Teacher’s Guide · Grandpa’s Birthday Present (cont.) Materials • eight “pizza” pieces...

Teacher’s Guide

Level 5

Authors

Christi E. Sorrell, M.A.Ed., and Shelly Frei, M.Ed.

© Teacher Created Materials #10819 (i2696)—Mathematics Readers, Teacher’s Guide Level 5 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 5 Pacing Plan . . . . . . . . . . . . . . . . . 20

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

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

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

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

Using the Readers

Unit 1: Understanding Percents . . . . . . 33–56

My Store in the Mall Reader

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

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

Grandpa’s Birthday Present Reader

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


Focused Mathematics Lesson

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

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


Using the Problem-Solving Transparencies

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


Unit 2: Variables, Expressions,and Equations . . . . . . . . . . . . . . . . . . . . 57–80

Night Skies Reader

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


It Started with Pizza Reader

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



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

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



Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . 76


Unit 3: Understanding Angles . . . . . . . 81–104

The Winning Angle Reader

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


Basketball Angles Reader

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



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

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



Lesson Plan . . . . . . . . . . . . . . . . . . . . . . 100

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

Unit 4: Coordinate Planes . . . . . . . . . . 105–128

Ocean Maps Reader

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


Shipwreck Detectives Reader

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



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

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



Lesson Plan . . . . . . . . . . . . . . . . . . . . . . 124


#10819 (i2696)—Mathematics Readers, Teacher’s Guide Level 5 © Teacher Created Materials4

Table of Contents (cont.)

Unit 5: Perimeter and Area . . . . . . . . . 129–152

Towns and Cities Reader

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


Amusement Parks Reader

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



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

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



Lesson Plan . . . . . . . . . . . . . . . . . . . . . . 148


Unit 6: Volume . . . . . . . . . . . . . . . . . . . . 153–176

At the Aquarium Reader

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


Hot Air Balloons Reader

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



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

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



Lesson Plan . . . . . . . . . . . . . . . . . . . . . . 172


Unit 7: Analyzing Data . . . . . . . . . . . . . 177–200

CSI Reader

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


The Jungle Park Case Reader

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



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

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



Lesson Plan . . . . . . . . . . . . . . . . . . . . . . 196


Unit 8: Graphing . . . . . . . . . . . . . . . . . . 201–223

Graphs in Action Reader

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


It’s Our Business Reader

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



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

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



Lesson Plan . . . . . . . . . . . . . . . . . . . . . . 220


Diagnostic Test . . . . . . . . . . . . . . . . . . .224

Culminating Activity . . . . . . . . . . . . . .232

Appendices

Appendix A: References Cited . . . . . . . . . . 246

Appendix B: Interactive MathematicsActivities CD . . . . . . . . . . . . . . . . . . . . . 248

Appendix C: Glossary . . . . . . . . . . . . . . . . . . 251

Appendix D: Answer Key . . . . . . . . . . . . . . 253

Appendix E: Contents of TeacherResource 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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My Store in the Mall andGrandpa’s Birthday Present (cont.)

Materials

• eight “pizza” pieces made out of paper to make a whole pizza

Introduction to Mathematics

Vocabulary

1. Tape the pieces of pizza on the board to make a whole pizza.

2. Explain to the class that you would like to share part of the pizza with two students. Give each of the two students a piece of pizza. Then, write the fraction of pizza that is now gone on the board. Convert the fraction to a decimal. Explain to the students that the fractions show what percent of the pizza is gone. Explain also how to convert the fractions to percents. Give examples of equivalent fractions by showing that both students have the same amount of pizza, which means they have equivalent portions of the pizza. Write the fractions to show this as well.

3. If you feel the students need more practice with the words, give them the opportunity to create their own pies. Then, have them write fractions for sharing the pie pieces with a certain number of friends.

Vocabulary

• converted—changed from one form to another

• decimals—fractional numbers written using decimal points

• equivalent fractions—fractions that have the same value or amount; fractions that are equal

• fraction—a number that compares the part of an object to its whole

• percent—a certain portion of a hundred

Differentiation

Provide English language learners with pizza slices drawn on a sheet of paper. Then, write the vocabulary words with examples using the slices to help them remember the meaning of the words.

Understanding Percents Teacher Resources

Introduction

How to Use This Product (cont.)

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OO B JE C T I V E S

O B JE C T I V E S



Timeline for the Unit

Mathematics Language Arts

Day 1Complete 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.)

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

Have students reread the readers or do the extension activities.

Day 5Complete the Problem-Solving Lesson. (45 min.)

Reread, if necessary, or complete the extension activities.

My Store in the Mall and Grandpa’s Birthday Present

• Mathematics: Students will understand how to interpret and figure percentages.

• Nonfiction reading: Students will determine the importance of the text by explaining the main ideas and supporting details.

• Nonfiction writing: Students will write expository compositions.

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Learning Objectives


• Nonfiction reading: Students will determine the importance of the text by explaining the main ideas and supporting details.

• Nonfiction writing: Students will write expository compositions.

Materials

• My Store in the Mall readers

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

• art supplies, such as markers or crayons

• blank paper

• My Store in the Mall electronic version (mystore.pdf) (optional)

Using the Readers

Before Reading

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

2. Reading Activity—Distribute the My Store in the Mall readers to the students. Have the students look through the readers, listing the headings that they find. List the headings on the board as students share them.

3. Mathematics Activity—Ask the students to think about the different types of surveys they could give to their classmates. Some ideas may be: favorite foods, eye color, favorite sports, etc. Then, have each student decide on one topic to use as a survey question for their classmates. Have them then survey their classmates to find out the information.

4. Writing Activity—Discuss the different subtitles from the My Store at the Mall reader with the whole group. Then, using these subtitles, ask the students what work and responsibilities may go into owning a store. List their thoughts on a sheet of paper that can be hung in the room for later use.

Understanding Percents

Dawn McMillan

My StoreMy Storein the Mallin the Mall


My Store in the Mall Reader


• 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 class.

Using the Readers

• This section begins the actual lesson plan for working with 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



Name __________________________________

Let’s Explore Math—My Store in the Mall

Directions: Answer the following questions.

1. Percent (%) means out of 100. One whole is 100%. The square below represents 1 whole. The whole is divided into 100 equal pieces. 50 pieces are shaded, which means that 50% of the whole square is shaded.

Percentages may be converted (con-VER-tehd) to fractions and decimals. So, 50% is 50 out of 100 or 50/100 or 0.5.

The fraction 50/100 is the same as 5/10 or ½. These are known as equivalent fractions.

a. Write 25% as a fraction. __________

b. Write 75% as a decimal. __________

c. How many pieces of the whole would be shaded to show 60%? ______

2. The store has 200 packs of trading cards to sell. On Monday, 10% were sold. By Friday, 80% of the total stock had been sold. On Saturday, the store sold another 20 packs.

a. How many packs of trading cards were sold on Monday? ____________

b. By Friday, how many packs of trading cards were sold in total? _______

c. How many packs of trading cards are left at the end of the day on Saturday? _________________________________________________

My Store in the Mall Student Reproducibles

Student Reproducibles

• There are many student guided practice pages throughout the unit. These pages can be completed individually as seatwork, in small groups at 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 to solve the problems.


• As students finish with the reader, move into the whole-class mathematics lesson. The lesson focuses 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. Use these transparencies in small group lessons or for whole-class activities. The real-life problems on the transparencies support the mathematical concepts of the readers.

• There is a total of 16 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.)

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Using the Problem-Solving Transparencies:

Understanding Percents

Materials

• My Store in the Mall and Grandpa’s Birthday Present readers

• Books at a Bargain overhead transparency (books.pdf)

• Cookie Creations overhead transparency (cookie.pdf )

• copies of Book Worms activity sheet (page 54; page054.pdf)

• copies of Cookie Counting activity sheet (page 55; page055.pdf)

Books at a Bargain

Summary

After receiving a gift card to Bargain Books, Jamal must decide which books to buy. For this problem, the students must figure the sale prices of the books in order to determine which books Jamal can buy for himself and his family.

Problem-Solving Steps

1. Ask the students if they have ever gone shopping and had to decide on which of the many products to buy. Allow them to share some of the things they wanted to buy.

2. Display the Books at a Bargain transparency. Explain to the students that Jamal has just received a gift card to Bargain Books. There are so many books to choose from that he can’t decide which to buy. Luckily, some of the books he and his family want are on sale. Tell the students that they are going to help Jamal decide which books to purchase.

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

4. Explain to the students that they must figure out the sale prices in order to decide which books Jamal can buy. Have them work in groups to answer the Solve It! questions. Students should record their answers for the Solve It! questions on their Book Worms (page 54) activity sheets.

5. Discuss the sheet with the class once every group has had an opportunity to solve all of the problems. Have them share what books Jamal can buy.


Differentiation

For below-grade-level students, an in-depth version of the problem-solving transparency is provided (books2.pdf) on the Teacher Resource CD. This version includes step-by-step direction for solving the problem.

#10819 (ixxxx)—Mathematics Readers © Teacher Created Materials

Understanding Percents Problem Solving Transparency

Cookie Creations

SummaryJuana’s school is having a local bake sale. Th ere are 150 total cookies that have been made. Th e chart below shows the types of cookies that were baked and how many of each.

Oatmeal Sugar Chocolate Chip Peanut Butter Butterscotch21 36 39 36 18

S O L V E I T !S O L V E I T !

a. What percentage of the cookies are oatmeal? b. What percentage of the cookies are sugar? c. What percentage of the cookies are chocolate chip? d. What percentage of the cookies are peanut butter? e. What percentage of the cookies are butterscotch? f. Create a pie graph to show the different cookie types and the percentage of each.

Be sure to label your graph.

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Focused Mathematics Lesson: Understanding Percents

Learning Objective


Materials

• copies of Understanding Percents Pre-test (page 46; page046.pdf)


• copies of Shopping Spree (page 50; page050.pdf)

• copies of Raiding the Fridge (page 51; page051.pdf)

• index cards

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 224–231; page224.pdf) to assess student learning.

Reader Warm-Up

• Divide students into small groups. Distribute the My Store in the Mall and Grandpa’s Birthday Present readers. Have each group find one example of percents from the readers to share with the class.

Vocabulary






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Assessment Strategies

Assessment is an integral, important part of this unit of study. You can gain insight into students’ learning through written pre-tests, small-group observations, analysis of written assignments, the diagnostic test, and the culminating activity. Th ese frequent formal and informal assessments provide the data needed to make informed decisions about what to teach and how to teach it. Th is is the best way to know who is struggling with various concepts and how to address the diffi culties that students are experiencing with the curriculum.

Th ere are several points throughout each lesson where useful evaluations can be made. Depending on the results, you can decide to continue with the lesson as planned or change gears to reteach or reinforce concepts.


Name __________________________________

Understanding Percents Pre-test

Directions: Circle the best answer for each of the following questions.

1. Lola has 100 baseball cards. She wants to give 25% of them to her brother. How many baseball cards will she give him?

A. 100 cards

B. 25 cards

C. 75 cards

D. 50 cards

2. Oscar wants to buy a football. The regular price of the football is $20.00, but for the next week, the football is discounted by 15%. How much money does Oscar need to buy the football?

A. $15.35

B. $10.00

C. $15.00

D. $17.00

3. Julian has 20 math problems to do. He has finished 5 problems. What is the percent of problems that Julian needs to finish?

A. 25%

B. 5%

C. 75%

D. 45%

4. Eliza has a box of 300 buttons. 20% of the buttons are yellow, 30% of the buttons are black, 5% of the buttons are blue, and 45% of the buttons are white. What is the fraction of blue buttons in the box?

A. 160

B. 15

C. 110

D. 120

5. The snack shack wants to make a 25% profit on the snacks they sell. If a sports drink costs them $0.60, what is the price that they will charge for the drink?

A. $0.75

B. $1.00

C. $0.85

D. $0.56

Understanding Percents Focused Mathematics Lesson Pre-test • Before the Focused Mathematics Lesson—By giving the lesson pre-test, you can determine on which aspects of the lesson to focus. You can also use this assessment to differentiate instruction. Students who do well on the pre-test can complete the enrichment challenges, while students who do not get all of the questions correct should participate in the lesson and may need some reteaching opportunities.

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Focused Mathematics Lesson: Understanding Percents

Learning Objective


Materials

• copies of Understanding Percents Pre-test (page 46; page046.pdf)


• copies of Shopping Spree (page 50; page050.pdf)

• copies of Raiding the Fridge (page 51; page051.pdf)

• index cards

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 224–231; page224.pdf) to assess student learning.

Reader Warm-Up

• Divide students into small groups. Distribute the My Store in the Mall and Grandpa’s Birthday Present readers. Have each group find one example of percents from the readers to share with the class.

Vocabulary






• After Assessing Prior Knowledge—The warm-up mathematics vocabulary activity provides opportunities to assess students’ prior knowledge. During these activities, you may realize that students have a strong understanding of the concepts being introduced. Or, it may become clear that students are weak in these concepts. Analyzing students during these introductory activities will help you adjust lessons as necessary.

• During Guided Practice—Within these lessons, practice problems are provided for teacher modeling as well as student practice. Use this time to assess whether students have comprehended the lesson concepts and are on their way to mastery.

• Diagnostic Assessment—Use the Diagnostic Test as a pre-test and as a post-test to gauge students’ overall progress. If used as a post-test, the pre-tests from the individual units are great study guides. Have students review their pre-tests and re-solve the problems in preparation for the final test. A Diagnostic Test-Item Analysis is included on the CD (testitem.pdf; testitem.xls).

• Final Authentic Assessment—A culminating activity has been included in this unit. The activity allows students to apply what they have learned throughout the unit in an engaging, interactive way. Students can take what they have learned and use that information to create new ideas in a real-life context.

QQU E S T I O N SQU E S T I O N S


Name __________________________________

Shopping Spree

Directions: Figure the sale price of each item in the chart below. Then, answer the questions that follow.

Item Regular Price Sale Price if 25% Off

red shirt $25.00

blue shirt $30.00

green shirt $15.00

dress $27.00


blue jeans $40.00

white tennis shoes $80.00

blue winter coat $120.00

red winter coat $150.00


black tennis shoes $70.00

fleece coat $90.00

suede coat $140.00

leather coat $180.00

1. If you have $25.00 to spend, what individual items could you buy? Can you afford the most expensive regular-priced item now that it’s on sale?

_________________________________________________________________

_________________________________________________________________

2. What combination of items would you purchase, staying under your $25.00?

_________________________________________________________________

_________________________________________________________________

Understanding Percents Student Reproducibles

QQU E S T I O N SQU E S T I O N S


Name __________________________________

Shopping Spree

Directions: Figure the sale price of each item in the chart below. Then, answer the questions that follow.


red shirt $25.00

blue shirt $30.00

green shirt $15.00

dress $27.00


blue jeans $40.00

white tennis shoes $80.00

blue winter coat $120.00

red winter coat $150.00


black tennis shoes $70.00

fleece coat $90.00

suede coat $140.00

leather coat $180.00

1. If you have $25.00 to spend, what individual items could you buy? Can you afford the most expensive regular-priced item now that it’s on sale?

_________________________________________________________________

_________________________________________________________________

2. What combination of items would you purchase, staying under your $25.00?

_________________________________________________________________

_________________________________________________________________

Understanding Percents Student Reproducibles


Name __________________________________


Diagnostic Test


1. Miguel has 80 stickers. He wants to give 20% of them to his sister. How many stickers will he give her?

A. 16 stickers

B. 20 stickers

C. 32 stickers

D. 25 stickers

2. Gia wants to buy a CD. The regular price of the CD is $15.00 but for the next week, the CD is discounted by 20%. How much money does Gia need to buy the CD?

A. $13.00

B. $12.00

C. $14.80

D. $10.00

3. Josephine has 25 spelling questions to do. She has finished 5 questions. What is the percent of questions that Josephine needs to finish?

A. 60%

B. 20%

C. 75%

D. 80%

4. Ally has a box of 200 buttons. 10% of the buttons are green, 25% of the buttons are pink, 30% of the buttons are white, 15% of the buttons are purple, and 20% of the buttons are white. What is the fraction of pink buttons in the box?

A. 125

B. 14

C. 15

D. 115

5. The snack shack wants to make a 20% profit on the snacks they sell. If a water bottle costs them $0.50, what is the price that they will charge for the water?

A. $0.80

B. $0.70

C. $0.60

D. $0.75

6. Jared bought 12 baseball cards in April. He bought b more baseball cards in May. Which is the expression that shows how many baseball cards Jared has bought altogether for the two months?

A. 12 – b

B. 12b

C. 12b

D. 12 + b


Name __________________________________


Diagnostic Test


1. Miguel has 80 stickers. He wants to give 20% of them to his sister. How many stickers will he give her?

A. 16 stickers

B. 20 stickers

C. 32 stickers

D. 25 stickers

2. Gia wants to buy a CD. The regular price of the CD is $15.00 but for the next week, the CD is discounted by 20%. How much money does Gia need to buy the CD?

A. $13.00

B. $12.00

C. $14.80

D. $10.00

3. Josephine has 25 spelling questions to do. She has finished 5 questions. What is the percent of questions that Josephine needs to finish?

A. 60%

B. 20%

C. 75%

D. 80%

4. Ally has a box of 200 buttons. 10% of the buttons are green, 25% of the buttons are pink, 30% of the buttons are white, 15% of the buttons are purple, and 20% of the buttons are white. What is the fraction of pink buttons in the box?

A. 125

B. 14

C. 15

D. 115

5. The snack shack wants to make a 20% profit on the snacks they sell. If a water bottle costs them $0.50, what is the price that they will charge for the water?

A. $0.80

B. $0.70

C. $0.60

D. $0.75

6. Jared bought 12 baseball cards in April. He bought b more baseball cards in May. Which is the expression that shows how many baseball cards Jared has bought altogether for the two months?

A. 12 – b

B. 12b

C. 12b

D. 12 + b

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Culminating Activity

Time Line for the Lesson

Mathematics Language Arts and Reading

Day 1

Begin the first steps in creating the students’ bands, including band names, albums, and the math activity sheets to go along with the bands’ tours. (90 min.)

Review how to use the readers as resources when creating the designs.

Day 2Finish the rest of the band math sheets, and create advertising posters for the new bands. (pages 234–235). (90 min.)

Use the Writing Extensions (page 235) to advertise the bands new songs. This can be completed as homework. (60 min.)

Materials

• math readers

• copies of student reproducibles (pages 236–243)

• The Fate of the Band cards (page 242) cut into squares

• art supplies to create albums and advertisements, as well as the 3-D instruments

• blank paper or graph paper to design sketches of the concert areas

• 11 x 14 pieces of thick paper, poster board, or card board for stage to be built

Differentiation

• Provide English language learners with lists of the vocabulary words from the math lessons. This way, they can refer to the definitions as they read the guidelines, refreshing their memories of the different math concepts.

• Have above-grade-level students create maps that show the stops on their bands’ tour. Encourage them to use world maps, creating a world tour. Have them label the cities on the tour.

Band Tour Cumulative Lesson Plan

Reader Warm-Up

• For each section, ask students to refer to their math readers. This will give them the opportunity to review the information and see examples when necessary of the various items requested to create their bands and concert tours.

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Culminating Activity

Time Line for the Lesson

Mathematics Language Arts and Reading

Day 1

Begin the first steps in creating the students’ bands, including band names, albums, and the math activity sheets to go along with the bands’ tours. (90 min.)

Review how to use the readers as resources when creating the designs.

Day 2Finish the rest of the band math sheets, and create advertising posters for the new bands. (pages 234–235). (90 min.)

Use the Writing Extensions (page 235) to advertise the bands new songs. This can be completed as homework. (60 min.)

Materials

• math readers

• copies of student reproducibles (pages 236–243)

• The Fate of the Band cards (page 242) cut into squares

• art supplies to create albums and advertisements, as well as the 3-D instruments

• blank paper or graph paper to design sketches of the concert areas

• 11 x 14 pieces of thick paper, poster board, or card board for stage to be built

Differentiation

• Provide English language learners with lists of the vocabulary words from the math lessons. This way, they can refer to the definitions as they read the guidelines, refreshing their memories of the different math concepts.

• Have above-grade-level students create maps that show the stops on their bands’ tour. Encourage them to use world maps, creating a world tour. Have them label the cities on the tour.

Band Tour Cumulative Lesson Plan

Reader Warm-Up

• For each section, ask students to refer to their math readers. This will give them the opportunity to review the information and see examples when necessary of the various items requested to create their bands and concert tours.

Introduction


Components of the Product (cont.)

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OO B JE C T I V E S

O B JE C T I V E S


Understanding Angles Teacher Resources

The Winning Angle and Basketball Angles


Mathematics Language Arts

Day 1

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

Complete the Before Reading activities. (30 min.)

Day 2

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

Begin the During Reading activities. (60 min.)

Day 3



Day 4

Do the Focused Mathematics Lesson. (60 min.)

Have students reread the readers or do the extension activities.

Day 5

Complete the Problem-Solving Lesson. (45 min.)

Reread, if necessary, or complete the extension activities.

• Mathematics: Students will understand and be able to determine the different types of angles.

• Nonfiction reading: Students will make inferences about the text.

• Nonfiction writing: Students will create biographical sketches of famous athletes.

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The Winning Angle and Basketball Angles (cont.)

Materials

• paper and pencil

• various angles (acute, obtuse, and right) drawn on construction paper

• protractors

Introduction to Mathematics

Vocabulary

1. Draw the three angles on the board: a right angle, an obtuse angle, and an acute angle. Explain the differences among the three angles to students.

2. Next, present the vocabulary words to students, explaining how each word is related to the three angles. You may also wish to measure the angles using a protractor.

3. Divide students into small groups. Give each group a different angle that has been drawn on construction paper. Have students identify the types of angles on their papers. Also have them identify other vocabulary words associated with their angles, as well as measure their angles using a protractor.

4. The groups should then share their angle information with the rest of the class.

Vocabulary

• acute—an angle that measures greater than 0 degrees but less than 90 degrees

• angle—the opening or amount of turn between two line segments or rays

• degrees—the term of measurement of an angle; an angle is measured using degrees

• line segment—a part of a line that has two endpoints

• obtuse—an angle that is greater than 90 degrees but less than 180 degrees

• protractors—tools used to measure angles

• rays—straight lines that begin at a certain point but extend forever in one direction

• right angle—an angle that measures 90 degrees

• vertex—the point where two line segments or rays meet

Differentiation

Provide English language learners with picture cards that show examples of each of the vocabulary words. Find a place around the room to display a larger version of the cards. Keep the cards up for the duration of the unit.

a =

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a =

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Focused Mathematics Lesson:

Understanding Angles

Learning Objective

• Mathematics: Students will understand and be able to determine the different types of angles.

Materials

• copies of Understanding Angles Pre-test(page 94, page094.pdf)

• The Winning Angle and Basketball Angles readers

• copies of Outside Angles (page 98; page098.pdf)

• copies of Angles at Home (page 99; page099.pdf)

• protractors

• basketballs

• paper and art supplies

Assessment

• This mathematics lesson has a pre-test (page 94; page094.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 224–231; page224.pdf) to assess student learning.

Reader Warm-Up

• Review the vocabulary words from the above list with students. Then, distribute The Winning Angle and Basketball Angles readers to students. Have them look through the readers, finding examples of obtuse, right, and acute angles. Also have them write the page numbers for their examples. Then, ask volunteers to share their examples with the class.

Vocabulary

• acute—an angle that measures greater than 0 degrees but less than 90 degrees

• angle—the opening or amount of turn between two line segments or rays

• degrees—the term of measurement of an angle; an angle is measured using degrees

• line segment—a part of a line that has two endpoints

• obtuse—an angle that is greater than 90 degrees but less than 180 degrees

• protractors—tools used to measure angles

• rays—straight lines that begin at a certain point but extend forever in one direction

• right angle—an angle that measures 90 degrees

• vertex—the point where two line segments or rays meet

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Using the Problem-Solving Transparencies:

Understanding Angles

Materials

• The Winning Angle and Basketball Angles readers

• Angles in Triangles overhead transparency (triangles1.pdf)

• Looking at It from a New Angle overhead transparency (looking1.pdf)

• copies of No Tools Allowed (page 102; page102.pdf)

• copies of A Room with a New View (page 103; page103.pdf)

• protractors

Angles in Triangles

Summary

For this problem, students are challenged to prove that all interior angles of a triangle equal 180 degrees. However, they are not allowed to use a protractor.

Problem-Solving Steps

1. Display the Angles in Triangles transparency. Have students read the problem silently while you read it aloud. Explain that they have been challenged to prove the statement to be correct.

2. Then, distribute copies of the No Tools Allowed activity sheet (page 102) to students. Have students see if they can prove that all interior angles of a triangle equal 180 degrees.

3. Once all students have had time to test the theory, come together as a class to discuss their test results.


Differentiation

For below-grade-level students, an in-depth version of the problem-solving transparency is provided (triangles2.pdf) on the Teacher Resource CD. This version includes step-by-step directions for solving the problem.


Name __________________________________

Directions: Answer the questions in each of the sections below.

Think About It!

1. Do you think it is possible to accurately measure angles without using a protractor? Why or why not?

_________________________________________________________________

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Solve It!

2. Solve the problems from the problem-solving activity, Angles in Triangles.

How can you prove that the sum of the interior angles of a triangle will always equal 180˚? Hint: As with Jada and her class, you may not use a protractor.

_________________________________________________________________

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_________________________________________________________________

Describe It!

3. Describe how you solved the problem.

_________________________________________________________________

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Extend It!

4. Write three things that you have learned about triangles and their angles.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

No Tools Allowed

Understanding Angles Student Reproducibles

Teacher’s Guide · Grandpa’s Birthday Present (cont.) Materials • eight “pizza” pieces...

Documents

Transcript of Teacher’s Guide · Grandpa’s Birthday Present (cont.) Materials • eight “pizza” pieces...