of Addition States that you can add two or more numbers in any order and get the sare sum, 2 Youcen round number to ‘he nearest on oF hunted to Bad a umber tat tle 2, Compa numbers are numbers hat are 287 w compute mental 4 The_Commuratie Popa of Adon states tat you ‘canna two oF more numnars in any order and get School-ome Letter available in English and Spanish, Standards Practice Book, pp. PI-P2 Intervention Options AXEXID response to Intervention Use Show What You Know, Lesson Quick Check, and Assessments to diagnose students’ intervention levels. ENRICHMENT On-Level intervention | Strategic Intervention _| Intensive Intervention [| Independent Activities For students who are generally | Forstudents who need small | For students who need For students who sucessfully at grade level but need early | group instruction to review ‘one-on-one instrurtion 0 complete lessos, ute intervention withthe lesson | concepts and skis needed for | build foundational ils for concepts se ‘the choper, use: the chopter, use lor tig foreverylesson | 2 ler 2 Activity forever eson | GB tntnsive nervenion Gude Differentiated Centers Kit Soot Succes Math Dr sirtesictnteention side | di Peete Sil Attn Aa rset sat Activites |e Suara sce Math 2 Sart sucess tath OY sat toga 1 Eve ty or ey leson + ch Book Addition and Subtraction Within 1,000 4Common Core Standard Lesson Objective Save prablemsinvhng the Identify and describe four operations, and identify and apereions, sl ldo leer aes and sate €EOn Wnty ether paens problems (induing patterns inthe adaton table of mulipleatn te, od explain them. Essential Question ‘Sng rps of opts How can you use properties to explain patterns on the addition table? Mate Is athGoaré, Addition Vocabulary commutative: Table (see eTeacher Resources), — orange and geen crayons Digital Path aT Tools: Number Charts {@ eStudent Edition @ Real World Video, Ch. 1 We HAH Mega Math About the Math Teaching for Depth Exploring number patterns helps students develop algebraic thinking skills. Identifying and describing ‘number patterns are important sills that prepare students for the study of functions in later grades. In this lesson, students shade different rows, columns, ‘and diagonals of the addition table in order to develop a ‘conceptual understanding of the Identity and Commutative Properties of Addition. They go on to formalize the properties in order to use them, instead of patterns, to solve problems. Students use the addition table to find other patterns as well “es, BB otesors Development video Podcasts 5A. Chapter 1 Algebra ¢ Number Patterns LESSON AT A GLANCE Daily Routines c= een’ a, Problem of the Day tay Test Prep Karen picks 3 apples. Ty picks S apples. How many more apples do they need to pick to have 12 apples altogether? ®2 ©8 @4 O20 Fluency Builder Counting Tape ‘Materials Counting Tape ae ‘You will find Every Day Counts® activity suggestions in many Go Math’ lessons. The Every Day Counts” Calendar Math program, in ust 10-15 minutes a day, helps students build mathematical understanding and confidence, To learn more about Every Day Counts, see the Go Math! Planning Guide. Introduce the Every Day Counts® Counting Tape on the first day of school or as soon as possible. Begin with a 4- or 5-foot section of adding machine tape posted in a prominent spot Tell students that one square will be attached for each day students come to school this year, and that the paper squares alternate between two colors to show the pattern of odd and even numbers. As you update each day, ask questions such as: ‘* How many days have we been in school so far? * What color will today’s square be? + Is today’s number odd or even? How do you know?ted Instruction Activities Eero esas Se Strategy: Model Language Motes Addition Table ee eTeacher Resouces) * Students may be familiar with the addition table but may need support to read and pronounce ‘the numbers '* Model pronunciation as you read the row for 1 on. ‘an addition table. Have students repeat the numbers aloud. Then guide students to shade the even numbers on the chart ‘Invite students to share five even numbers and five ‘odd numbers with the class. ‘even numbers ‘od numbers: See QHD Activity Guide for leveled activities. GEED © Son, ‘Matalls Addition Table Gee eTeacher Resources, color pene * Distribute addition tables to students. Shade all of the sums of 6 orange from left to right. What pattern do you notice? they ave 09 a iano * Look at the first sum that you shaded. Write an addition sentence for this sum.6 + 0 6 + What property did you use to find 6 + 0 = 67 the tent Property of Additon * Look at the second sum and the second to last sum that you shaded. Write addition sentences for these sums. 5 4 1 ~ 6 nd 1 » 5 ~ 5 What property is demonstrated by these sentences? ine Commutative Property of dion + Have students shade other sums that show the Identity and Commutative Properties of Addition, GD os * Display the arrangement of numbers (Pascal's Triangle) shown on the right. ‘+ Ask students to look for patterns aad in the diagram. Encourage them =) 4 ¢ 4 1 to find the relationship between sw 5 1 ‘a number and the numbers in the horizontal row above it. sxuserts should ident that the numbers 2, 3,4, 5, 6, and 10 ae the sum ‘ofthe closest two numbers nthe fow above «* Display the next row of Pascal's Triangle for students: 1,15, 6,1 + Challenge students to find the missing numbers using ‘the patterns they found, 6. 20.15 r\ RtI) Response to Intervention Do Materials counters, paper ‘+ Ask students to model the number 6 using counters ‘Then ask them to add 0 counters. Based on your ‘counters, what is the sum of 6 and 0? ‘+ Ask students to repeat this step with other numbers ‘to show that the Identity Property of Addition works with any number. ‘= Ask students to use counters to model 5 + 1. What is ‘the sum of 5 + 120 ‘+ Ask students to use counters to model 1 + 5, What is. the sum of 1 + 576 ‘* What property did you just demonstrate? she Commutative Property of Addition '* Ask students to repeat these steps with other pairs of addition sentences Lesson 1.1 5Bea 0K on fom ng nem ro Q@encace Qc’ Access Prior Knowledge Have students foodie Conese © How are patterns used in composing Imusic? Pobie answer a group af rates may Number Patterns repeat over ard over UNLOCK the Problom ‘+ How does a piano keyboard show a A SHEEN is on ordered set of numbers pattern? The keys repeat, 0, €, FG. A, Bare or abject, The order es you preict, Fepested onthe keyboard what wil come next Encourage students to think of songs that {You can wee the ation table to See el zea DB activity 1 rossi answers oe given oo OTeACH ana TALK aes ee Materials tion Tbl Ge each Resources) ‘Te number P-unlock the Problem Qa same What patterns are in our place-value system? * Sera conpretne ade see Discuss the addition table with students. Seis cies emcee ‘Students can find the sum of two numbers eee am by locating the first addend in the first Dcenten, ‘column, the second addend in the top row. what happen when you ad 0 number? ‘and moving to the right and down until the ‘nese me same a eather nana EEE ‘column and row meet. Point out that patterns in the addition table ‘can be found in each row, column, and. + stage te rw snd colun rae rahe rast ner degree ‘rom ight tet sh the ae agonal Notice that each diagonal going — Activity 1 Guus Have students complete each step of the activity. Make sure students understand that the Identity Property of Addition means that adding 0 to a quantity does not change the value of the quantity. ‘+ How does the row for 1 that you shaded green compare to the row for 0 that you shaded orange? ‘oie answer. each sumer» ‘the row for 1 8 T more than the number above it = How does the row for 1 compare to the row below it for 2? Portis answer #1 2d¢ | 10 ‘ch number isthe row For 1, get the numbers the row for 2 + Make a conjecture about the relationship between each row in the addition table and the row after it. Possble ansive if ada 1 to each number ina row I get the numbers inthe row below it Point out that the same relationships are true for the columns in the addition table. 5 Chapter 1WB Activity 2 eonse ses oe gen ater Theme ons a fo hte Shasta " fest ara wnde cach er Pai srawer ae gn tot to ot + fh ot 4 — asi alain hs os aor ‘witb eit enaty one fhe noone eo D> Activity 2 Have students complete the activity. Be sure that students understand the Commutative Property of Addition, also called the Order Property of Addition. + Look at the pairs of addition sentences you wrote for the sum of 5. Does the order in which you add the numbers matter? Explain. rossbiearswer 1 can add he numbers in sryorder and tl get ne sme sim Point out that every number in the addition table can be represented by an addition sentence, but the two numbers can be added ina different order to find the same sum. * Choose a sum other than 5. Use the addition table and your MathBoard to write examples of number sentences that show that the order in which you add numbers does not matter. sme vary Fossble arsine forasum of 12,\eah wie 9 +3 ~ 12003 -+9~ 12, 8+ 4~12andd+ 8 12 Provide each student with a copy of an ‘addition table, Ask students to fold their ‘addition tables along the diagonal from top Tight to bottom left to see that the sums match ‘exactly. This will help students recognize that the order of the addends does not matter because the sum does not change. > Activity 3 Review the meaning of even and ocd with students. You can show whether a number is ‘edd or even by using counters to model the number. Ifthe counters can be paired into ‘groups of 2, the number is even. If you cannot, ‘the number is odd. You may also find it helpful to madel the sums in the activity using ‘counters in order to see when the sum is odd Error Students write the second addition sentence for a sum incorrectly Example In Activity 2. students write 44+1=SandS+1=4, Springboard to Learning Remind students that they can use the Commutative Property Cf Addition to write the other addition sentence, Have students circle the sum and Underline the addends. Then, they simply reverse the order of the addend. They can check that their answers are correct by using the adcition table Lesson 1.1 6@© practice b> Share and Show ¢ Guided practice ‘Students may wish to shade parts of rows and ‘columns of the addition table on page 6 to help them identify addends and sums. Use Exercises 2 and 7 for Quick Check. @ auick check AND SaaS a student misses Exercises 2 and 7 art 63+ 9 een Gna ewen we Soar to Success Math 10.23, 27.12 $+ 0 = 6 a + 7+ 8 =_8 > On Your Owns independent Practice * ‘est Prep Coach Test Prep Coach helps teachers to identify ‘common errors that students can make. In Exercise 15, if students selected: ‘A They confused the Commutative Property of Addition with the Identity Property of Addition. Cor D They do not recognize even and odd ‘numbers correctly. siyen men BI Use the addi 1. Compete the addon sentences 1 show Find the aum. Thea use the Conmmutaive Property of ve ts CHEATS Look voc: ot the shaded ingons In Aci 2. viny es ne erange dagona show ny aes mbes? Espiin Posie sxplanatin: fr ech sum, one propery ow yout re fetes 1 tale on page 8 for 1-15. Pe Test Prep Which describes the sto 5 ® commutative Property af Addon @ teeny Property ot Asaiton even + even = even odd + ond = ons pte + usnon 17 ee ere Identifying Patterns Within Patterns Materials Hundred Chart (Gee eTeacher Resources), crayons ‘This activity provides students with an opportunity to extend their understanding of patterns, and to connect understanding of even and odd numbers with patterns ona hundred chart. Investigate Students will work with a partner to create and identify patterns. Encourage students to be creative in the patterns they choose, ‘= One student records the first five numbers of a pattern by shading the boxes of the numbers on a hundred chart. The other partner states the pattern. and then ‘extends the pattern as far as possible on the hundred chart. Partners then analyze the pattern to see the relationship of even and odd numbers to the pattern, 7 Chapter 1 and the rel numbers. For example, one partner might record the pattern 5,16, 27, 38, 49. The second partner might identify the pattern as add 11 and shade the boxes for 60. 71, 82, and 93, Together, partners would see that ‘numbers in the pattern alternate between even and odd, and that the difference between the tens digit and ones i frst 5, and then increases to 6. Students take turns providing the pattern, and identifying and extending the pattern. Students might use a different color crayon to record different patterns on the same chart. snship of the digits within the pattern Summarize Ask students how their patterns might change if they started with a different number. Ask how starting with an even or odd number might affect | the patternhs 1, Wiase staement ‘oda + odd = edd even + even = ever 5 446 Ian circle pairs of tesin each || tear ciclepais of tes wichno addend and therele 1 lef over || ties leFvover So. ths oum is ineachaddend.Sa,the sum || even wale ode | nn. ih re 3 3 Differentiated Centers Kit Activities Games Block It Out! Picnic Pattern Path ‘Students complete Students skip count TT soos H.O.T. Problem Exercise 16 requires students to use their knowledge of odd and even numbers in order to analyze students’ work. * Why do Joey and Kayley both circle pairs of tiles in the addends? rosie answer each pact es represents an even umber, * Joey's work shows 1 left-over tile in both. addends. How many left-over tiles are there altogether? i> + Does Joey's statement make sense? Explain. jo: posable explanation: te 2 le-ovr ts can be pared So, thesum fever andoeys statement doesnot mae srs. Osummariz GB Essential Question How can you use properties to explain patterns on the addition table? Hossivie srswor ean use the identity Property to show that lean ada Ota any number end wil get the umber asthe sm. can Use the Commutative Property to show thatthe order of filers doesn't matte wher find a sum in the adeiton table Math Journal € Write the definitions of the Identity Property of Addition and the Commutative Property of Addition. Use the addition table to Cuts GS Animated Math Models BR. estudent Edition Lesson 1.1 8Round to the Nearest Ten or Hundred LESSON AT A GLANCE Common Core Standard Lesson Objective Use place value understanding and Round 2- and 3-cigit mumbers to Segara temectimarimte [Sitar ond wiclenubosio Essential Question ‘the eaves 10 100. How can you round numbers? Vocabulary round Materials Mathoard Digital Path {3 Animated Math Models WY HMH Mega Math ‘®Pestudent Edition G9 About the Math Why Teach This Rounding is a way to find about how much or about how many. It involves finding the multiple ‘of 10 oF 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 closer to one multiple than to another. Understanding how to round numbers is the foundation for estimation, which is an important skill for checking the reasonableness of an answer or for finding an approximate ‘answer when an exact answer is not needed, om a Professional Development Video Podcasts 9A Chapter 1 Daily Routines fs eens Problem of the Day Test Prep Which is NOT a way to show 937 @ 9+3 ® 9 tens 3 ones © 93 ones © 9 hundreds 3 ones Vocabulary Builder ‘Materials Word Descriptions (se eTeacher Resources) Have students fill out the word descriptions sheet for the word round, Be sure that they give at least one example and one nonexample for rounding to the nearest ten and for rounding to the nearest hundred. ‘Also, make sure that they mention the different methods that they can use to round, numbers to the nearest ten or hundred, like number lines and place value.ted Instruction Activities STi oa Strategy: Describe Hateils two dasiroom objects (suchas @ stapler and an eraser), Number Line Gee eTeacher Resoures), color pencils «+ Students gain understanding of rounding using a ‘number line by describing objects that are closer. + Review the meaning of closer by placing one classroom object close to the group and the other object far away from the group. Which object is closer? Have students explain how they decided which object was closer. Display a number line labeled from 0 to 100. in increments of 10. Circle the number 20 in blue and the number 30 in red. Mark a point at 27. Is 27 closer t0 20 or to 30? 30 How can you tell? rosse answer. the ‘stance from 2710 30s shorter than the dstance from 27 1020. ‘See GID Activity Guide for leveled activities. GD © |... * Write this riddle on the board: 11am a number between 440 and 460. When rounded to the nearest ten, | am 450, When rounded to the nearest hundred, | am 400. My ones digit is an even number, but itis not 8. What number am I?..46 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 is only one number left. Encourage students to check their work to make sure their answer satisfies all the clues. Challenge students to make up their own riddles involving rounding 3-digit numbers. Have them exchange their riddles with @ partner and solve. As 42QD Response to Intervention SERED 2 eet ‘Materials Place-Value Charts (se eTeacher Resources) * Have students record 645 in a place-value chart and ‘then round to the nearest hundred. Hundreds | Tens | Ones 6 ap 5 * Have students circle the digit in the hundreds place. Remind them to look at the digit to the immediate right of the circled digit, to see if the hundreds digit stays the same or increases by one. * Repeat the process with other numbers. Do + Draw a number line on the board with the numbers 50, 52, and 60 labeled. Have students copy ‘the number line and draw quick pictures of the numbers 50, 2, and 60 below their labels. Remind them that a square represents 100, a line represents 10, and a small circle represents 1 ‘+ Have students round 52 to the nearest ten by circling ‘the nearest multiple of ten. What is 52 rounded to the nearest ten? 50 4 5 fo) ‘ala ‘+ Repeat the activity for 80, 88, and 90. Lesson 1.2 9B@eneace Access Prior Knowledge Discuss with students situations where you do not need to know an exact number, but knowing about how much or about how many is sufficient, For example, the length of a car is about 10 feet. There are about 100 seats in the auditorium. The height of a house is about 20 feet. * How are these numbers alike? 1hoy lls 2e105. They al tel about how mary. © TEACH ana TALK Deis, > Unlock the Problem @amem) afer eee Deas ie picid dere dats Understand that 3 san exact number aed they ned to raund 32 to the nearest ten > One Way ‘© Why does the first number line include tens and not hundreds? Possivie answer becouse 32 sa 24dgit number and |am are uring 32 to the rearest 10 ‘* Between which two tens is 32? Which ten is it closer to? Explain. 39 ard 40: 32 s closer to 130. [tis only 2 numbers away from 30 but 8 numbers ‘away from 40, Use Math Talk to focus students’ thinking on ‘the fact that more than one number would round to 30. You might draw a number line ‘on the board from 20 to 40 so students can see that the numbers 25-29 and 31-34 would round to 30. + Look at the second number line. How is rounding to the nearest hundred similar to rounding to the nearest ten? Posie answer: when I round to the nearest ten, | look at the ‘number line to see which ten the number casero, \When | round to the nearest hundred, | ook atthe ‘rumber ine to see whieh hundred the rumberis oser to 9 Chapter 1 eg {SCT Wseplae rave undestandg to Cun whole mums te eset 100110, ‘Round to the Nearest Ten or Hundred Oa Winen you RUN 9 names, 900 fn rarer that tell you about ow mich or bout how many, ‘Ay asetal tot 32 ches ong, Wht fs Tanath rounded to the nearest fon inches? Bone Way vies umber tno ond © round 32 tothe neatet en Find whieh tens the number is erween 5, the length of Me's at ounded 1 the (© sound 1761 he narest he se} Find which hundreds the numbers between, So, 174 rounded tothe nearest undead e_20 roman 90 ama to bet hey cuanto # ee‘ey This Round 711 tothe nearest ten and hundred Cheek sens wok Locate and tabel718 on the number ines. (© earn ton (© nearer Hone Pe 7 ia isoserto 720 than is iBiscser to 700_than is $0,718 rounds 19720 90,718 rounds to 700 Banother Way use sic vate tenuis : oh 0,1 rounded to the nemest en noe ‘Yah a: Pos expen: ‘int: the dal then ou tee lace vam, You ore fein pepel sels pclin ‘eunaingpace tare ow on (or nara te apt ove So. the huni gt esses by one ‘ent ig or reser Hi be inte Sarthe hundreds oreo the nee ono unas ‘hwn yo vo number ow, 00 0,457 rounded to the noatest hundred Try This! Discuss with students that there are different ways to round a number. Then, have students complete Parts And B + How is rounding a 3-digit number, like 718, to the nearest ten similar to rounding the number to the nearest hundred? "sive anwer in each cae, fin the two tens oc hundreds the umber s betwen and then Leecide which cose. + How is rounding a 3-digit number to the nearest ten different than rounding to the nearest hundred? Possible answers the number toes use ae ferent To round tothe nearest ten 1¢e4 to fn the two ters thatthe number s between To rund the nearest hundred, need to find the two hundeeds that toe numbers between rte rer fr the dat inthe ones place when rounding to ter. | wre ‘#10 fr the dais inthe tens ad ones paces when ‘unding to hundked > Another Way Students should recognize that the result of rounding using place value is the seme as rounding on a number line. ‘+ How might rounding using place value be quicker? rossbe answer: don have to draw = flmber ire tase te numbers. ‘+ How is rounding to the nearest ten and. rounding to the nearest hundred using place value the same? i excise. oo = the {git fo the vght ofthe place Lar rounding to. Fhe {Sgt les than 5, te dit nthe rounding pace sys the sane ifthe dig 50” gate. the agen the rounding place increases by 1. rte 20s fo the dats to the ight ofthe rounding ble Use Math Talk to show students how using place value is similar to using a number line, Error Students may round nurnbers incorrectly because they do not look at the place to the immesiate right. Example To round 718 to the nearest hundred, students may look at the 8 and round to 800. Springboard to Learning Have students Citcle the place to which they are rounding and underline the number to the immediate right before rounding. Lesson 1.2 10