Table of Contents - Teacher Created Materials€¦ · and Our Trippy to the City (()cont.)...

© Teacher Created Materials #10816 (i2672)—Mathematics Readers, Level 2 3

Table of ContentsIntroduction

Research on Mathematics and Literacy . . . . 5

How to Use This Product . . . . . . . . . . . . . . . 12

Organization of the Readers . . . . . . . . . . 12

Components of the Product . . . . . . . . . . 15

Assessment Strategies . . . . . . . . . . . . . . . 17

Reading Levels Chart . . . . . . . . . . . . . . . . 18

NCTM Correlations . . . . . . . . . . . . . . . . . 19

Level 2 Pacing Plan . . . . . . . . . . . . . . . . . . 20

Program Scope and Sequence . . . . . . . . . . . 22

Mathematics Chart . . . . . . . . . . . . . . . . . . 22

Nonfiction Literacy Chart . . . . . . . . . . . . 24

Reader Summaries . . . . . . . . . . . . . . . . . . . . . 25

Using the Readers

Unit 1: Two-Digit Addition . . . . . . . . . . .33–56

The World of Transportation Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . 36

Student Reproducibles . . . . . . . . . . . . . . . 39

Our Trip to the City Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . 41


Focused Mathematics Lesson

Pre-test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . 47


Using the Problem-Solving Transparencies

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 52


Unit 2: Two-Digit Subtraction . . . . . . . .57–80

Our Family Reunion Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . 60


Our Harvest Lunch Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . 65



Pre-test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . 71



Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . 76


Unit 3: Introducing Division . . . . . . . .81–104

Getting Ready to Camp Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . 84


What Is in the Attic? Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . 89



Pre-test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . 95



Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 100

Student Reproducibles . . . . . . . . . . . . . . 102

Unit 4: Patterns . . . . . . . . . . . . . . . . . . 105–128

Our Garden in the City Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 108


Our School Garden Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 113



Pre-test. . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . 119



Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 124


#10816 (i2672)—Mathematics Readers, Level 2 © Teacher Created Materials4

Table of Contents (cont.)

Unit 5: 2-D Shapes . . . . . . . . . . . . . . . 129–152

Traveling on a Train Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 132


Traveling on an Airplane Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 137



Pre-test. . . . . . . . . . . . . . . . . . . . . . . . . . . . 142

Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . 143



Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 148


Unit 6: 3-D Shapes . . . . . . . . . . . . . . . 153–176

Building a Playground Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 156


The Fort Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 161



Pre-test. . . . . . . . . . . . . . . . . . . . . . . . . . . . 166

Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . 167



Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 172


Unit 7: Standard Measurement . . . . 177–200

World Markets Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 180


Farmers Market Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 185



Pre-test. . . . . . . . . . . . . . . . . . . . . . . . . . . . 190

Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . 191



Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 196


Unit 8: Graphs . . . . . . . . . . . . . . . . . . . 201–224

Reduce, Reuse, Recycle Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 204


Cleaning Our School Reader

Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 209



Pre-test. . . . . . . . . . . . . . . . . . . . . . . . . . . . 214

Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . 215



Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . 220


Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . 225

Culminating Activity . . . . . . . . . . . . . . . . . . 233

Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . 243

Appendix A: References Cited . . . . . . . . . . 244

Appendix B: Interactive Mathematic Activities CD . . . . . . . . . . . . . . . . . . . . . . . . . 246

Appendix C: Glossary . . . . . . . . . . . . . . . . . . 249

Appendix D: Answer Key . . . . . . . . . . . . . . 251

Appendix E: Contents of Teacher Resource CD . . . . . . . . . . . . . . . . . . 263

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Introduction

Research on Mathematics and Literacy

Meeting Needs in Today’s Classrooms

More than ever before, there is a need to boost students’ understanding of mathematics in all grade levels. “We must expect all of our students to learn mathematics well beyond what we previously expected. We need all students to be more profi cient than in the past, and we need many more students to pursue careers based on mathematics and science” (Seeley 2005). Th ere is also great need for more eff ective instruction in reading comprehension using nonfi ction texts. In a study published in 2000 by Michigan State University education researcher Nell Duke, it was reported that fi rst graders were exposed to an average of 3.6 minutes of informational text per day. Students in low socioeconomic groups were exposed to less than two minutes of informational text per day (Collier 2006). Today’s world is focused on information. Th e advent of the Internet has put countless informational resources at our fi ngertips. Students will be ill equipped in the real world unless they are exposed to informational texts in schools. Nonfi ction texts are also prevalent on high-stakes tests. “Reading nonfi ction materials would increase students’ depth of knowledge in the content areas, and probably help students score higher on the standardized tests that are of such concern to teachers and administrators” (Ivey and Broaddus 2000).

Current research by the National Council of Teachers of English shows that students have diffi culty learning when subjects are taught in isolation (NCTE 1993). “When language skills are embedded in meaningful contexts, they are easier and more enjoyable for children to learn. In the same way, numbers and their operations, when embedded in meaningful real-world contexts, give children the opportunity to make sense of mathematics and to gain mathematical power” (NCTM 2000).

Mathematics Readers is a mathematics-based reading program. It combines eff ective instruction in nonfi ction reading-comprehension strategies with standards-based mathematical content. Although literacy continues to be the primary focus in today’s schools, it is essential that teachers do not decrease instructional time spent in other crucial content areas. Th is program effi ciently integrates instruction in mathematics and reading comprehension with a collection of engaging readers that focuses on mathematical concepts. Nonfi ction writing assignments are also provided as extensions to what is being taught in the mathematics and reading lessons. Each reader is written around real-life situations that are applicable to the students. Th e readers include captivating photographs, interesting facts and captions, engaging questions, problem-solving scenarios, and leveled text. Nonfi ction features, such as tables of contents, glossaries, and indices, are also included. All of the readers are organized by mathematical content strands to give the students a base of vocabulary and understanding on which to build more comprehension.

Th e teacher’s guide off ers lesson plans and teaching suggestions for both the reading and mathematics components. As a result, the teachers are able to engage students, address diff erent learning styles, and develop student understanding that leads to higher-level thinking. Th is program will support teachers’ eff ective mathematics instruction while boosting general reading skills.

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#10816 (i2672)—Mathematics Readers, Level 2 © Teacher Created Materials+

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The World of Transportationand Our Trip to the City p y (cont.)( )

Materials

• chart paper and marker

Introduction to Mathematics

Vocabulary

Write the following two-digit additionnumber sentence chart paper:15 + 25 = ?

Explain to students that in this lesson, they will learn about addition. Tellstudents that this is the process of joining two or more numbers together to make one number called a sum.

Point out that both 15 and 25 aredigit numbers. This means they t

have two numerals, 0 through 9.

Tell students that finding the total, or the sum of two or more amounts, can be done using a variety of strategies. Remind students that throughout this unit they will be thinking about different ways to solve, or find a solution for an equation.

Explain to students that some of the word problems in the addition readers will involvemoney. Students may need to find the total cost, or price of something. Often, additionproblems include the word altogether,r which means that students must add everythingthat is included together.

Give students a chance to “quiz” each other by writing a few two-digit addition number sentences for their partners to solve.

Vocabulary

• addition—the process of joiningtwo or more numbers together to make one number called the sum

• altogether—when everything is included

• cost—the price of something

• digit—any of the ten numerals, 0through 9

• solve—to work out the solution toan equation

• sum—the total amount of two ormore numbers added together

• total—the sum of two or more amounts added together

DifferentiationDifferentiation

Model for English language learners how to use manuipulatives to solve two-digitaddition problems. As a group, write at least two two-digit addition problems to solve.

Two-Digit Addition Teacher Resources

Introduction

How to Use This Product (cont.)

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O B J E C T I V E SO B J E C T I V E S

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=+© Teacher Created Materials #10816 (i2672)—Mathematics Readers 33


Timeline for the Unit

Mathematics Language Arts

Day 1

Complete the Introduction to Mathematics Vocabulary and theyBefore Reading activities.g(30 min.)

Complete the Before Readingactivities. (30 min.)

Day 2Begin the During Reading activities. gAssign the student activity sheet.(30 min.)

Begin the During Reading literacy gactivities. (60 min.)

Day 3Finish the During Reading activities.gComplete the After Reading activities.g(45 min.)

Finish the During Reading literacy gactivities. Complete the After Readingliteracy activities. (45 min.)

Day 4Complete the Focused Mathematics Lesson. (60 min.)

Have students reread the readers or dothe extension activities.

Day 5Complete the lessons using theProblem-Solving Transparencies.(45 min.)

Reread, if necessary, or complete theextension activities.

The World of Transportation and Our Trip to the Cityp y

• Mathematics: Students add whole numbers.

• Nonfiction reading: Students use reading skills and strategies to understand a variety of informational texts.

• Nonfiction writing: Students use descriptive words to convey basic ideas.

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Learning Objectives


• Nonfiction reading: Students use reading skills andstrategies to understand a variety of informationaltexts.

Nonfiction writing: Students use descriptive wordsto convey basic ideas.

MaterialsMaterials

The World of Transportation readers

copies of student reproducibles (pages 39–40; page039.pdf; page040.pdf)

chart paper and marker

The World of Transportation electronic version (world.pdf) (optional)

Using the Readers

Before Reading

Complete the Introduction to Mathematics Vocabulary activity (page 34) with theyclass. Then, divide your students into ability-based reading groups. This book is writtenfor students at or above a second-grade reading level.

Reading Activity—Distribute The World of Transportation readers to students. Havestudents look through the readers, noting the pictures and graphs. Have students makepredictions about the reader and share their predictions in pairs.

Mathematics Activity—Tell students that this reader is about two-digit addition. Ask them to think about ways traveling or transportation might involve addition. What kinds of predictions can they make about the way that math will be used in this reader, based on the pictures they notice as well as their own background knowledge? Write their ideas on chart paper.

Writing Activity—Have students study the picture on the cover. What words would they use to describe what they see? Have students brainstorm descriptive words for this scene. Make a master list on chart paper. Discuss how this new vocabulary may apply to the more general topic of transportation.

The World of Transportation

The World of Transportationp ReaderTwo-Digit Addition Teacher Resources


• This chart provides information to help you organize your scheduling of the unit. It estimates how long each part of each lesson will take to complete with your class.

Objectives

• Listed here are the mathematics, reading, and writing objectives for the lesson plans. Each pair of readers has the same objectives so that students are focused on learning the same skills and concepts.

Introduction to Mathematics Vocabulary

• Each set of lessons has an introductory activity for the mathematics vocabulary. This activity introduces the key mathematics words for the unit and is completed as a whole class.

Using the Readers

• This section begins the actual lesson plan for working with the students as they read the readers. This is the first page of the lesson plan. In total, there are three sections: Before Reading, During Reading, and After Reading. Many of the activities and questions can be used in any order that you would like. You do not need to follow the step-by-step directions to be successful with these activities.

Components of the Product

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Introduction


#10816 (i2672)—Mathematics Readers © Teacher Created Materials40

Name __________________________________

Two-Digit Addition Student Reproducibles

Let’s Explore Math—The World of Transportation

Directions: Answer the questions.

Type of Vehicle Speed

large helicopter 150 miles per hour

seaplane 140 miles per hour

Cessna jet 400 miles per hour

a. How many miles can a large helicopter fly in 1 hour?

b. How many miles can a large helicopter fly in 2 hours?

c. How many miles can a seaplane fly in 2 hours?

d. How many miles can a Cessna jet fly in 2 hours?

The chart shows how long a train takes to get to 5 stops. Study the chart. Then answer the questions.

Stop TimeMain Station to Center City 13 minutes

Center City to North View 11 minutes

North View to Park Place 20 minutes

Park Place to City Zoo 21 minutes

City Zoo to Bear Lake 14 minutes

a. How many minutes does it take to get from Main Station to Center City?

b. How many minutes does it take to get from Main Station to North View?

c. How many minutes does it take to get from North View to City Zoo?

d. How many minutes does it take to get from Park Place to Bear Lake?

Student Reproducibles

• There are many student guided practice pages throughout the unit. These pages can be completed individually as seatwork, in small groups as centers, or as homework.

• Every reader has a page like this one, which relates directly back to the Let’s Explore Math boxes in the reader. Students may want to refer back to the reader to get further information so they can solve the problems.


• As students finish with the reader, move into the whole-class mathematics lesson. The lessons focus on key mathematical skills and concepts. These activities can be completed during mathematics time in support of what you have done during your reading block.


• Each lesson has a problem-solving overhead transparency. These transparencies can be used in small group lessons or for whole-class activities. The real-life problems on the transparencies support the mathematical concepts of the readers.

• There are a total of sixteen transparencies. Eight of the transparencies match the problem-solving activities in the readers. The other eight were created to support this integration of mathematical skills and problem-solving strategies.

Components of the Product (cont.)


Using the Problem-Solving Transparencies:

Two-Digit AdditionTwo Digit Addition

Materials

• The World of Transportation and Our Trip to the City readers

• Transportation Collections overhead transparency (transportation1.pdf)

• Vacation Fun overhead transparency (vacation1.pdf)

• copies of Addition Practice activity sheet (page 54; page054.pdf)

• copies of Adding Up Ticketsf activity sheet (page 55; page055.pdf)

Transportation Collections

Summary

Three friends decide to trade toys. The totals of each kind of toy are listed in a chart. In this problem, students must use their addition skills to find totals of the toys and answer questions about the toy exchange.

Problem-Solving Steps

1. Ask the students if they have ever made a trade with friends. Allow them to share some of the things they trade with others and how they know if they are making a sensibletrade or not.

2. Display the Transportation Collections transparency. Explain to the students that three friends want to trade cards that they have gathered. Tell the students that they are going to use the numbers that are given to find the totals of different kinds of toys.

3. Direct the students to read the problem silently while you read it aloud.

4. Explain to the students that they must use addition to answer the questions using the chart provided. Have them work in groups to answer the Solve It! questions. Students should record their answers for the Solve It! questions on their Addition Practice activity sheet (page 54).

5. Discuss the sheet with the class once every group has had an opportunity to solve all of the problems. Have them share the answers they have. Answers can be found on page 252.



For below-grade-level students, an in-depth version of the problem-solving transparency is provided (transportation2.pdf) on the Teacher Resource CD. This version includes step-by-step directions for solving the problem.

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© Teacher Created Materials #10816 (i2672)—Mathematics Readers 47


Focused Mathematics Lesson:

Two-Digit AdditionTwo Digit Addition

Learning Objective


Materials

• copies of Two-Digit Addition Pre-test(page 46; page046.pdf)

• The World of Transportation and Our Tripto the City readers

• copies of How Many of Each?(page 50; page050.pdf)

• copies of Writing Word Problems(page 51; page051.pdf)

Assessment

• This mathematics lesson has apre-test (page 46; page046.pdf) of the mathematical objective. Use the pre-test to determine the skills on which yourstudents need to focus the most. This pre-test can be administered at any time prior tothe teaching of this lesson so that results can be used to differentiate instruction. Also included is a Diagnostic Test (pages 225–232; page225.pdf) to assess student learning.t

Reader Warm-Up

• Distribute copies of the The World of Transportation and Our Trip to the City readers. Askstudents to review the word problems that are included in both readers. Have students think about whether a two-digit addition number sentence is approached in a different way with two or three addends. Talk about the different ways that addition is represented in these readers.

Vocabulary








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The World of Transportationand Our Trip to the City p y (cont.)( )

Materials



Vocabulary

Write the following two-digit additionnumber sentence chart paper:15 + 25 = ?

Explain to students that in this lesson, they will learn about addition. Tellstudents that this is the process of joining two or more numbers together to make one number called a sum.

Point out that both 15 and 25 aredigit numbers. This means they t

have two numerals, 0 through 9.

Tell students that finding the total, or the sum of two or more amounts, can be done using a variety of strategies. Remind students that throughout this unit they will be thinking about different ways to solve, or find a solution for an equation.

Explain to students that some of the word problems in the addition readers will involvemoney. Students may need to find the total cost, or price of something. Often, additionproblems include the word altogether,r which means that students must add everythingthat is included together.

Give students a chance to “quiz” each other by writing a few two-digit addition number sentences for their partners to solve.

Vocabulary









Model for English language learners how to use manuipulatives to solve two-digitaddition problems. As a group, write at least two two-digit addition problems to solve.


Introduction


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O B J E C T I V E SO B J E C T I V E S

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=+© Teacher Created Materials #10816 (i2672)—Mathematics Readers 33




Day 1

Complete the Introduction to Mathematics Vocabulary and theyBefore Reading activities.g(30 min.)

Complete the Before Readingactivities. (30 min.)

Day 2Begin the During Reading activities. gAssign the student activity sheet.(30 min.)

Begin the During Reading literacy gactivities. (60 min.)

Day 3Finish the During Reading activities.gComplete the After Reading activities.g(45 min.)

Finish the During Reading literacy gactivities. Complete the After Readingliteracy activities. (45 min.)


Have students reread the readers or dothe extension activities.

Day 5Complete the lessons using theProblem-Solving Transparencies.(45 min.)

Reread, if necessary, or complete theextension activities.

The World of Transportation and Our Trip to the Cityp y




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Learning Objectives


• Nonfiction reading: Students use reading skills andstrategies to understand a variety of informationaltexts.

Nonfiction writing: Students use descriptive wordsto convey basic ideas.

MaterialsMaterials

The World of Transportation readers

copies of student reproducibles (pages 39–40; page039.pdf; page040.pdf)

chart paper and marker

The World of Transportation electronic version (world.pdf) (optional)

Using the Readers

Before Reading

Complete the Introduction to Mathematics Vocabulary activity (page 34) with theyclass. Then, divide your students into ability-based reading groups. This book is writtenfor students at or above a second-grade reading level.

Reading Activity—Distribute The World of Transportation readers to students. Havestudents look through the readers, noting the pictures and graphs. Have students makepredictions about the reader and share their predictions in pairs.

Mathematics Activity—Tell students that this reader is about two-digit addition. Ask them to think about ways traveling or transportation might involve addition. What kinds of predictions can they make about the way that math will be used in this reader, based on the pictures they notice as well as their own background knowledge? Write their ideas on chart paper.

Writing Activity—Have students study the picture on the cover. What words would they use to describe what they see? Have students brainstorm descriptive words for this scene. Make a master list on chart paper. Discuss how this new vocabulary may apply to the more general topic of transportation.


The World of Transportationp ReaderTwo-Digit Addition Teacher Resources


• This chart provides information to help you organize your scheduling of the unit. It estimates how long each part of each lesson will take to complete with your class.

Objectives

• Listed here are the mathematics, reading, and writing objectives for the lesson plans. Each pair of readers has the same objectives so that students are focused on learning the same skills and concepts.

Introduction to Mathematics Vocabulary

• Each set of lessons has an introductory activity for the mathematics vocabulary. This activity introduces the key mathematics words for the unit and is completed as a whole class.

Using the Readers

• This section begins the actual lesson plan for working with the students as they read the readers. This is the first page of the lesson plan. In total, there are three sections: Before Reading, During Reading, and After Reading. Many of the activities and questions can be used in any order that you would like. You do not need to follow the step-by-step directions to be successful with these activities.

Components of the Product

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OO B J E C T I V E SO B J E C T I V E S





Day 1

Complete the Introduction to Mathematics Vocabulary and the Before Reading activities. (30 min.)

Complete the Before Reading activities. (30 min.)

Day 2Begin the During Reading activities. Assign the student activity sheet. (30 min.)

Begin the During Reading activities. (60 min.)

Day 3Finish the During Reading activities. Complete the After Reading activities. (45 min.)

Finish the During Reading activities. Complete the After Reading activities. (45 min.)


Have students reread the readers or do the extension activities.

Day 5Complete the lessons using the Problem-Solving Transparencies. (45 min.)

Reread, if necessary, or complete the extension activities.

The World of Transportation and Our Trip to the City




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The World of Transportation and Our Trip to the City (cont.)

Materials



Vocabulary

1. Write the following two-digit addition number sentence on chart paper: 15 + 25 = ?

2. Explain to students that in this lesson, they will learn about addition. Tell students that this is the process of joining two or more numbers together to make one number called a sum.

3. Point out that both 15 and 25 are two-digit numbers. This means they have two numerals, 0 through 9.

4. Tell students that finding the total, or the sum of two or more amounts, can be done using a variety of strategies. Remind students that throughout this unit they will be thinking about different ways to solve, or find a solution for an equation.

5. Explain to students that some of the word problems in the addition readers will involve money. Students may need to find the total cost, or price of something. Often, addition problems include the word altogether, which means that students must add everything that is included together.

6. Give students a chance to “quiz” each other by writing a few two-digit addition number sentences for their partners to solve.

Vocabulary

• addition—the process of joining two or more numbers together to make one number called the sum



• digit—any of the ten numerals, 0 through 9

• solve—to work out the solution to an equation

• sum—the total amount of two or more numbers added together


Differentiation

Model for English language learners how to use manuipulatives to solve two-digit addition problems. As a group, write at least two two-digit addition problems to solve.


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Learning Objectives




Materials

• The World of Transportation readers

• copies of student reproducibles (pages 39–40; page039.pdf; page040.pdf)


• The World of Transportation electronic version (world.pdf) (optional)

Using the Readers

Before Reading

1. Complete the Introduction to Mathematics Vocabulary activity (page 34) with the class. Then, divide your students into ability-based reading groups. This book is written for students at or above a second-grade reading level.

2. Reading Activity—Distribute The World of Transportation readers to students. Have students look through the readers, noting the pictures and graphs. Have students make predictions about the reader and share their predictions in pairs.

3. Mathematics Activity—Tell students that this reader is about two-digit addition. Ask them to think about ways traveling or transportation might involve addition. What kinds of predictions can they make about the way that math will be used in this reader, based on the pictures they notice as well as their own background knowledge? Write their ideas on chart paper.

4. Writing Activity—Have students study the picture on the cover. What words would they use to describe what they see? Have students brainstorm descriptive words for this scene. Make a master list on chart paper. Discuss how this new vocabulary may apply to the more general topic of transportation.

Rann Roberts

Addition


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The World of Transportation ReaderTwo-Digit Addition Teacher Resources


Name __________________________________


Let’s Explore Math—The World of Transportation


Type of Vehicle Speed

large helicopter 150 miles per hour

seaplane 140 miles per hour

Cessna jet 400 miles per hour

a. How many miles can a large helicopter fly in 1 hour? ________________

b. How many miles can a large helicopter fly in 2 hours? ______________

c. How many miles can a seaplane fly in 2 hours? ______________________

d. How many miles can a Cessna jet fly in 2 hours? ____________________

The chart shows how long a train takes to get to 5 stops. Study the chart. Then answer the questions.

Stop TimeMain Station to Center City 13 minutes

Center City to North View 11 minutes

North View to Park Place 20 minutes

Park Place to City Zoo 21 minutes

City Zoo to Bear Lake 14 minutes

a. How many minutes does it take to get from Main Station to Center City? _________________

b. How many minutes does it take to get from Main Station to North View? ________________

c. How many minutes does it take to get from North View to City Zoo? ____________________

d. How many minutes does it take to get from Park Place to Bear Lake? __________________

a =

2x

+ 4

a =

2x

+ 4



Focused Mathematics Lesson: Two-Digit Addition

Learning Objective


Materials

• copies of Two-Digit Addition Pre-test (page 46; page046.pdf)


• copies of How Many of Each?(page 50; page050.pdf)

• copies of Writing Word Problems (page 51; page051.pdf)

Assessment

• This mathematics lesson has a pre-test (page 46; page046.pdf) of the mathematical objective. Use the pre-test to determine the skills on which your students need to focus the most. This pre-test can be administered at any time prior to the teaching of this lesson so that results can be used to differentiate instruction. Also included is a Diagnostic Test (pages 225–232; page225.pdf) to assess student learning.

Reader Warm-Up

• Distribute copies of the The World of Transportation and Our Trip to the City readers. Ask students to review the word problems that are included in both readers. Have students think about whether a two-digit addition number sentence is approached in a different way with two or three addends. Talk about the different ways that addition is represented in these readers.

Vocabulary

• addition—the process of joining two or more numbers together to make one number called the sum



• digit—any of the ten numerals, 0 through 9

• solve—to work out the solution to an equation

• sum—the total amount of two or more numbers added together


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Using the Problem-Solving Transparencies:

Two-Digit Addition

Materials


• Transportation Collections overhead transparency (transportation1.pdf)

• Vacation Fun overhead transparency (vacation1.pdf)

• copies of Addition Practice activity sheet (page 54; page054.pdf)

• copies of Adding Up Tickets activity sheet (page 55; page055.pdf)

Transportation Collections

Summary

Three friends decide to trade toys. The totals of each kind of toy are listed in a chart. In this problem, students must use their addition skills to find totals of the toys and answer questions about the toy exchange.

Problem-Solving Steps

1. Ask the students if they have ever made a trade with friends. Allow them to share some of the things they trade with others and how they know if they are making a sensible trade or not.

2. Display the Transportation Collections transparency. Explain to the students that three friends want to trade cards that they have gathered. Tell the students that they are going to use the numbers that are given to find the totals of different kinds of toys.

3. Direct the students to read the problem silently while you read it aloud.

4. Explain to the students that they must use addition to answer the questions using the chart provided. Have them work in groups to answer the Solve It! questions. Students should record their answers for the Solve It! questions on their Addition Practice activity sheets (page 54).

5. Discuss the sheet with the class once every group has had an opportunity to solve all of the problems. Have them share the answers they have. Answers can be found on page 252.


Differentiation

For below-grade-level students, an in-depth version of the problem-solving transparency is provided (transportation2.pdf) on the Teacher Resource CD. This version includes step-by-step directions for solving the problem.


Name __________________________________


Think About It!

1. When was the last time you traded something with friends? How did you decide what and how much to trade?

_______________________________________________________________________________

_______________________________________________________________________________

Solve It!

Name Model Cars Model Trains Model AirplanesMarco 45 11 20Juan 21 10 32Chris 33 14 13

2. Solve the problems from the activity, Transportation Collections.

a. How many model cars do they have in all? ________

b. How many model trains do they have in all? ________

c. How many model airplanes do they have in all? ________

d. Which type of vehicle is their favorite? How do you know?

_______________________________________________________________________________

e. Which type of vehicle is their least favorite? How do you know?

_______________________________________________________________________________

Describe It!

3. Write at least one sentence to explain what you did to solve the problem.

_______________________________________________________________________________

Extend It!

4. Did you use the same strategy for adding numbers each time? Why or why not?

_______________________________________________________________________________

Addition Practice

Name __________________________________


Table of Contents - Teacher Created Materials€¦ · and Our Trippy to the City (()cont.)...

Documents

Transcript of Table of Contents - Teacher Created Materials€¦ · and Our Trippy to the City (()cont.)...