18 Unit 1 Naming and Constructing Geometric Figures

Teaching the Lesson materials

Key ActivitiesStudents explore the Student Reference Book.

Key Concepts and Skills• Use the symbols >, <, and = to compare numbers and numerical expressions.

[Number and Numeration Goal 6]• Solve simple +, –, �, and ÷ problems. [Operations and Computation Goals 1 and 3]• Describe relationships among U.S. customary units of length.

[Measurement and Reference Frames Goal 3]

Ongoing Assessment: Recognizing Student Achievement Use Mental Math and Reflexes. [Operations and Computation Goal 1]

Ongoing Learning & Practice materials

Students use Fact Triangles to develop automaticity with addition and subtraction facts.

Students practice and maintain skills through Math Boxes.

Students take home a Family Letter introducing Everyday Mathematics and Unit 1.

Differentiation Options materials

Students use the relation symbols >, <, and = to compare numbers.

Students look for mathematical symbols inthe Student Reference Book.

� Student Reference Book � Teaching Masters (Math Masters,

pp. 6 and 7)� per partnership: 4 each of number

cards 0–9 (from the Everything MathDeck, if available)

� scissors

ENRICHMENTREADINESS

3

� Math Journal 1, p. 3� Study Link Masters (Math Masters,

pp. 2–5)� Teaching Aid Masters (Math

Masters, pp. 384–387)� paper clips; small, resealable plastic

bags or regular envelopes; scissors

See Advance Preparation

2

� Math Journal 1, p. 2� Student Reference Book� stick-on notes (optional)

1

Objective To acquaint students with the content and

organization of the Student Reference Book.

Additional InformationAdvance Preparation For Part 2, copy onto cardstock the +, – Fact Triangles on MathMasters, pages 384–387. Have students use plastic bags or envelopes to store them.

Technology Assessment Management System

Mental Math and ReflexesSee the iTLG.

� Math Message Follow-Up(Student Reference Book)

Have partners look through the Student Reference Book and shareinteresting pages. Invite students to name different sections of theStudent Reference Book, and have the others indicate “thumbs-up”if they named the same section.

Tell students that in this lesson they will have the opportunity toexplore the Student Reference Book and learn how it can be usedto investigate topics in mathematics.

� Investigating the Student Reference Book(Student Reference Book)

Language Arts Link Discuss the sections of the StudentReference Book. As each section is discussed, write its nameon the board.

� Tell students that the Table of Contents can be used to find anessay about a certain topic. The table also lists the first pagenumber of each essay.

WHOLE-CLASS ACTIVITY

WHOLE-CLASS ACTIVITY

1 Teaching the Lesson

Lesson 1�1 19

Getting Started

Mental Math and Reflexes Pose addition facts and extended facts. Suggestions:

NOTE Readiness activities help studentsgain prerequisite skills so that they can besuccessful in the lesson. Some students maybenefit from doing the Readiness activitybefore you begin Part 1 of the lesson. See theReadiness activity in Part 3 for details.

Math Message Look through the Student Reference Book. It is divided into sections. Write the names of two of the sections.

Find a page that looks interesting to you.Record the page number. Be prepared toshare.

6 � 1 � 78 � 0 � 84 � 4 � 89 � 2 � 11

6 � 7 � 138 � 4 � 127 � 9 � 165 � 8 � 13

50 � 50 � 10020 � 30 � 5060 � 80 � 14090 � 90 � 180

�

Ongoing Assessment:Recognizing Student Achievement

Use Mental Math and Reflexes to assess students’ automaticity with additionfacts. Students are making adequate progress if they are able to solve the

and problems. Some students may be able to solve the problems, which involve extended addition facts.

[Operations and Computation Goal 1]

Mental Math and Reflexes�

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20 Unit 1 Naming and Constructing Geometric Figures

Name Date Time

�, � Fact Triangles 1

384

• ••

•• •

• ••7

�,�

3

4

5

�,�

326 2

6 4�

,�

2

68

8

�,�

�,�

2

48

�,�

2�

,�

3

3

�,�3 5 4

47�,�

2

5

Math Masters, p. 384

Teaching Aid Master

2

Using Your Student Reference BookLESSON

1�1

Date Time

Use your Student Reference Book to complete the following:

1. Look up the word mode in the Glossary.

a. Copy the definition.

b. On which page in the Student Reference Book could you find more information

about the mode of a set of data? page

2. Find the essay “Comparing Numbers and Amounts.”

a. Describe what you did to find the essay.

b. Read the essay and solve the Check Your Understanding problems.

Problem 1: Problem 2:

Problem 3: Problem 4:

c. Check your answers using the Answer Key.

3. Look up the rules for the game Name That Number.

a. On which page did you find the rules? page

b. How many players are needed for the game? players

4. Go to the World Tour section. Record two interesting facts you find there.

a. Fact 1:

I found this information on page .

b. Fact 2:

I found this information on page .

2 or 3254

falsetruetruefalse

most often in a set of dataThe value or values that occur

73

Sample answer: I used the Table of Contents.The essay is on page 6.

Answersvary.

Math Journal 1, p. 2

Student Page

Adjusting the Activity

Adjusting the Activity

� Have students use the Table of Contents to look up “ExtendedMultiplication Facts,” which is on page 17. Point out the CheckYour Understanding problems. Explain that these problemscheck students’ understanding of the content of the essay.When students read an essay, they should do the Check YourUnderstanding problems and then check their answers usingthe Answer Key.

� Discuss the Glossary. Explain that it lists important mathterms in alphabetical order and defines each one. Ask studentsto look up line of symmetry.

� Turn to the Index. Explain that an index lists key words inalphabetical order and gives pages on which those wordsappear. Ask students to use it to find the rules for the gameBaseball Multiplication.

� Finally, turn to the World Tour section. Explain that it containsinformation that students will use on an imaginary world tour.

ELL

Have students put labeled sticky notes on key sections of the StudentReference Book that they will refer to often, such as Table of Contents, AnswerKey, Glossary, Index, and Games.

A U D I T O R Y � K I N E S T H E T I C � T A C T I L E � V I S U A L

� Using the Student Reference Book(Math Journal 1, p. 2; Student Reference Book)

Ask students to complete a journal page that takes them on a tourof the Student Reference Book.

ELL

Work together to identify and mark key terms, such as mode,Name That Number, Comparing Numbers and Amounts, or World Tour in each question. Model how students might look up these words in the Index or Table of Contents.

A U D I T O R Y � K I N E S T H E T I C � T A C T I L E � V I S U A L

� Using Fact Triangles(Math Masters, pp. 384–387)

Fact Triangles, an alternative to traditional flash cards, are idealfor students who need additional practice with basic addition andsubtraction facts. Using the cards reminds students thatsubtracting is like asking “How much do I add?”

PARTNER ACTIVITY

2 Ongoing Learning & Practice

PARTNER ACTIVITY

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When a student uses a Fact Triangle for a subtraction problem,the student receives two visual messages—a subtraction message (such as 17 � 9 � ?) and an addition message (such as 9 � ? � 17). The triangles help reinforce the idea that a studentwho knows one fact also knows three other related facts.

� Have students cut out the Fact Triangles on the masters.

� One partner covers a corner of a Fact Triangle with a finger.

� The other partner tells the addition or subtraction fact containing the numbers that are left uncovered.

17 � 9 � ? and 9 � ? � 17

� To practice the facts alone, students turn the cards facedown,pick up a card by a corner so that a finger covers the number in the corner, and tell which number is covered.

� Encourage students to sort their Fact Triangles into two piles—“OK” and “Try Again.” Piles may be fastened with paper clipsand stored until the next practice session. At each practice session, students work on the facts in the Try Again pile. The goal for students is to move all of the Fact Triangles to the OK pile.

NOTE Consider sending home a set of Fact Triangles for students who requireadditional practice.

� Math Boxes 1�1(Math Journal 1, p. 3)

Mixed Practice Math Boxes in this lesson are paired with Math Boxes in Lesson 1-3. The skill in Problem 5previews Unit 2 content.

� Study Link 1�1: Unit 1 Family Letter(Math Masters, pp. 2–5)

Home Connection Study Links contain a follow-up tomaterial presented in the lesson. Most Study Links shouldbe taken home, while others can be done in school. Some

Study Links are letters to parents. Note that the last page of eachFamily Letter includes answers to the unit’s Study Link problems.

Many Study Links end with a Practice section that provides acumulative review of concepts and skills. Students shouldcomplete this section without the help of a calculator.

INDEPENDENTACTIVITY

INDEPENDENTACTIVITY

•17

9 9

3

Math BoxesLESSON

1�1

Date Time

5. Add mentally or with a paper-and-pencil algorithm.

a. 32 � 35 �

b. 38 � 66 � 10467

1. Add mentally.

a. 1 � 7 �

b. 4 � 0 �

c. 5 � 5 �

d. 2 � 9 �

e. 8 � 5 �

f. 7 � 9 � 1613111048

3. Complete.

21 in. � ft in.

Circle the best answer.

A. 1 ft 1 in.

B. 1 ft 10 in.

C. 1 ft 9 in.

D. 1 ft 3 in.

4. Complete.

a. 2 quarters � dimes

b. 1 dollar and 5 nickels � quarters

c. 14 dimes � pennies

d. 8 quarters � dollars

e. 3 quarters and 9 nickels � dimes12

2140

5

5

129

2. Fill in the missing numbers and state the rule.

a. 2, 4, 6, , ,

Rule:

b. 65, 60, 55, , ,

Rule:

c. 109, 95, 81, , ,

Rule: �14395367

404550

1210

160 161

10 11

�2

�5

8

Math Journal 1, p. 3

Student Page

Lesson 1�1 21

Introduction to Fourth Grade EverydayMathematics® Welcome to Fourth Grade Everyday Mathematics. It is part of an elementary schoolmathematics curriculum developed by the University of Chicago School MathematicsProject (UCSMP).

Everyday Mathematics offers students a broad background in mathematics. Some

approaches may differ from those you used as a student, but the approaches used are

based on research, field test results, and the mathematics students will need in this

century.

Fourth Grade Everyday Mathematicsemphasizes the following content:Algebra and Uses of Variables Reading, writing, and solving number sentences

Algorithms and Procedures Exploring addition, subtraction, multiplication,and division methods; inventing individual procedures and algorithms; and experimenting with calculator procedures

Coordinate Systems and Other Reference Frames Using numbers in reference frames: number lines, coordinates, times, dates, and latitudeand longitude

Exploring Data Collecting, organizing, displaying, and interpreting numerical data

Functions, Patterns, and Sequences Designing, exploring, and using geometric and number patterns

Geometry and Spatial Sense Developing an intuitive sense about2- and 3-dimensional objects, their properties, uses, and relationships

Measures and Measurement Exploring metric and U.S. customarymeasures: linear, area, volume, weight; and exploring geographicalmeasures

Numbers, Numeration, and Order Relations Reading, writing, andusing whole numbers, fractions, decimals, percents, negative numbers;and exploring scientific notation

STUDY LINK

0� 0 Lesson Title

Name Date Time

STUDY LINK

1�1 Unit 1: Family Letter

Operations, Number Facts, and Number Systems Practicing addition and subtraction to proficiency; anddeveloping multiplication and division skills

Problem Solving and Mathematical Modeling Investigating methods for solving problems using mathematicsin everyday situations

Math Masters, pp. 2–5

Study Link Masters

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22 Unit 1 Naming and Constructing Geometric Figures

LESSON

1�1

Name Date Time

Relation-Symbol Top-It

1. Cut out the relation symbol cards at the bottom of the page.

2. Shuffle 4 each of the number cards 0–9 and place the deck facedownon the table.

3. Each student turns over 2 cards and makes the largest 2-digit number possible.

4. Students take turns placing the correct relation symbol (>, <, or =) between thecards and reading the number sentence.

Example:

53 is greater than 21.

5. The student with the larger number takes the cards.

6. Play ends when not enough cards are left for each student to have another turn.The student with the most cards wins.

7. Record number sentences for several rounds of play.

53 � 21

is greater than is less thanequals or is the

same as

6

5

5

3

3

2

2

1

1is greater than

Math Masters, p. 6

Teaching Master

� Using Relation Symbols to Compare Numbers(Math Masters, p. 6)

To explore the use of the relation symbols �, �, and �, havestudents play Top-It using Math Masters, page 6. Students usecards to create 2-digit numbers. One student places the correctrelation symbol (�, �, or �) between the numbers and reads theresulting number sentence. Have students record numbersentences for several rounds of play.

� Searching for Symbols(Student Reference Book; Math Masters, p. 7)

To further explore mathematical symbols, have students search the Student Reference Book for other symbols used by mathematicians. Have them record the symbols and their meanings.

Planning Ahead

Ask students to bring one or two old socks to school tomorrow.These will be used as erasers for slate activities throughout the year.

15–30 Min

INDEPENDENTACTIVITY

ENRICHMENT

5–15 Min

PARTNER ACTIVITY

READINESS

3 Differentiation Options

LESSON

1�1

Name Date Time

Symbols Scavenger Hunt

Mathematicians use symbols instead of writing out words such as is greater than, is lessthan, and equals. Search the Student Reference Book to find as many symbols as you can.Record the symbols and the words they stand for in the table below.

Symbol Meaning

� is greater than

Sample answers://|—�

is parallel tois perpendicular topi–the ratio of the

circumference of a circleto its diameter

Math Masters, page 7

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