TEKS Aligned—STAAR Ready SAMPLE - · PDF filesample Texas Teacher Edition for Grade 4...

TEA CHER EDITION

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TEA CHER EDITION

TEXAS VERSIONTEKS Aligned—STAAR Ready

SAMPLE

Thanks for requesting a sample of our new Texas Teacher Editions. We welcome the opportunity to partner with you in building successful math students.

This booklet is a sample Texas Teacher Edition for Grade 4 (Table of Contents and first 10 lessons). As other grade level samples become available, you will be able to download them from our website: www.excelmath.com/downloads/state_stdsTX.html

Here are some highlights of our new Texas Teacher Editions:

1. The Table of Contents will indicate Lessons that go further than TEKS concepts. There is a star next to lessons that are “an advanced Excel Math concept that goes beyond TEKS for Grade 4.” With this information, teachers can choose to teach the concept or skip it.

2. For each Lesson Plan (each day) we are changing the “Objective” to “TEKS Objective” (see Lesson # 1). On days where lessons are not directly related to the TEKS, we will offer instruction for the teacher to alter what they do for the Lesson of the Day so they can still teach a TEKS concept. The Objective on those days will look like this (see Lesson #5):

ObjectiveStudents will distinguish between combinations and probability and will interpret information given in pie graphs.TEKS AlternativeActivity #10 Budgeting & Expenses (on page A16 in the back of this Teacher Edition) may be used instead of the lesson part of the Student Sheet. Have students complete the Guided Practice. There is no Homework on 5th day lessons. --

3. Within Guided Practice when a non TEKS concept is one of the practice problems we will indicate it with the star again. (See Lesson #6.)

4. On Test Days (see Test #2) we indicate with a star any non TEKS concepts being assessed. Some districts may choose to teach these concepts.

We are in the very early stages of creating these Texas Teacher Editions. When each one is released, we will have an announcement on our website. Our goal is to have as many grades ready by the fall 2014 as possible (focusing on grades 2-5 first, and then grades K-1 and 6). The student sheets are now ready to ship.

In the meantime, you can find updates plus additional downloads on our website (manipulatives, Mental Math, placement tests in English and Spanish, and lots more): www.excelmath.com/downloads.html

Please give us a call at 1-866-866-7026 (between 8:30 - 4:00 Monday through Friday West Coast time)if you have questions about these new Excel Math Texas Teacher Editions.

Cordially,

The Excel Math Team

www.excelmath.com i.5 © 2014 AnsMar Publishers, Inc.

The Texas Mathematical Process Standards are integrated into Excel Math lessons. Below are some examples of how we include these Processes in the tasks and activities your students will complete throughout the year.

Mathematical Processes1. Apply mathematics to problems arising in everyday life, society and the workplace.Students explain the meaning of a problem and look for ways to solve it. They consider analogous problems and solve problems or make predictions from real-world data. Students use concrete objects or pictures to help them conceptualize and solve problems. They check their thinking by asking, “Does this make sense?” Students listen to the strategies of others and try various approaches. 2. Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. Mathematically proficient students know that doing mathematics involves solving problems and discussing how they solved them. Students recognize that a number represents a specific quantity. They connect quantities to written symbols and create a logical representation of the problem. They extend this understanding from whole numbers to fractions and decimals. Students round numbers using place value concepts.3. Select appropriate tools to solve problems. In fourth grade, students consider the available tools when solving an equation. Tools may include real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques including mental math, estimation, and number sense. Fourth graders use graph paper or number lines to represent and compare decimals. They use protractors to measure angles. They use other measurement tools to find the relative size of units within a system. They express measurements given in larger units in terms of smaller units.4. Communicate mathematical ideas, reasoning, and their implications. In fourth grade, mathematically proficient students use multiple representations including symbols, diagrams, graphs and language as appropriate. They represent problems in multiple ways including numbers, words, drawing pictures, using objects, making a chart or table, completing a graph, creating equations, etc. Students use appropriate terms to connect these representations and explain them. Students ask, “How did you get that?” They find which are the most efficient, useful ways to solve problems.5. Create and use representations to organize, record, and communicate mathematical ideas. Fourth grade students represent problem situations in multiple ways including numbers, mathematical words, pictures, objects, charts (or lists or graphs), creating equations, etc. Students need opportunities to connect various mathematical representations and explain the connections. Students should evaluate their results and decide whether the results make sense.6. Analyze mathematical relationships to connect and communicate mathematical ideas. Mathematically proficient students use repeated reasoning to understand algorithms and to fluently multiply multi-digit numbers, decimals and fractions. Students explore operations with fractions using visual models. They explain the relationship between volume and multiplication. 7. Display, explain, and justify mathematical ideas and arguments using precise mathematical language. As fourth grade students develop their mathematical communication skills, they try to use clear and precise language in their discussions with others and in their own reasoning. They are careful to specify units of measure and state the meaning of the symbols they choose. For example, they use appropriate labels when creating a number line or a dot plot.

Mathematical Process Standards and Excel Math


Scope & Sequence of Activitiesby activity number and page

1 A2 Using tally charts and graphs to collect & record data 4.9A, 4.9B 2 A3 Measuring length and distance 4.8A, 4.8B, 4.8C

3 A4 Representing data on dot plots 4.9A

4 A6 Comparing and modeling fractions 4.3A, 4.3C, 4.3D

5 A8 Calculating math in advertising 4.1A - G*, 4.4A, 4.4D, 4.4H, 4.8C

6 A9 Creating word problems to fit equations 4.1A - G, 4.4B, 4.4D, 4.4E, 4.4F, 4.4H

7 A10 Calculating area on a grid 4.5B, 4.5C

8 A12 Word problems with perimeter and area 4.1A - G, 4.5B, 4.5C

9 A14 Perimeter and area: tiling 4.1A - G, 4.5B, 4.5C

10 A16 Budgeting and Expenses 4.1A - G, 4.4A, 4.10A, 4.10C, 4.10D

11 A18 Measuring liquid volume 4.1A - G, 4.8A, 4.8B, 4.8C

12 A21 Measuring mass and weight 4.1A - G, 4.8A, 4.8B, 4.8C

13 A22 Drawing lines of symmetry 4.6B

14 A24 Measuring angles and word problems 4.7A, 4.7B, 4.7C, 4.7D, 4.7E

15 A26 Time intervals on a number line 4.8C

16 A28 Equivalent fractions in multiples of ten & decimal notation 4.3A, 4.3B

17 A30 Determining fractional parts 4.3A, 4.3B, 4.3C, 4.3D

Activity # Pg Activity Concept TEKS Standard

*4.1A - G = Mathematical Processes (see introductory page i.5)


1 2 Recognizing thousands, hundreds, tens and ones places; solving multi-step story problems using addition and subtraction; adding 4 four-digit numbers with regrouping and subtracting two three-digit numbers2 4 Subtracting two three-digit numbers with regrouping3 6 Recognizing any number less than 1,0004 8 Solving word problems using deductive reasoning5 A16 TEKS Alternate: Activity 10 - mental math with addition and subtraction 10 Optional: Calculating probability, interpreting pie graphs 12 Test 1 & Create A Problem 1 – The Walking Club6 14 Filling in missing numbers in sequences counting by 1, 2, 3, 4, 5, or 107 16 Recognizing any number less than 10,0008 18 Recognizing the symbols and terms < less than, > greater than; arranging 4 four-digit numbers in order from least to greatest and from greatest to least9 20 Learning change equivalents up to $1.00 for dimes, nickels & pennies; recognizing coins10 22 Determining if there is sufficient information to answer the question; determining what information is needed to answer a question 24 Test 2 & Create A Problem 2 – Getting to Know Each Other11 26 Recognizing the dollar symbol and decimal point; recognizing money number words; regrouping with money amounts when adding or subtracting12 28 Learning the multiplication facts with products up through 20 and products with 5 (up to 45), 10 (up to 90), 11 (up to 99) or 12 ( up to 48) as a factor; multiplying a one-digit times a two or three-digit number; multiplying money amounts13 30 Recognizing addition and subtraction fact families; bridging 20 or 30 when adding14 32 Filling in a missing number in an equation; determining the value of a letter that has been substituted for a number15 34 Recognizing squares, circles, triangles and rectangles; recognizing numerator and denominator; determining the fractional part of a group of items when modeled or given in words, sometimes including extraneous information or the word “not” 36 Test 3 & Create A Problem 3 – Planning a Family Reunion Picnic16 38 Learning that the whole is the sum of its parts; learning change equivalents up to $1.00 for quarters and half-dollars17 40 Computing half of a group; recognizing odd and even numbers less than 10018 42 Telling time to the minute; recognizing quarter past or to the hour, half past the hour; calculating minutes before hour; learning 60 minutes = 1 hour; calculating elapsed time19 A26 TEKS Alternate: Activity 15 - calculating time intervals on a number line 44 Optional: Computing the date within one week; learning 7 days = 1 week; learning abbreviations for days and months20 46 Interpreting bar graphs and picture graphs 48 Test 4 & Create A Problem 4 – The Day of the Family Picnic21 50 Learning division facts with dividends up through 20 and dividends with 5 as a factor22 52 Selecting the correct operation; recognizing numbers greater than 1,00023 54 Filling in missing numbers in sequences counting by 6, 7, 8, or 924 56 Learning multiplication facts with products up to 30; recognizing multiplication and division fact families; learning the terminology for multiplication and division

Lesson Conceptsby lesson & page number

Lesson # Pg Lesson Concept

= This is an accelerated Excel Math concept that goes beyond TEKS Standards for Grade 4. Alternate TEKS activities are included in the Daily Lesson Plan.


25 58 Completing patterns in a chart 60 Test 5 & Create A Problem 5 – Planning a Walk-A-Thon26 62 Solving word problems using mental multiplication of coins; calculating change using fewest coins27 64 Dividing one-digit divisor into two-digit dividend with two-digit quotient, no regrouping or remainders28 66 Dividing a one-digit divisor into a three-digit dividend with a three digit quotient, no regrouping or remainders29 68 Estimating standard measurements30 70 Recognizing lines of symmetry; reading measuring devices 72 Test 6 & Create A Problem 6 – The Walk and Roll-A-Thon31 74 Solving word problems involving multiplication and division32 76 Multiplying with two-digit multiplier without zero in the ones place in the multiplier and without regrouping33 78 Learning division facts with remainders with dividends up through 20; solving word problems involving division with remainders34 80 Filling in missing numbers in equations with parentheses; learning the order of operations when solving an equation; replacing letters with numbers in an equation35 82 Changing a number sentence from ≠ to =; finding the value of an unknown by performing the same operation on both sides of an equation 84 First Quarter Test36 86 Subtracting four-digit numbers; learning multiplication facts with products to 5037 88 Measuring line segments to the nearest half inch, quarter inch and half centimeter; learning the equivalents for feet, inches and yards38 90 Learning terminology of parallel, intersecting and perpendicular39 92 Learning terminology of plane figure, polygon, quadrilateral, parallelogram, diagonal40 94 Recognizing three-dimensional figures - sphere, cube, cone, cylinder, rectangular, square and triangular pyramid and rectangular prism; learning terminology of flat and curved faces, vertices and edges 96 Test 7 & Create A Problem 7 – Field Trip to the Zoo41 98 Solving word problems using reasoning42 100 Dividing one-digit divisor into three-digit dividend with two-digit quotient, no regrouping or remainders43 102 Dividing one-digit divisor into three-digit dividend with two-digit quotient, no regrouping or remainders44 A16 TEKS Alternate: Activity 10 - mental math with addition and subtraction 104 Optional: using Venn Diagrams to understand the union and intersection of sets45 106 Rounding to the nearest ten; estimating range for an answer; estimating answers for addition, subtraction and multiplication word problems using rounding 108 Test 8 & Create A Problem 8 – The Speed of Animals46 A2 TEKS Alternate: Activity 1 - using tally charts and graphs 110 Optional: recognizing ordinal number words up to 100 47 112 Multiplying two two-digit numbers with zero in the ones place in the multiplier, no regrouping





48 114 Filling in missing numbers in sequences involving three-digit numbers49 116 Learning multiplication facts with products to 81; learning division facts with dividends to 30

and dividends that are multiples of 10 (to 90), 11 (to 99) or 12 (to 48)50 118 Recognizing numbers less than a million given in words, expanded notation/place value 120 Test 9 & Create A Problem 9 – The Spiny-Tailed Iguana51 122 Recognizing multiples52 124 Dividing one-digit divisor into three-digit dividend with two-digit quotient; regrouping and remainders53 126 Dividing one-digit divisor into three-digit dividend with two-digit quotient; regrouping and

remainders54 128 Computing 1/2 to 1/8 of a group55 130 Rounding to the nearest hundred or thousand; using rounding in order to estimate; rounding to the nearest dollar using number lines 132 Test 10 & Create A Problem 10 – Dolphins56 134 Computing answers to a word problem using a chart; generating a pattern from a given rule57 136 Calculating elapsed time (hours) involving AM and PM58 138 Recognizing patterns; learning the terminology of pentagon, hexagon, and octagon; determining figures that do or do not belong in a set59 140 Dividing a two-digit divisor into a dividend less than 100, no remainders60 A3 TEKS Alternate: Activity 2 - measuring length and distance 142 Opt: recognizing when figures are similar or congruent; recognizing flips, turns and slides 144 Test 11 & Create A Problem 11 – Dangerous Sharks61 146 Recognizing sets of odd and even numbers; dividing money by a one-digit divisor62 148 Multiplying two two-digit numbers, regrouping only with the ones or the tens place63 150 Measurement equivalents for meters, kilometers, kilograms, dozen; converting foot & inch totals to inches; determining if measurement is longer/shorter or heavier/ lighter64 152 Calculating perimeters; learning length abbreviations65 A4 TEKS Alternate: Activity 3 - representing data on line plots 154 Optional: determining coordinate points 156 Test 12 & Create A Problem 12 – Harmless Sharks66 A6 TEKS Alternate: Activity 4 - comparing and modeling fractions 158 Opt: learning the equivalent for one year in weeks and the number of days in each month67 160 Adding and subtracting fractions68 162 Calculating the area of a rectangle69 164 Estimating answers to word problems rounding to the nearest hundred or thousand; using rounding to establish a range70 166 Learning division facts with remainders with dividends up to 30 and dividends with 5 as factor; measuring angles; learning the sum of the angles for rectangle and triangle 168 Second Quarter Test71 A24 TEKS Alternate: Activity 14 - measuring angles in word problems 170 Optional: recognizing the parts of a circle72 172 Selecting correct equation; learning Commutative Property of Addition & Multiplication73 174 Learning division facts with dividends up through 50; learning multiplication facts with products up through 81 and products less than 100 with 12 as a factor; converting





measurements using division74 176 True /not true number sentences; selecting correct symbol for number sentence75 178 Determining equivalent fractions using models or money 180 Test 13 & Create A Problem 13 – Bones in Our Body76 182 Adding and subtracting fractions with like denominators77 184 Solving word problems by listing possibilities78 186 Recognizing right, obtuse and acute angles79 188 Comparing fractions80 190 Interpreting information given in a line graph 192 Test 14 & Create A Problem 14 – Giraffes 81 194 Adding and subtracting mixed numbers82 196 Dividing a one-digit divisor into a four-digit dividend with a three-digit quotient83 198 Dividing a one-digit divisor into a four-digit dividend with a three-digit quotient84 200 Multiplying two two-digit numbers, regrouping twice85 202 Recognizing decimal number words Optional: Recognizing tenths and hundredths places 204 Test 15 & Create A Problem 15 – More Skeletons86 206 Adding and subtracting decimal numbers87 208 Learning division facts with dividends up to 81 & dividends less than 100 with 12 as a factor; using trial and error to replace letters with numbers in an equation; learning the equivalents of gallons, pounds, tons88 210 Changing an improper fraction to a mixed number89 212 Dividing with a two-digit divisor and a dividend less than 100 with remainders90 214 Determining the question, given the information and the answer; estimating which answer is most reasonable; optional: learning equivalent for one year in days 216 Test 16 & Create A Problem 16 – Whales91 218 Learning multiplication facts with products with 11 (up to 121) and 12 (up to 144) as a factor; learning division facts with remainders with dividends to 50 Optional: Determining the lowest common multiple92 220 Calculating distance, time and speed in word problems 93 222 Determining factors94 224 Determining prime numbers and prime factors95 226 Calculating the volume of a rectangular prism with one or more layers of cubes; determining the improper fraction with the greatest or least value in a set of fractions 228 Test 17 & Create A Problem 17 – Bicycle Racing96 230 Solving word problems involving area and perimeter Optional: calculating diameter, given radius97 A30 TEKS Alternate: Activity 17 - finding fractional parts 232 Optional: measuring vertical or horizontal lines by subtracting x or y-coordinates98 234 Recognizing equilateral, isosceles and scalene triangles99 236 Calculating equivalent fractions using multiplication100 238 Comparing decimal numbers in true / not true and less than / greater than problems 240 Test 18 & Create A Problem 18 – Tour de Vacation101 242 Recognizing the pattern in a sequence of figures or pattern of shading





102 244 Recognizing numbers through trillions; recognizing three-digit odd & even numbers103 246 Filling in missing numbers in sequences counting by 11 or 12104 248 Rounding to the nearest whole number and finding decimals on a number line105 250 Putting decimal numbers in order from least to greatest and greatest to least Optional: calculating the volume of a rectangular prism using the formula L x W x H 252 Third Quarter Test106 A9 TEKS Alternate: Activity 6 - creating word problems to fit equations 254 Optional: determining the greatest common factor107 256 Dividing three- and four-digit numbers by a one-digit number Optional: dividing decimal numbers by a whole number108 258 Distributive Property of Multiplication, Associative Property of Multiplication & Addition109 A8 TEKS Alternate: Activity 5 - calculating math in advertising 260 Optional: dividing dollars by dollars110 262 Calculating equivalent fractions using division 264 Test 19 & Create A Problem 19 – Super Plumber111 266 Calculating elapsed time in minutes across the 12 on a clock112 268 Converting improper fractions as part of mixed numbers113 270 Filling in missing numbers in sequences counting by varying amounts114 272 Selecting the fraction that best represents a shaded region115 A10 TEKS Alternate: Activity 7 - calculating surface area 274 Calculating a decimal answer in division when adding zeroes to right of the dividend 276 Test 20 & Create A Problem 20 - Preparing the Baseball Diamond116 A14 TEKS Alternate: Activity 9 - tiling to find area and perimeter 278 Multiplying a three-digit number by a two-digit number; optional: multiplying money amounts with a two-digit multiplier117 280 Filling in missing numbers in a sequence of decimal numbers118 282 Converting mixed numbers to decimal numbers by setting up equivalent fractions119 284 Comparing two or more sets of data using bar or line graphs120 A14 TEKS Alternate: Activity 9 - tiling to find area and perimeter 286 Optional: calculating area and perimeter given coordinates on a coordinate grid 288 Test 21 & Create A Problem 21 – A Day of Roller Skating121 290 Converting distances using scaled drawings122 292 Calculating averages123 294 Calculating averages; learning abbreviations for quarts, gallons, kilograms, grams, pounds and ounces124 A12 TEKS Alternate: Activity 8 - Word problems with perimeter and area 296 Optional: learning the equivalent for one year in days; learning about leap year125 298 Comparing fractions in less than / greater than and true / not true number sentences by setting up equivalent fractions 300 Test 22 & Create A Problem 22 – The Tree House126 A28 TEKS Alternate: Activity 16 - finding equivalent fractions in multiples of ten and decimal notation 302 Optional: recognizing Roman Numerals I, V, X, L, C, D, M127 304 Changing fractions to equivalent fractions with 100 as the denominator128 306 Continued - Changing fractions to equivalent fractions with 100 as the denominator



= This is an accelerated Excel Math concept that goes beyond TEKS Standards for Grade 4. Alternate Grade 4 TEKS activities are included in the Daily Lesson Plan.


129 308 Estimating answers to problems involving nine-digit numbers130 A22 TEKS Alternate: Activity 13 - drawing lines of symmetry 310 Optional: determining if coordinate points are on a given line 312 Test 23 & Create A Problem 23 – A Day at the County Fair131 A6 TEKS Alternate: Activity 4 - comparing and modeling fractions 314 Recognizing thousandth place; rounding decimal numbers nearest tenth or hundredth132 316 Associating 360 degrees in a circle with one-quarter, one-half, three-quarter & full turns133 A21 TEKS Alternate: Activity 12 - measuring weight 318 Optional: comparing positive and negative numbers134 320 Determining equation that represents a problem and the one that solves the problem135 322 Determining if a number greater than 20 is a prime number 324 Test 24 & Create A Problem 24 – Dance Class136 326 Selecting the fraction that represents a shaded region137 328 Selecting the decimal that represents a shaded region138 A28 TEKS Alternate: Activity 16 - finding equivalent fractions in multiples of ten and decimal notation 330 Optional: dividing a two-digit divisor into a three-digit dividend with a two-digit quotient139 A21 TEKS Alternate: Activity 12 - measuring weight 332 Optional: calculating cost per unit140 A24 TEKS Alternate: Activity 14 - measuring angles in word problems 334 Optional: determining negative numbers using coordinate points 336 Fourth Quarter Test141 A30 TEKS Alternate: Activity 17 - determining fractional parts 338 Optional: computing products involving two decimal numbers 142 340 Continued - Computing products involving two decimal numbers 143 342 Solving word problems involving equivalent fractions144 344 Learning the terminology of rhombus and trapezoid; identifying quadrilaterals145 346 Arranging fractions, decimals, and mixed numbers on a number line 348 Year End Test 1146 A18 TEKS Alternate: Activity 11 - measuring liquid volume 350 Optional: multiplying a three-digit number times a three-digit number147 352 Calculating the area of a rectangle; optional: calculating the area of a parallelogram148 354 Using decimal notation for fractions with a denominator of 10 or 100 Converting fractions to decimals using division149 356 Calculating the area and perimeter of the classroom Finding surface area of a rectangular prism150 A3 TEKS Alternate: Activity 2 - measuring length and distance 358 Optional: calculating the mean, mode and median 360 Year End Test 2151 362 Dividing a two-digit divisor into a three-digit dividend with a one-digit quotient152 364 Determining the rule that creates a pattern153 366 Multiplying a fraction by a whole number; optional: multiplying two simple fractions154 368 Multiplying fractions and whole numbers using number lines and models155 A10 TEKS Alternate: Activity 7 - calculating area on a grid 370 Optional: calculating the area of a triangle




4th Grade Lesson Plans and Answer Keys #1-10

Texas Version

2

Lesson 1

TEKS ObjectiveStudents will interpret the value of each place-value position as 10 times the position to the right and as one-tenth of the value of the place to its left and will write 4-digit numbers showing place value.

Students will add 4 four-digit numbers with regrouping.

Students will subtract three-digit numbers.

Students will solve multi-step word problems.

PreparationNo special preparation is required.

Lesson PlanThe first 20 or so lessons in each grade are primarily review from the previous grade. If your students have difficulty during these lessons, slow down. Teach the Lesson and do half of the Guided Practice. The next day do the rest of Guided Practice.

Draw 4 horizontal lines on the board to represent the ones to thousands places. Put a comma between the hundreds and thousands place.

Distribute the Lesson Sheets. Go through problems #1 – #4. Have a student come forward to fill in the four places while another writes an addition problem as shown on the Lesson. On problems #3 - #4, point out that the zero serves as a place holder. This lesson illustrates the concept of cardinal numbers.

Do problems #5 – #12 together with the class. As they do the word problems they should write the equation they used to find the answer. Answers should be labeled. Read through the word problems with

them, following your time of teaching the concepts in the Lesson.

Write problems #13 and #14 on the board. Show the class how to rewrite each problem in vertical form.

Explain the CheckAnswer on the right side of the Lesson Sheet. If you have a Fourth Grade Projectable Lesson CD (see page i.16) or an overhead projector or document camera, it will be easier to point out the CheckAnswer process.

We assume students can add and subtract with regrouping and understand the terms addend (a number added) and subtrahend (a number subtracted). Briefly review these concepts. Use the extra addition and subtraction problems on the right side of Lessons 2 and 3 if the class needs extra practice. If students have difficulty with regrouping or addition and subtraction basic facts, spend some time during the next few weeks working on these concepts.

Problems connected with the lesson are numbered, while Homework and Guided Practice sections have letters.

Stretch 1Most lessons have a Stretch—a problem of the day that stretches thinking skills. Write the problem on the board in the morning. Reward students who find an answer before you reveal the solution at the end of the day. There may be multiple solutions.

Tim, Shari, Karen and Juan all got to school before 8:30 in the morning. Tim was not second or last. Shari arrived earlier than Juan. Karen was the first to get to school. What is the order that they arrived at school?

Answer: Karen, Shari, Tim, Juan

3

© Copyright 2013-2014 AnsMar Publishers, Inc.www.excelmath.com 4002

999A

18G 374H

589C

389D 9,685

48I 24J

3,029E

6,767B

F

9 6 2- 6 2 0

1 4 5+ 2

2 4 3 - 3 =

3 2 + 4 + 2,4 1 3 =

5 8 6 - 2 4 6 =3 4 6 - 3 2 = 5 7 - 3 6 =

1 2 + 4 0 + 2 =

5 1 3- 3

3 12 4 2

1,8 0 5+ 4 2 7

1,3 0 36

4 2+ 2,1 3 7

1,3 5 08 2 3

7 5+ 1,4 4 4

5 9- 2 9

4 5 7- 4 2

1 0 3+ 4 1

NameGuided Practice 13 tens, 2 hundreds and1 thousand

Lee baked 28 cookies.He gave 16 of them away.How many cookies doeshe have left?

Rosa has 5 cats. Anna has 9 cats. How many more cats does Anna have than Rosa?

John read 15 pages of hisbook on Monday and 13pages on Tuesday. Howmany pages did he read onTuesday?

Marian made 6 greeting cards,4 paper airplanes and 5 papersnowflakes. How many things did she make?

1 thousand, 4 hundredsand 5 ones

2 ones, 1 hundred, 3 tensand 4 thousands

Pamela swims 2 miles and runs 5 miles a day. She also drives 4 miles to work everyday. How much farther does she run than swim after 2 days?

Dan organized a 10 km run. He had 348entries one week before the event. In thelast week, 7 canceled and 20 entered late.How many people ran in the race?

Vanessa had 52 pennies. She gave 14 of them to a friend and then found 6 more. How many pennies does she have now?

Megan has 3 towels. She bought 8 new ones. When she got home she discovered that two of her new towels were torn, so she returned them. How many towels does she have now?

510147342 342147

+ 510999

1,230

1,405

4,132

1,2301,405

+ 4,1326,767

- 32314

- 3621

12

+ 254

31421

+ 54389

- 3240

- 246340

324

2,449

240340

+ 2,4493,029

12 cookies

4 more cats

6+ 12

18

44+ 448

13 pages

6 + 4 + 5 = 15

15 things

28- 16

12

9 - 5 = 4

30

2,505 3,488 3,692

415 144 30415

+ 144589

361+ 13374

9+ 15

24

6 miles farther

5 - 2 = 3 3 + 3 = 6

361 people

341+ 20361

348- 7341

44 pennies

52- 14

38

38+ 644

1124

9 towels

3 + 8 = 11 11 - 2 = 9

1 1 1 1 111

2,5053,488

+ 3,6929,685


1,2 0 4

2 0 04

+ 1,0 0 01,2 0 4

1 2

3 4

1 23

+ 4 23 6 8- 4 8

4 6 0- 6 0

2 4 5+ 1 0 3

9

65

7 8

10 11 12

13 14

2,4 3 52 0

1 8 4+ 2 3 3

2 5 + 4 + 1,8 7 3 = 9 8 7 - 3 6 =

9 0 6- 4 0 2

1,3 4 38

7 2 0+ 4,3 2 6

8 5 0- 6 2 0

57+ 320

37757 320

CheckAnswer CheckAnswer377A 748B

NameLesson 1 Date

Write the numbers that are represented. Check each one with addition.

Change horizontal problems to vertical form in order to calculate the answer.2 hundreds, 4 onesand 1 thousand

1 thousand, 3 tens, 4hundreds and 2 ones

3 tens, 1 hundred and2 thousands

5 tens, 8 ones and2 thousands

Ones, tens, hundreds, thousands place; 4 four-digit numbers in addition, with regrouping and 2 three-digit numbers in subtraction; multi-step story problems

Just as ten ones are equal to one ten and ten tens are equal to onehundred, ten hundreds are equal to one thousand. A comma is used toseparate the hundreds place from the thousands place.

To check your work, add the answers to your problems and compare the result to the CheckAnswer that is provided. If the two numbers are equal,your answers are correct and you may go on to the next problem. If the sum of your answers does not equal the CheckAnswer, then go back and check your work. If you are unable to find your mistake, raise your hand to ask for help.

Brian picked 21 apples Monday and 15 on Tuesday. Twelve of the apples were bad so he threw them away.How many apples does he have left?

Rachel caught 5 fish on Friday, 6 on Saturday and 3 on Sunday. Emily caught 8 fewer fish than Rachel. How many fish did Emily catch?

Ann has 2 dogs, 7 cats and 3 birds.How many more cats than dogs doesshe have?

Craig walked 4 miles on Mondayand 3 miles on Wednesday. Howmany total miles did he walk on the2 days?

2,130

2,872 504

254

1,902 - 36951

2306,397

10030

+ 2,0002,130 2,058

508

+ 2,0002,058

1,432

230

400+ 1,000

1,432

400+ 348

748400 348

1 1 11

7 - 2 = 5

21+ 15

36

36- 12

24

14 - 8 = 6

24 apples

5 more cats4 + 3 = 7

7 miles

6 fish

56

+ 314

4

Lesson 2

TEKS ObjectiveStudents will subtract whole numbers using the standard algorithm.

Students will subtract three-digit numbers with regrouping.

PreparationFor each student: Hundreds Exchange Board, Ones and Tens Pieces, Hundreds Pieces (masters on pages M14 - M16)

Lesson PlanStart with Lesson problem #1. Ask students to represent each number several different ways on their exchange board. For example, 320 might be shown as:

3 hundreds + 2 tens = 320;2 hundreds + 12 tens = 320; 2 hundred + 11 tens + 10 ones = 320

Write the following notation on the board for each representation:

3 2 0 = 3 2 0 = 3 2 0/ / / / /2 12 2 1110

Show with addition problems that all 3 of these representations are the same number. Ask, “If you want to subtract 146 from the number that has been represented, which choices would be the easiest to use? Why?” (The third choice because there are both tens and ones from which to subtract.)

Ask a student to write a problem on the board using regrouping notation. Show how the students can check their work by adding their answer (difference) to the number subtracted (subtrahend). The sum that they get should equal the original minuend.

Problems #2 – #9 do not appear on the students’ Lesson Sheets. Please read these problems aloud, so your students get practice setting up problems themselves. We will ask you to do this about once every 10-15 lessons.

For each problem #2 – #9, give the students the minuend and have them display the number with their pieces on their exchange boards. Next, write the number on the board that they are to subtract from the minuend. Without using pencil and paper, they are to regroup the pieces on their exchange boards so that they can subtract. Ask, “Why it is important to start with the ones place?” (They may need to regroup more than once.)

Have them use their pieces to add the subtrahend back to their answer to see if their answer is correct. Ask a student to come forward and write the problem on the board showing regrouping notation.

Additional problems are provided on the right side of the page if your students need more practice regrouping.

On some Lessons, we provide Basic Fact Practice. Have students complete these before going to the Guided Practice on the back side.

Stretch 2Marie, Sue, Rhonda and Clara are different heights. Sue is taller than Clara. Rhonda is not taller than Sue. Marie is not the tallest or the shortest. Clara is not the shortest. Arrange the names in order from tallest to shortest.

Answer: Sue, Marie, Clara, Rhonda

5


1 3- 8

1 8- 9

1 1- 4

9- 6

1 5- 8

1 2- 6

1 0- 4

1 1- 8

1 2- 4

1 4- 7

1 1- 6

1 3- 6

1 7- 9

8- 7

1 4- 8

1 2- 9

7+ 6

8+ 9

3+ 7

9+ 5

8+ 4

5+ 5

5+ 8

7+ 9

3 2 0- 1 4 6

1 7 4

1 4 6+ 1 7 4

3 2 0

2

+- +

+ ++-

+- +-+-

1110 1 1

5

2

8

4

1

7

6

3

9

1 21 3 3

7+ 2 5 6

1,3 1 53 0 28 2 5

+ 2,2 5 6

2 0 31 2 5

1,0 5 3+ 4,3 2 6

4 0 29 4 3

1,0 3 6+ 2,1 7 4

6 1 3- 3 8 9

4 8 6- 2 9 6

2 01 4 8

2,3 7 6+ 4 5 2

9 4 5- 4 3 8

5 0 4- 1 0 9

5 0 0- 2 6 7

2 1 11,3 6 4

2 5 3+ 2,4 3 2

8 6 4- 1 5 8

1

6,339A

4,978B

9,664C

3,898D

- -

-

NameLesson 2 Date

When regrouping with subtraction, be sure to show your work. A subtractionproblem can be checked by adding your answer (the difference) to thenumber that was subtracted (the subtrahend). If your subtraction answeris correct, the result will equal the number you started with (the minuend).

Check your answers to each of these problems.

Subtracting 2 three-digit numbers with regrouping.

Basic Fact Practice

Guided Practice

5 9 7 3 7 6 6 3

38

13 17 10 14 12 10 13 16

7 5 7 8 1 6

403267136

267136403

632 128504

128504632

408 5,707 224

190 233 4,555

4,698 706 4,260

395 2,996 507

38828

416

30042

258

44656

390

56390446

3358

327

8327335

376194182

194182376

42258300

301 6295

6295301

416 388

28

1393 1 122 1

11 1

5 0 1310

1

111

111

11

11

1

3 18 4 10 109

4 10 149

3 15

5 14

109

143 1 2 1 2 11715

1 119 1 160 1110

11

4085,707

+ 2246,339

190233

+ 4,5554,978

4,698706

+ 4,2609,664

3952,996

+ 5073,898

5 1 7 - 5 7 =

2 3 + 1 4 + 5 =

3 1 + 2 6 2 + 1,2 0 7 =

2 4 1- 1 0 1

3 2 5+ 2 1

1 2 0+ 3 2 3

6 71,3 3 2

2 3 2+ 5

2 0 0- 1 0 6

4 0 3- 7 8

4 73

+ 1 21 4 8

- 62 7 3

+ 1 2 5

2,4 0 05

1 6 8+ 6 2

5 3 3- 2 8 7

6 7 7- 4 2 0

4 0 2- 1 2 7

3 2 0- 1 1 9

929E 602F

290K 229L

48M 60N

2,002I 3,138J2,055H

6,258G


NameGuided Practice 24 ones, 3 tens and2 hundreds

Eight children were playing.Five of them went home. Howmany children were left?

Eighteen birds were ina tree. Twelve of them flewaway. How many birdsflew away?

Lola ran 11 miles onMonday and 15 mileson Friday. How manymiles did she run in all?

Ted has 6 white boatsand 8 blue boats. Howmany more blue boatsthan white boats doeshe have?

2 tens, 3 ones and4 thousands

2 thousands and 1 one

Chloe has 2 kites with hearts on them and 4 with birds. Kylie has the same number of kites as Chloe. How many kites do they have in all?

Noah lost 2 teeth this year and 4 last year. His friend Isaac lost the same number of teeth. How many teeth did they lose in all?

Jenna had 60 baseball cards. Shetraded 15 cards to Mary for 3 cardsof top players. How many cardsdoes Jenna have now?

Every day Jade drives 5 miles towork, 8 miles while working and then 5 miles home. How far does she drive every 2 days?

140

1,636

1,63694

+ 3252,055

94 325

140346

+ 443929

346 44362

62142

+ 398602

142 398

234

4,023

2,001

2344,023

+ 2,0016,258

312

+ 275290

262

+ 201229

12+ 36

48

12+ 48

60

31

+ 2621,500

- 57460

235

42

1,500460

+ 422,002

257

257246

+ 2,6353,138

246 2,635

8 - 5 = 3

3 children 12 birds

11+ 15

2626 miles

8 - 6 = 2

2 more blue boats

275 201

12 1011039

12 kites

6 + 6 = 122 + 4 = 6

12 teeth

6 + 6 = 122 + 4 = 6

60- 15

4548 cards

10545

+ 348

18+ 18

3636 miles

58

+ 518

1

1

1

11

9 101 9 133 2 13412

1

11

1

6

Lesson 3

TEKS ObjectiveStudents will represent the value of the digit in whole numbers using expanded notation, number names and numerals.

Students will recognize any number word less than 1,000.

PreparationFor each student: Hundreds Exchange Board, Ones and Tens Pieces, Hundreds Pieces (masters on pages M14 - M16)

Lesson PlanHave the students represent 3 hundreds, 4 tens and 2 ones with their place value pieces on their exchange boards. Write the following problem:

100100100

10101010

1+ 1

This process will be a prelude to expanded notation. Add the numbers and write the answer. Explain that since you have 3 hundreds, 100 is written three times. 10 is written 4 times. 1 is written 2 times. Ask them what the number is. (342)

Next, tell them to represent 6 ones and 5 hundreds on their boards. Write the following problem:

100100100100100

11111

+ 1

Ask if the answer came out in the same order that it was given. (no)

Explain that it doesn’t matter what order the place values are given. When a three-digit number is written or represented, the hundreds are on the left, the tens are in the center and the ones are on the right. Ask students what the number is. (506) Show that these two examples can also be written:

30040

+ 2 and 6

+ 500

Ask if the students agree and why. Go through #1 – #9 with the class. Have the students explain in their own words the importance of the zeros.

Guided Practice Use the Guided Practice portion of your math lesson to ask students to “describe their thinking.” TEKS stress the importance of “students making sense of mathematics by describing their reasoning.” Asking students to describe their work will help you to determine the students’ depth of understanding and will give you a chance to clear up any misconceptions. Adapt your lesson to the needs of your class. If your students are having difficulty with a concept, take time to practice that concept or reteach it the next day before moving on to the next lesson.

Stretch 3Write an addition problem of single digit numbers that add to 23 without using a 1, 5 or 8.

Answer: 9 + 7 + 4 + 3 = 23

7


4 0 1

5 0 8

2 4 1

3 0 5

7 0 0

1 3 0

1 0- 9

1 5- 7

1 2- 8

9- 4

1 1- 9

1 3- 7

1 6- 8

1 4- 6

9+ 4

8+ 8

5+ 6

4+ 8

5+ 7

6+ 9

6+ 4

8+ 5

7+ 8

8+ 4

5+ 9

2+ 9

9+ 7

6+ 7

2+ 8

6+ 5

6361

5

2

8

4

1

7

6

3

9

3,872A

6,969B

8,761C

4,282D

1 36 2 4

7 2+ 2,4 3 8

2 0 0- 9

7 3 2- 1 9 8

4 21,2 0 3

3 8 5+ 4,1 2 6

9 4 5- 4 3 8

9 7 3- 2 6 7

5 21,5 1 6

7 3+ 3,2 3 1

4 1 0- 2 9 7

2,3 0 43 2

2 1 7+ 1,2 2 3

47 3 16 2 3

+ 2,1 3 87 0 3

- 2 8 39 0 4

- 5 3 8

NameLesson 3 DateRecognizing any number word less than 1,000

four hundred one

five hundred

two hundred sixteen

one hundred seven

one hundred thirty

two hundred elevenone hundred five

three hundred twenty

Write the words for each number.

Basic Fact Practice

Guided Practice

500 107

216

five hundred eight

two hundred forty-one

three hundred five

seven hundred

105105211

+ 320636

211

320

15

13

1 8 4 5 2 6 8 8

16 11 12 12 15 10 13

12 14 11 16 13 10 11

191534

+ 3,1473,872

5,756706

+ 5076,969

1134,872

+ 3,7768,761

3663,496

+ 4204,282

191 534 3,147

111

1 10109

6 2 1212

5,756 706 507

11

3 156 13

3,776113 4,872

111

3 0 1010

366 3,496 420

11

8 10 149

10

2 3 2 - 8 =

6 + 1 2 1 + 2 9 =

4 6 4 - 3 0 9 =

4 6 2 - 3 6 7 =

2 5 4 + 9 =

2 8 + 8 0 + 1 =

1 2 3+ 8 4

4 6 7- 2 6 4

5 6 2- 2 9 2

52 8 9

+ 1 3 47 2 5

- 4 8 8

3 1 04

1,2 3 6+ 8 4

3 6 2- 1 9 2

4 7 0- 8 1

E 4,695

198 422

467 535

27 43

2,299

775


K L

J

M N

I

680F G

H

NameGuided Practice 3

two hundred three

Lucy caught 6 frogs. Sophiacaught 5 frogs. How manymore frogs did Lucy catchthan Sophia?

Roger has 12 stamps.Pete has 15 stamps.How many stamps dothey have in all?

There are 27 children inTony's class. Today 4 ofthem are absent. Howmany children arepresent today?

Maria has 16 books. Nancyhas 6 books. How manymore books does Mariahave than Nancy?

2 thousands, 3 hundredsand 5 tens

2 tens, 5 ones, 3 hundredsand 1 thousand

2 tens and 1 thousand four hundred sixty

one hundred twelve

Victoria had 12 blouses. She gave5 of them away and purchased 3new blouses. How many blousesdoes she have now?

Rusty got up to bat 32 times. He struck out 6 times and walked 9 times. How many hits did he get?

Andrew tried to catch 20 waves when he went surfing. He fell 3 times and missed the wave twice. How many waves did he ride?

Grace's shelf was 34 incheslong. She cut 3 inches off each end. How long is the shelf now?

2,350

1,325

1,020 2,3501,020

+ 1,3254,695

207207203

+ 270680

203 270

203

460

112

203460

+ 112775

- 36795

281

109

+ 9263

95109

+ 263467

271

+ 170198

2310

+ 389422

10+ 17

27

15+ 28

43

428

428237

+ 1,6342,299

237 1,634

- 8224 224

156+ 155

535

6

+ 29156

- 309155

6 - 5 = 1

1 more frog

12+ 15

2727 stamps

27- 423 23 children

16- 610

10 more books

170 389

10 blouses

12 - 5 = 77 + 3 = 10

6 + 9 = 15 32- 15

17

17 hits

122

15 waves

2 + 3 = 520

- 515

101 3 + 3 = 6142

34- 628 28 inches

1

1

11

1

4 16

125315

6 1 1511

2 12

5 14

2 16 3 6 1016

8

Lesson 4

TEKS ObjectiveStudents will represent multi-step problems involving the 4 operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity word problems.

Students will use deductive reasoning to solve word problems.


Lesson PlanGo through #1 and #2 with the class. For each of these problems there is a sentence that reveals the position of the students.

In the first problem, it is the second sentence. Since Haley finished between the other two, she must have been second. The third sentence states that Jared wasn’t first, so he must have been third.

In the second problem, the second sentence says Cameron is older than Alexander. Draw a vertical line above Cameron that is higher than the line over Alexander.

In the third sentence we read that Thomas is younger than Alexander. Therefore, the line over Thomas should be shorter than the line over Alexander. Thomas’ line is the shortest, so Thomas is the youngest. Ask the students who the oldest is.

If you have time, let your students try a multiplicative comparison. Write this word problem on the board:

Karina can pick three times as many peaches in 20 minutes as her brother Tim. Karina can pick 42 peaches in 20 minutes. Altogether, how many

peaches can they pick in 20 minutes?Use a strip diagram to show how many peaches each person picked.

Karina = 42 peaches Tim x 3 = 42

Tim = 42 ÷ 3 = 12

We can use the letter A to represent the unknown quantity of how many peaches they picked altogether.

Karina + Tim = A42 + (42 ÷ 3) = A42 (Karina) + 12 (Tim) = AA = 54

Multiplicative comparisons focus on comparing two quantities by showing that one quantity is a specified number of times larger or smaller than the other. A simple way to remember this is, “How many times as much?”

The letter on the right side of the Student Lesson Sheet should be signed by each student’s parent or guardian and returned to class.

Stretch 4Draw the following squares on the board or form them with toothpicks, crayons, pencils, etc. Ask students to remove 1 line to form 3 squares. The “X” on the diagram indicates the line that needs to be removed.

X

Karina = 42 peaches

Tim

9


Haley

Haley JaredAaron

2

1

Alexander Thomas Cameron

Alexander Thomas Cameron

392A

NameLesson 4 Date Homework

Haley, Jared and Aaron ran in a race. Haley finished between Jared and Aaron. Jared wasn't first. In what order did they finish the race?

Alexander, Cameron and Thomas are brothers. Cameron is older than Alexander. Thomas is younger than Alexander. Who is the youngest?

From the second sentence we know that Haley came in second.

Drawing lines is a helpful way to keep track of the comparisons. Fromthe second sentence we know that Cameron is older than Alexander,so his line is longer than Alexander's.

From the third sentence we know that Thomas is younger thanAlexander, so his line is shorter than Alexander's.

Thomas is the youngest.

From the third sentence we know that Jared wasn't first, so he must have been last. Therefore, Aaron must have been first.

Using deductive reasoning to solve a story problemDear Parents,

You can help your child by getting involved with homework. You maynot always have time to help, but just showing an interest may reallymotivate your child.

The problems on the back of this lesson sheet were done in class.The children check their work by adding the answers of two or moreproblems then comparing the result to the CheckAnswer that weprovide above and to the right of the problem.

Sometimes we find children will add the answers incorrectly rather thanask for help. If parents and teachers work together, we can help thechild learn the value of asking for help now, rather than being satisfiedwith a wrong answer.

Homework is available four nights a week, and will be located on thelesson sheet where this letter appears starting with Lesson 6. Whenever you have the time, please check to see that the answers on your child's homework are added correctly and the calculations are shown.

With your assistance, I look forward to a successful year in mathematics.Please contact me if you need any clarification of our math program.

Sincerely,

I have read this letter and I will do my best to help at home.

_________________________________________________Parent's signature


874A 657B

1,084G 604H

5,428C

798D

73I 109J

3,138E 6,487F

8 0 4- 5 2 4

3 9 2- 2 7 7

5 0 0- 2 1

2 7 1+ 6 3

1 4+ 2 8 9

2 7+ 1 3 4

2 0 5- 8

3 4 1- 1 3 9

2,2 0 96

4 7 2+ 5 2

3 0 7- 2 1 0

5 6 7- 4 5 8

Erin5.

Sue6.

Jean7.

1 5 32 6 8

+ 1 7 2

8 4 71 0 8

+ 1 0 2

4,6 9 2+ 2 4 8

4 0 3- 2 4

NameGuided Practice 4two hundredthirty

Tex had 9 comic books.He gave 4 of them tohis sister. How manycomic books does hehave left?

Roberto has 6 dogs. Bill has 4 dogs. How many dogs does Roberto have?

Timothy colored 12 pictures.Hans colored 10 pictures. Howmany pictures did they colorin all?

Cindy rowed 14 miles ina canoe. Sandra rowed19 miles. How many moremiles did Sandra row thanCindy?

8 tens, 4 ones, 2 hundredsand 3 thousands

one hundredtwenty-one

three hundred six

3 ones, 1 thousandand 2 hundreds

2 thousands

Julian planted 40 new trees behind his house. Eight were oaks, 9 were elms and the rest were maples. How many maple trees did he plant?

Stephanie is 74 inches tall. Lois is 68 inches tall. How much taller is Stephanie than Lois?

Erin, Sue and Jean each sangat a concert. Erin sang longerthan Sue. Jean sang longerthan Erin. Who sang the least?

Tyler went 400 miles in 3 days. Onthe third day he drove 120 miles. On the second day he drove 230 miles. How far did he drive on the first day?

280

280115

+ 479874

115 479

230

230306

+ 121657

4,940379

+ 1095,428

121

306

334334303

+ 161798

522

+ 1,0571,084

56

+ 593604

23+ 50

73

66

+ 97109

303 161 197197202

+ 2,7393,138

3,2842,000

+ 1,2036,487

202 2,739

3,284

1,203

2,000

9 - 4 = 5

5 comic books

6 dogs

12+ 10

22

22 pictures

19- 14

55 more miles

8+ 917

40- 17

23 23 maples

3 10

6 inches taller

109

97

74- 68

6

146

102

175

5931,057

111

120+ 230

350

400- 350

5050 miles

3 10

4,940 379

3 109

13117 10 8 12 10109

4

1 1 1 1 151019

3 11

1 1

10

Lesson 5ObjectiveStudents will distinguish between combinations and probability and will interpret information given in pie graphs.

TEKS AlternativeActivity #10 Budgeting & Expenses (on page A16 in the back of this Teacher Edition) may be used instead of the lesson part of the Student Sheet. (You may want to repeat this activity, as time allows.) Have students complete the Guided Practice. There is no Homework on 5th day lessons.

PreparationFor the entire class: a package of jellybeans

Lesson PlanCombinations are the variety of ways that different objects can be placed into sets. Probability is the likelihood that a certain combination will appear under random conditions. Start by listing possible combinations. Don’t worry about the order of the items. As we teach combinations, we consider a scoop of vanilla ON TOP the same as a scoop ON THE BOTTOM.

Distribute the lesson sheets and do the first 5 problems together. Ask the class if they think there are any more possible combinations of what Caleb might wear. (no) Are there more possible ways to combine 3 kinds of ice cream? (no)

Once they understand combinations, move to probability. Probability is the number of times a particular set will randomly occur out of the total number of combinations. A pie graph visually shows how a quantity of items is related to other items, so it is useful when describing probability.

Pour your jellybeans onto a piece of paper.

Group identical colors together. Mark the center and draw a circle around the outside. Draw straight lines from the center to the circle, separating each color. Write down the color and number of jellybeans in each section.

Put all the jellybeans in a bag and ask, “If I close my eyes and take out a jellybean, which is the most likely color? Least likely?” Discuss probability. The “chances” of one color being chosen are compared to the “chances” for another color. The probability of choosing a red jellybean is described as the number of red jellybeans OUT OF the total number of jellybeans. (Later, we will show this as a fraction, such as 1/12.)

Write the numbers for each of the colors of your jellybeans on the board. The color with the most beans has the highest probability of being chosen. The one with the fewest has the lowest probability. Even the highest probability does not mean that an item will definitely be chosen.

Go to the pie chart on the Lesson Sheet. The probability that Olivia would take out ANY jellybean is 10 out of 10 (certain). A yellow jellybean has the highest probability with 4 out of 10 chances. The probability of getting a purple jellybean is 0 out of 10 (impossible) because there are no purple jellybeans. Finish the problems together.

Stretch 5Ann and Jerry have 12 dogs. Ann has 6 more dogs than Jerry. How many dogs do they each have?

Answer: Find 2 numbers with sum of 12 (1st clue) and difference of 6 (2nd clue). Ann has 9 dogs. Jerry has 3 dogs.

= This is an accelerated Excel Math concept that goes beyond TEKS Standards for Grade 4.

11


2 1 0

6 7

8

9

1 2

3 4 5

NameLesson 5 DateCalculating combinations and probability; information given in circle (pie) graphs

Olivia had a bag of red, green, black and yellow jellybeans. She poured them out on a piece of paper, arranged them by color in a circle, and drew lines between the colors. She could tell she had more yellow jellybeans without even counting.

What is the sum of all the jellybeans?After counting the jellybeans, she put them back in the bag. If she takes one out without looking (at random), the probability it will be

If she randomly (without looking) takes one out, which color has

the best chance (highest probability) of being selected?

the lowest probability (least chance) of being selected?

Bag of Jellybeans

green is ____ out of _____.

yellow is _____ out of ______.

black is _____ out of ______.

red is _____ out of ______.

impossible highlyunlikely

equallylikelyunlikely likely highly

likely certain

When could you use these words: more likely, equally likely, less likely? For example, which words describe the probability of choosing a black or greenjellybean compared to choosing a red or yellow?

Use the scale above to determine what possibilities could fit in each category. For example, What is the probability of choosing a black or green jellybean?

0 outof 10

1 outof 10

2 outof 10

3 outof 10

4 outof 10

5 outof 10

6 outof 10

7 outof 10

8 outof 10

9 outof 10

10 outof 10

GG

R

Y

YY

Y

B

BB

Caleb can wear a green or white shirt, and white or black shorts. How many different combinations can he make?

If he chooses to weara white shirt and black shorts, that

is _____ of the _____ combinations.

Caleb noticed that _____ out of _____

combinations include white shorts.

A combination with two scoops of vanilla is

5. impossible.

6. possible.

7. the only choice.

A combination of twoscoops of cherry is

5. possible.

6. impossible.

7. the only choice.

A combination of bothchocolate and vanilla is

5. possible.

6. impossible.

7. the only choice.

chocolate strawberry vanilla

Melanie wants an ice cream cone with two scoops. She can choose chocolate, strawberry and vanilla ice cream. What different combinations can be made? In this example, we do not care which flavor is on the top or bottom.

green shirt + white shorts - GW

white shirt + white shorts - WW

green shirt + black shorts - GB

white shirt + black shorts - WB

We use the word probability to describe how likely it is that a person will choose one combination instead of another. The choice must be random, or made by accident,like pulling from a bag without looking or putting on your socks in the dark.

10

yellow red

3

1 4

10

10 10

3 + 2 = 5, so 5 out of 10

both are 5 out of 10, so it is equally likely

1 4

CC

CS

CV

SS

SV

VV

2 4


7 8 0- 4 2 0

1 24,0 0 2

2 0 1+ 1 2 4

1,1 0 12 0

2 3 6+ 1 0 2

2 31 4

+ 23 2 5

+ 1 0 3

2 22 3

+ 2 3

354

354

64

3 2 1- 2 1 6

3. 4. 5.

3. 4. 5. 6.

3. 4. 5. 6.Blake Damon Paul

6 57 4 17 3 0

+ 4 2 3

5 0 2- 3 9 9

6 0 0- 1 3

535B

695E 8,938F

114C 1,975D

6,158ANameGuided Practice 5

cookie

Prizes at the School Carnival

If the carnival selected baked items at random to giveas prizes, which would you be least likely to receive?

cupcake muffin pie

cupcakes

cookiesmuffins

pies

On which animal is the arrow most likely to stop?

The arrow is least likely

to stop on a ______.

Sierra invited 14 friends to her party. Three had other plans and 2 canceled at the last minute because they got sick. How many people were at Sierra's party?

Blake, Damon and Paul met at the gym after school. Blake arrived last. Damon didn't arrive first. Who arrived first?

five thousand, one hundredsixty-seven

4 hundreds, 7 tens and1 thousand

2 thousands

three hundredone

1,4591,459

360+ 4,339

6,158

360 4,339 686839

+ 428535

45

+ 105114

106

+ 1,9591,975

5587

+ 103695

5,1671,4702,000

+ 3018,938

39 428

6

2 + 3 = 5

9 + Sierra = 10

14 - 5 = 9

10 people

105

111

JP1 2 3

D 1,959

1

587

103

105 109

104 129

1,470

2,000

301

5,167


12

Test 1 & Create A Problem 1Test 1This test covers concepts that have been introduced on Lessons 1 – 3. You can use Score Distribution and Error Analysis charts provided on pages i.20-i.22 in the front of this book and on our website to track student results: www.excelmath.com/downloads.html

Record students’ identification numbers and the number of problems missed. Use tally marks to record how many students missed a particular question. This will help you review problems missed by a number of students.

This table shows which test question covers which concept and where it was first taught.Q# Lesson Concept

1 1 Add 4-digit numbers





6 2 Subtract 3-digit numbers





11 1 Writing numbers given in 1000s, 100s, 10s and 1s



14 3 3-digit number words


16 1 1-step story problem, add or subtract





Create A Problem IntroductionOur back-of-test problems help students integrate math and writing skills. The stories are designed so your students can observe, analyze and participate in the stories. Several consecutive stories may be related, so they might occasionally need to think back to what they did a week ago.

This page may be used as a continuation of the test if your students are comfortable with reading and solving word problems.

If you think students might need some assistance in working with a large block of text and finding many numbers to extract, do this as a separate activity.

Create A Problem 1Numerical values in the stories are shown in bold type. Students should review the story, filling in the numbers in the blanks at the bottom of the story before answering the questions.

Encourage students to show their work for the word problems. Let them share how they solved each problem so they can begin to understand that there may be different ways to correctly solve some problems.

The question(s) they write should be about the people in the story who are walking together – not about walking in general.

Help students verbalize the problem-solving strategies they use. Remind them to show their work as they solve the problems.

Sample problems are provided for most stories so you can give the students an indication of the kind of things they might ask.

The questions and problems will become more difficult as the year progresses.

13


1

2

NameCreate A Problem 1How much taller is theoak tree in the parkthan the maple treein Alissa's yard?

How many peoplewent walking?

How many bridgesdid they walk overeach day?

How many dogs andpuppies did they meetin the parks?

How many parks didthey walk through?

How many dogs werein the second parkonce Susan arrivedwith her two dogs?

The Walking Club Alissa decided to join a walking club. She and seven friends went walking every day after school for exercise. Each week they took a different route so they could see a variety of areas in their city. The first week they walked two miles each day. The club leader chose a path that connected three different parks. They crossed five small bridges and took a rest break under a fifty-foot high oak tree. There were many things for them to see and talk about. One day Susan brought her two dogs. At the first parkthere were four other dogs. At the second park there werethree dogs. In the third park there were eight dogs plus threepuppies. It was hard for the walkers to keep up their pacebecause Susan's dogs wanted to play with the puppies. Theclub leader asked Susan to leave her dogs at home next time. When they had finished walking, Alissa and two friendswent into her backyard. They drank ice water and restedunder a forty-foot high maple tree.

Write a story problem from the information in the story and answer your question.

Read the story. Circle the numbers and write them in the spaces below.

Alissa's friends ____ Miles each day ____ Number of parks _____

Number of bridges ____ Size of oak tree _________ Susan's dogs ____

Dogs in first park ____ Dogs in second park ____ Dogs in third park ____

Puppies in the third park ____ Size of the maple tree __________

10 feet taller 5 bridges

50- 40

10

8 people

5 dogs18 dogs

and puppies 3 parks

7 + 1 = 8

2+ 3

5

7 2 3

5

4 3 8

3 40 feet

50 feet 2

438

+ 318

105

+ 823

518

+ 326

How many dogs did Susan see? 4 + 3 + 8 = 15 dogs

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14

Lesson 6

TEKS ObjectiveStudents will represent problems in numerical expressions to generate a number pattern that follows a given rule.

Students will complete number sequences when counting by 1, 2, 3, 4, 5 or 10.

PreparationFor the entire class: Number Chart (master on page M10)

Lesson PlanBefore distributing the Lesson Sheets, read aloud the 4 numbers in problem #1. Ask the class if you are counting in a decreasing or increasing direction. Draw an arrow pointing down.

Read the numbers again and have the students put a counter on each number on their number charts. Ask them by what number they are counting. Write on the board counting by 10. Next, have the class count by ten to identify the next number in the sequence.

For problem #2, after they have chosen arrow up or down, have the students move their 4 counters so that they are on the new numbers. Then ask if the set is counting by 10 again. (no)

Write on the board, counting by ___. Have the class tell you the missing number. (5)

Distribute the Lesson Sheets and go through #3 – #6 with the class. Ask students to discover the differences between the numbers in each sequence.

Ask if the differences are the same in each sequence. What will be the next two numbers in the sequence?

For Guided Practice I if you have not taught probability, ask the students to print the number on the line that indicates the fruit in the largest section. Do the same for Guided Practice J. Then ask the students to fill in the first blank with the number of G sections on the spinner and fill in the second blank with the number of total sections on the spinner.

Use the Guided Practice portion of your math lesson to ask students to “describe their reasoning.” Adapt your lesson to the needs of your class. If your students are having difficulty with a concept, take time to practice that concept or reteach it before moving on to the next lesson.

As you anticipate opportunities to reteach, you will be better equipped to address the specific learning needs of your students. Encourage your students to ask for help so they can turn in papers with every answer correct. Since we constantly review previously taught concepts in Guided Practice, you do not need to look for total mastery for the whole class before moving on to other concepts.

For additional practice with addition, subtraction, multiplication and division (or a combination of all four), refer students to our Online Timed Basic Fact Practice:www.excelmath.com/practice.html

Stretch 6Using the digits 1 - 9 only once, make up three addition problems, each made up of 3 one-digit numbers with equal sums.Answers:1 + 5 + 9 = 152 + 7 + 6 = 153 + 4 + 8 = 15

15

( _____ , _____ , 77 , 73 , 69 , 65 )

( _____, 35 , 37 , 39 , 41 , _____ )

7,947B

476G 391H

242C

655F

152I 18J J

4,538E

682A

4 3 2- 9 6

2 5 9- 4 6

1 2 9+ 4

4 0 6- 3 6 5

5 6 2- 2 4 8

3,4 1 22

7 3 1+ 3 83 1 4

- 3 2

2,7 5 13 5

+ 4 9 23 0 0

- 1 7 8

3,682D

2 3 27 1

+ 4

1 2 38

+ 2 4 1

10. 11. 12. 13.

1 3 4- 6 9

4 6 0- 3 8 3

1. 2. 3. 4.



Lisa jumped 65 times on thetrampoline. Reggie jumped 77times. How many more timesdid Reggie jump than Lisa?

Bob rode his bike 53miles. Paula rode herbike for 104 miles. Howfar did they ride in all?

Philip has 7 screwdrivers,3 hammers and 5 saws.How many tools does hehave in all?

Amy raked leaves for 3 hourson Monday and for 7 hours onTuesday. How much longer didshe rake leaves on Tuesdaythan on Monday?

three hundredfifty-two

one hundred three

two hundred

1 thousand, 2 ones, 3hundreds and 4 tens

2 hundreds, 5 onesand 6 thousands

4 hundreds

What fruit will the arrow most likely stop on?

If Karin takes a crayon out of the box without looking, a ______ crayon has the highest probability of being selected.

blue red yellow green

The probability of choosing a greencrayon is _______ out of _______.

G

GG

R R

R

RR

Y

BB

BB

Karin's Box of Crayons

1,342

6,205

400336213

+ 133682

3361,342

400+ 6,205

7,947

213 133

81858133

+ 43242

85

33 43

28241 314 4,183

2823,278+ 1223,682

41314

+ 4,1834,538

352103

+ 200655

415

+ 372391

15712

+ 307476

23

+ 1318

1065

+ 77152

3,278 122

352

103

200

77- 65

1212 more times

53+ 104

1577 - 3 = 4

4 hours longer

73

+ 515

157 miles 15 tools

307 372

11

65 77

0 212

14 3 10515

3 13

red

3 2 12

21 1

2 10 10119

12

3 10 5 12

1

1 1

-4

+2


( 86 , 76 , 66 , 56 , ______ )

( 67 , 65 , 63 , 61 , ______ )

( ______ , 65 , 70 , 75 , 80 , 85 )

( ______ , 52 , 56, 60 , 64 )

46

1 0- 7

1 5- 9

1 2- 7

1 7- 8

1 0- 5

8- 6

1 6- 9

1 4- 9

6,531A

497C

21D

2,749B

8 5 7- 6 5 4

2 3 1+ 4 5

4 1 2 - 2 8 =

3 2 + 4 + 2,3 2 1 =

-10 -10 -10 -10

1 3- 8

1 8- 9

1 1- 4

9- 6

1 5- 8

1 2- 6

1 0- 4

1 1- 8

7+ 6

8+ 9

3+ 7

9+ 5

8+ 4

5+ 5

5+ 8

7+ 9

1 2

3 4

5 6( 3 6 , 3 7 , 3 8 , 3 9 , ___) (___, ___, 4 8 , 4 5 , 4 2 , 3 9 )

NameLesson 6 Date HomeworkCompleting a missing number series, counting by 1, 2, 3, 4, 5, 10

counting by _______ counting by _______

Basic Fact Practice

For each number sequence, indicate by what number the sequence is countingand then fill in the missing numbers.

up

down

up

down

counting by _______ counting by _______up

down

up

down

counting by _______ counting by _______up

down

up

down

Jada invited 18 friends to a party. Five had other plans and two were sick. By the day of the party, three of the kids who had said no, were able to come. How many kids were at the party?

five thousand, onehundred two

four hundred six3 ones, 2 tens and1 thousand

Ramona did 46 jumping-jacks.Opal did 52 jumping-jacks. Janetdid 47 jumping-jacks. How manymore did Opal do than Ramona?

Wilbur hiked 37 miles.Connie hiked 29 miles.How much farther did Wilbur hike than Connie?

Mr. Park went on a hike. He saw 8 deer.That was 7 fewer than the number of rabbits he saw. He saw 3 more hawksthan rabbits. How many hawks did hesee?

10

59

2

60

5

48

4

3 6 5 9 5 2 7 5

203 276

324

2,357

- 28384

5 9 7 3 7 6 6 3

13 17 10 14 12 10 13 16

2 + 5 = 7

7 - 3 = 4

19- 415 15 kids

includes Jada

5,102 4061,023

6 more

37- 29

8

52- 46

6

8 miles farther

172

124

18 hawks

8 + 7 = 15 rabbits15

+ 318

1,0235,102+ 4066,531

8384

+ 2,3572,749

18203

+ 276497

15+ 621

1 3

515440

3 0 1210


16

Lesson 7

TEKS ObjectiveStudents will represent the value of the digit in whole numbers using expanded notation and numerals.

Students will recognize any number word less than 10,000 and will apply their understanding of place value.

PreparationFor each student: a lined piece of paper

Lesson PlanBefore distributing the Lesson Sheets, tell the students that you are going to write a number on the board but do not say the number out loud. Use problems #1 – #8 as your examples.

Students should rewrite the number on their papers, then write the number in terms of place value and then write the number words. For example:

2,005

and

2 thousands and 5 ones

and

two thousand, five

When most have finished, have one student who has done the problem correctly write the answer on the board. When the students are finished, let them do #2 – #8 on their own.

For Guided Practice G if you have not taught probability, ask the students to fill the blank with the number that is in the

largest spinner section.

Give your students the answers to the starred problems if you have not taught these concepts (so they can complete the CheckAnswers).

Use the Guided Practice portion of your math lesson to ask students to help “students make sense of mathematics by describing their reasoning.” Asking students to explain their work will help you to determine the students’ depth of understanding and will give you a chance to clear up any misconceptions.

Adapt your lesson to the needs of your class. If your students are having difficulty with a concept, take time to practice that concept or reteach it the next day before moving on to the next lesson.

Stretch 7Draw the grid shown below on the board, without the numbers. Tell the students that they are to use the digits 0 – 9, but they can only use a digit once.

They should arrange the digits so that the sums of the rows and the columns all add to 14.

9 0 5

4 8 2

1 7

There may be more than one solution. Before they start, ask them if they will be able to use all ten digits? (No, because there are 10 digits but places only for 8.)

17


5,0 1 0

4,3 0 0

3,0 0 2

1,6 0 4

2

4

1

3

6

5

8

7

6,1261

1 2- 4

1 4- 7

1 1- 6

1 3- 6

1 7- 9

8- 7

1 4- 8

1 2- 9

1 3- 8

1 8- 9

1 1- 4

9- 6

1 5- 8

1 2- 6

1 0- 8

1 1- 8

7+ 6

8+ 9

3+ 7

9+ 5

8+ 4

5+ 5

5+ 8

7+ 9

503A

3,783C

373D

2,311B

2 9 3 + 4 2 = 6 2 - 4 5 =

3 0 + 1 2 1 =

3 2 5- 6 5

6 21,4 1 3

2 9 5+ 3 0 5

2 5 0- 3 1

3 2 5- 2 1 7

NameLesson 7 Date HomeworkRecognizing any number word less than 10,000When writing numbers, always remember the importance of zero. Also, the commaseparates the thousands place from the hundreds place.

two thousand, five

one thousand, forty

one thousand, fourhundred six

six thousand, fifteen

Write the words for each number.

one thousand, eleven

two thousand, seven

three thousand,one hundred eight

Basic Fact Practice

seven hundred thirty

5 tens, 1 thousandand 3 ones

2 thousands

David was born in 1989. Hisbrother was 4 years old when he was born. How old will David be when his brother is 9 years old?

Mateo has 45 marbles.Seventeen of them are blue.How many blue marblesdoes he have?

2,005

1,040

1,406

6,015

five thousand, ten

four thousand, three hundred

three thousand, two

one thousand, six hundred four

1,011

2,007 3,108

5

8 7 5 7 8 1 6 3

9 7 3 7 6 2 3

13 17 10 14 12 10 13 16

1,0112,007

+ 3,1086,126

+ 42335 335

17+ 151

503

- 4517

+ 121151

260

172,075+ 2192,311

1,053730

+ 2,0003,783

5260

+ 108373

2,075 219

7301,053

2,000

5 years old

9 - 4 = 5

17 blue marbles

108

151122

1 5 12

111

104

( 47, 57, 67, 77 )

( 94, 91, 88, 85 )

( 81, 76, 71, 66 )

( 30, 25, 20, 15, ______ , ______ )

( ______ , ______ , 32, 22, 12, 2 )

957B

109E

86G 7,029H

18D

126I 88J

5,670A 4,705C

3,453F

1 8+ 2 0 3

2 4 0- 1 3 4

5+ 6 2 5

3 0 4- 8 2

4 3 2- 2 3 8

2,4 3 32

5 6 2+ 4 0

6 0 1- 5 2 7

4,3 6 9+ 2,6 4 5

7 0 2- 5 9 2

23

54



Juan has 24 shirts. Tenof them are green. Howmany green shirts doeshe have?

Pierre had 18 candy bars.He sold 14 of them. Howmany candy bars does hehave left?

Ben sold 12 magazinesubscriptions and Sallysold 18. How many moresubscriptions did Sallysell?

Oscar is 59 inches tall.Barry is 52 inches tall.How much taller is Oscar than Barry?

3 tens, 4 hundreds and1 thousand

5 ones, 2 thousandsand 4 tens

2 hundreds, 3 tensand 1 thousand

one thousand, fourhundred eleven

three thousand,two hundred seven

one thousand,fifty-two

counting up by _____

counting down by _____


The arrow will most likelystop on the _____ .

Alex's sister is 9 months old. Ian's sister is 17 months old. How much older is Ian's sister than Alex's sister?

Charles lost 6 kilograms over 4 months. Two months later when he weighed himself, the scale read 82 kilograms. This meant he had gained 4 kilograms in 2 months. What had he weighed 6 months earlier?

Fifteen children were playing. Five of them went home. How manychildren are still playing?

1,411

1,4113,207

+ 1,0525,670

3,207

1,052

221106

+ 630957

1,4302,045

+ 1,2304,705

222194

+ 3,0373,453

87

+ 7,0147,029

102

+ 7486

84+ 488

610

+ 110126

105

52+ 42109

103

+ 518

221 106 630

1,430

2,045

1,230

10

3

5

10 5

4252 222 194 3,037

10 green shirts

18- 14

44 candy bars

18- 12

66 more subscriptions

59-52

77 inches taller

74

119

5

7,014

110

11

106

10

2 8 months

17 - 9 = 8

84 kilograms

82- 478

78+ 684

17 12

10 children

15- 510

1 13 10

-5

-10

102 2 2 1212

1 1


18

Lesson 8

TEKS ObjectiveStudents will compare and order whole numbers to one billion and represent comparisons using the symbols <,>, =.

Students will use the symbols “<” and “>”.

Students will arrange 4 four-digit numbers in order.


Lesson PlanBefore distributing the Lesson Sheets, write 2,801 and 2,534 on the board. Ask a student to come forward and put notations between the numbers—two dots next to the larger number and one dot next to the smaller number.

Next, connect the one dot to each of the two dots.

What you have now is a sideways “V.” The point of the “V” points to the smaller (in value) of the two numbers.

Have the students make “Vs” with their thumbs and pointer fingers. Have them turn their “Vs” sideways. Note that the left “V” shows “less than” (your fingers look like an “L” when you open them slightly). The right “V” shows “greater than.”

The number sentence is read “2,801 is greater than 2,534.”

Repeat the above process with 7 or 8 pairs of numbers. If they are having trouble with

the symbols, have them repeat the process with the dots.

Have one of the students give you 3 four-digit numbers that are less than 10,000. Write them on the board but not in order from least to greatest. Ask a student to come forward and rewrite the numbers in order from least to greatest.

Have the students explain how they know the order is correct. (The values in the thousands place are looked at first and compared, then the hundreds and so on down to the ones.) Do this 3 or 4 times.

Give 3 or 4 more examples, but this time the students are to put the numbers in order from greatest to least.

Explain that this Lesson Sheet’s questions will ask, for example, which number is second. They are to select the number that is second in the correct order, not second in the original set. Make sure the students understand that they must put the numbers in order first and then answer the question.

Go through #1 – #7 with the class.


Stretch 8Three consecutive numbers that add to 6 are 1, 2 and 3 (1 + 2 + 3 = 6). What three consecutive numbers add to 141?

Answer: 46, 47 and 48 (46 + 47 + 48 = 141)

2,801 2,534 2,801 2,534

2,801 2,534

19

4,351 4,308 2,165 6,125 4,434 4,443

________ ________ ________ _______ ________ ________ ________ _______

________ ________ ________ _______ ________ ________ ________ _______

_______ _______ _______ _______

( 6,469; 6,649; 6,369; 6,138 ) ( 5,843; 5,814; 5,238; 5,641 )

( 5,219; 5,285; 5,261; 5,291 ) ( 3,424; 3,224; 3,442; 3,242 )

( 3,257; 3,527; 3,152; 3,275 ) ( 2,031; 3,202; 2,310; 3,210 )

2,149 > _________

5,5581

1 0- 9

1 5- 7

1 2- 8

9- 4

1 1- 9

1 3- 7

1 6- 8

1 4- 6

8+ 4

7+ 8

5+ 9

9+ 2

5+ 7

6+ 9

9+ 7

7+ 6

29B

3 2 6- 1 0 6

4 2 0- 3 1 3

5 8 4- 9 0

5 4 6 - 3 4 = 3 2 + 1 0 + 5 =

2 6 + 2 5 8 + 3 =

846A

251C

796D

Joyce22.

Mark23.

Linda24.

1 2

4 5

6 7

3


NameLesson 8 Date Homework

The symbols "<" (less than ) and ">" (greater than) are used to compare two numbers.Each symbol points to the smaller of the two numbers.

The symbols "<" (less than) and ">" (greater than); putting 4 four-digit numbers in order

Draw the correct symbol between each pair of numbers.

Put the numbers in orderfrom greatest to least.

Select the number from the given set to fill in the blank

Put each set of numbers in order from least to greatest.

Put each set of numbers in order from greatest to least.

Which number is first? ___________Basic Fact Practice

Kate baby-sat 6 kids onMonday, 4 kids on Tuesdayand 7 kids on Wednesday.How many kids did shebaby-sit in all?

Travis slept for 8 hours.Lenard slept for 6 hours.How many hours did they sleep in all?

Three friends met after school.Joyce didn't arrive first. Linda waslast. Who was the first to arrive?

Art mowed 8 lawns on Tuesdayand 14 lawns on Thursday. How many more lawns did he mow on Thursday than on Tuesday?

Mr. Wells had 210 model trains. He sold23 trains in one year and bought 8 trainsover two years. How many trains doeshe have now?

< <<

6,138 6,369 6,469 6,649 5,238 5,641 5,814 5,843

3,2243,2423,4243,4425,2195,2615,2855,291

3,1523,2573,2753,527

3,527

2,0313,527

+2,0315,558

12 15 14 11 12 15 16 13

1 8 4 5 2 6 8 8

220

51247

+ 287846

107 494

1714

+ 220251

195107

+ 494796

23+ 629

- 34512 26

+ 3287

32

+ 547

64

+ 71717 kids

8 + 6 = 14

14 hours

M J L

6 more lawns1 4 - 8 = 6

210- 23187

187+ 8195 195 trains

11 0

1010

1

101 184

( 2,243; 2,325; 2,232; 2,307 )( 3,325; 3,235; 3,203; 3,352 )

_______ _______ _______ _______ 2,242 > __________

( 52, 54, 56, 58, _____ , _____ )

( 51, 48, 45, 42, 39, _____ )

833B

6,481 20H

158C

2,391I 370J

3,836E

4,548A

2,802D

1 4 3+ 2 4

4 0 9+ 2 0 2

2 1 3- 1 5 8

2 1 1- 1 4 6

22,1 3 1

7 2+ 4 6 0

1,0 9 2+ 1 4

2 3 4+ 7 8

1 5 4- 6 2

52,1 4 6

1 4 5+ 1 0 2

5,668F

4 1 5- 5 9

3 6 44 4 8

+ 2 7 6

3. 4. 5.

3 4 87 1 5

+ 2 3 6

G



Select the number from thegiven set to fill in the blank.

one thousand, fourteen

___________

Martha bought 15 liters of gas. Al bought 28 liters of gas. How many more liters did Al buy than Martha?

There were 19 bees in a hive. Nine of them flew away. How many bees did not fly away?


4 tens, 2 hundredsand 1 one

1 one and 2 thousands

Put the numbers in order fromleast to greatest.

Which number is

second? _______

one thousand, fourhundred sixty-five

one thousand, twohundred one

three thousand, two

Eve has 3 t-shirts, They are white, pink and blue. She has a blue skirt and a white skirt. If she chooses a pink t-shirt and a blue skirt, that is

Andy read for two hours, played on the computer for an hour and then read for three hours before he went to bed. How many more hours did he read than play on the computer?

The first three places in a race were taken by white, red, and green cars. The white car finished behind the red car and the green car finished second. Which car finished first?

white red green

____ out of ____ possible combinations.

2,306

2,3062,001

+ 2414,548241

2,001

31292

+ 2,3982,802

652,665

+ 1,1063,836

1,4653,002

+ 1,2015,668

167611

+ 55833

6062

+ 36158

16

+ 1320

410

+ 356370

167 611 55

60 62

36

312

3,203 3,2352,232

+ 1,0146,481

41,299

+ 1,0882,391

2,2323,235

3,235

3,325 3,352

1,014

92 2,398 65 2,665 1,106

1,465

1,201

3,002

28- 15

1313 more liters

19- 9102 + 3 = 5 5 - 1 = 4

10 bees4 more hours

3561,088

1503

1 1 10

1 2 3G WR

PB BBWB PW BWWW

1 6

1,299

11

1 1 0 1310

1

1

11

1

150

+2

-3

111001


20

Lesson 9

TEKS ObjectiveStudents will solve problems that deal with money using addition, subtraction, multiplication or division as appropriate.

Students will learn change equivalents up to $1.00 for dimes, nickels and pennies.

Students will recognize coins.

PreparationFor each student: Coins (master on page M5)

Lesson PlanGo through problems #1 – #8 with the students and have them count by fives or tens to discover how many nickels or dimes there are in each amount.

Next do problems #9 – #11 together.

For problems #12 and #13, the students are to identify the coins that will add to the given amount and then write an addition problem to verify their choices.

For Guided Practice I if you have not taught probability, ask the students to circle the color of the fewest type of balls in the bag.

For Homework A, ask the students to print the number on the line that is in the largest section on the spinner.


Stretch 9Write on the board:

KA + B = KC

and

C - A = B

Tell the students that each of these number statements have been written in code.

Each letter represents a digit, 0 - 9.

What are the two number statements in numerical form? Is there more than one answer?

Answer: 13 + 2 = 15 and 5 - 3 = 2

There is more than one answer.

21


(2,345; 2,432; 2,323; 2,423)

( 87, 85, 83, 81, ______ , ______ )

( 49, 52, 55, 58 )

( 91, 87, 83, 79 )

( 44, 46, 48, 50 )

( 3,134; 3,143; 3,123; 3,132 )

________ ________ ________ ________2,424 < __________

( 43, 33, 23, 13, ______ )

9A 741B

159E

5,768H

3,447D

232I 89¢J

7,162C

1,518F

6 3 3- 4 2 7

2 1 5- 4 5

5 1 0- 1 4 5

4 2+ 6 5

22,8 1 5

2 0 7+ 3 5

2 5 0+ 3 1

4 0 9- 9 3

8 1 42 4 3

+ 1 0 2

41 4

+ 2 5

5 4 3 - 2 9 3 =

1 4 + 2 9 6 =

3,683G

53¢- 19¢

10. 20. 30. 40.


Cross off the coins that addto 45¢.

A toy cost 15¢. Toby gave the clerk a quarter. How much was his change?




one thousand, twenty

four thousand, eight

two thousand, onehundred thirty-four

Select the number from thegiven set to fill in the blank. 1 thousand, 4 ones

and 2 hundreds

3 tens, 2 thousands, 1hundred and 2 ones

Put the numbers in order from greatest to least.

Which number is fourth? ________Patty wrote 137 words in heressay. Robin wrote 349 words.How many more words didRobin write than Patty?

Luis has 10 balls in a bag. Three are green, 2 are blue, 1 is white and 4 are red. If he randomly takes a ball out of the bag, which color is he least likely to pick?

green white blue red

3

34

+ 29

4

2

1073,059+ 2813,447

7977

+ 3159

3161,159+ 431,518

206170

+ 365741

1,0204,008

+ 2,1347,162

206

79 77

3

170 365

1,020

4,008

2,134

107107 3,059

3,143 3,134 3,132 3,123

3,123

281 316 1,159 43

-293250

3,123250

+ 3103,683

20+ 212

232

45¢10¢

+ 34¢89¢

2,4321,204

+ 2,1325,768

2,432

1,204

2,132

xx x 10¢

10¢+ 25¢

45¢

25¢- 15¢

10¢45¢ 10¢

34¢349

- 137212212 more words

2 13

4 14

1

1

11 4 0 1010

11

-2

-10

3 101

14

310

134


3

6

7

15¢ = _____ nickels

30¢ = _____ nickels 65¢ = _____ nickels 40¢ = _____ nickels

70¢ = ____ dimes 40¢ = _____ dimes 80¢ = _____ dimes

5,087B

8,246C

672D

3 4 2- 4 0

4 2 6- 8

5 1 0- 1 4 5

4,2 1 52

2 9 4+ 1 3 8

920A

2. 4. 6.A B C

AB

C

5. 6. 7.Hannah Faith Kaya

1 2 3

4 5

7 8

6

9 10

12 13

11

NameLesson 9 Date HomeworkLearning change equivalents up to $1.00 with pennies, nickels, and dimes; recognizing coinsHow many nickels are equal to 15¢? Since one nickel is equal to 5¢, you can count by 5s to solve the problem: 5, 10, 15. The answer is 3.

Count by 5s to answer each question.

Since one dime is equal to 10¢, count by 10s to answer each question.

100¢ can also be written as $1.00. Now that you know this, you can see that

$1.00 = ______ dimes $1.00 = ______ nickels

Dante had a quarter.He bought a stampthat cost 15¢. Howmuch was hischange?

A pen costs 51¢. Lauragave the clerk 55¢. Howmuch was her change?

Evan bought a yo-yo thatcost 22¢. He gave theclerk a quarter. Howmuch was his change?

Cross off the coins that add to 15¢. Cross off the coins that add to 40¢.

Kim caught 48 bugs.He let 28 of them go.How many bugs doeshe have left?

Jason had 42 stickers. He gave 4 to each of his 2 brothers and some to his sister. He now has 29 stickers. How many stickers did he give his sister?

On which area will the spinner most likely land?

six hundredtwelve

three hundredfour


3 tens, 2 ones and 4 thousands

Hannah, Kaya and Faith braided eachother's hair. Hannah took longer thanKaya. Faith took longer than Hannah.Who took the least time?

10

13 8

84

20

55¢- 51¢

4¢

25¢- 22¢

3¢

10¢+ 5¢15¢

15¢

25¢10¢

+ 5¢40¢

40¢x x 302

4612

+ 304920

418

365

4,649

20418

+ 4,6495,087

74,207

+ 4,0328,246

5302

+ 365672

25¢- 15¢

10¢

48- 28

20 20 bugs

x xx 4 + 4 = 8

29+ 837

42- 37

5 5 stickers

123

612

304

4,207

4,032

11

1 16

4 0 1010

10¢ 4¢ 3¢

H F K


22

Lesson 10

TEKS ObjectiveStudents will solve problems that deal with measurements of length, intervals of time and money using addition, subtraction, multiplication or division as appropriate.

Students will evaluate information given in a word problem.

Students will identify what information is needed to complete a word problem.


Lesson PlanDistribute the Lesson Sheets. Do #1– #3 together. Read each problem with the students and ask what information they need in order to answer the question.

If there is not enough information have the students select “not enough information.” Ask them what information they need to answer the question.

For the example, the students need to know how many brothers Isabel and Fred have. That information was not given for Isabel. If there is enough information, they should select “enough information” and if possible write an equation with the solution.

Go through #1 – #3 with the class. On the Student Lesson Sheets, a number will be provided next to the choices to be used to add the CheckAnswer.

For #4 – #7 read each problem and then have the students evaluate each choice to see if it will provide the information that is needed to answer the question.

For example, on problem #4:a. how long he sailed will not help with

trying to determine how far he sailed.

b. how far he sailed will help determine the answer.

c. when he started to sail will not help with trying to determine how far he sailed.

The correct choice is b. Show students the equation that solves the problem.

When these problems appear on their Lesson Sheets, they should try to write the equation that would be used to answer the question. This demonstrates that they understand the concept. Writing the equation may be very difficult for some of your students. Each time the problems appear, you might want to do the writing of the equation portion together.

Our 5th day lessons are usually longer than the other days, so both sides of the lesson sheet may be used for the lesson content. There is no Homework on the 5th day lessons.

Stretch 10Draw the chart below across the top of the board.

Explain that the numbers under each month are the days in the months that year.Bill’s birthday is the 95th day of the year. What is the date of his birthday?

Answer: 95 - 31(Jan) - 28(Feb) - 31(Mar) = 5, April 5

Jan. Feb. Mar. Apr. May Jun.

Jul. Aug. Sep. Oct. Nov. Dec.

31 28 31 30 31 30

31 31 30 31 30 31

23

3,236C 289D

134B

81¢E 3,768F

8,666A

2. 3.

(2,136; 3,216; 1,231; 2,333)

2,334 < ________6 4 5

- 3 6 8

(3,383; 3,883; 3,338)

________ ________ ________

(97, 87, 77, 67, _____, _____) (46, 42, 38, 34, _____ )

3 dimes = _______

85¢ = _____ nickels

4 1 6 - 3 9 =

5. 6. 7.Walton Carlyle Belton


NameGuided Practice 10six thousand, two

one thousand,thirty

3 tens, 4 ones,6 hundreds and1 thousand

Danny rides his bike 7 milesthrough town, 13 miles onthe dirt road and 10 milesthrough the forest. If he hasa flat tire during his trip, in which location is he mostlikely to get it?

town2.

forest4.

dirt road6.

There are 3 cities on a map. Carlyle is south of Walton. Walton is between Belton and Carlyle. Which city is the most southern?

Miguel ate 3 carrots and 5grapes. He also ate somecherries. How many morecherries than carrots did heeat?

enoughinformation

not enoughinformation

Select the number from the given set to fill in the blank.

Savannah plays soccer. She usually scores two goals for every game she plays. Whatinformation do you need toestimate how many goals shescored last season?

6. number of minutes she played7. number of goals the others scored8. number of games she played

Put the numbers in order fromgreatest to least.

Which number is

second? ________

Cross off the coins that add to 46¢.

Pedro bought 2 pencils thateach cost 35¢. He gave thecashier 75¢. How much washis change?

6,002 1,030 1,634

We are not told howmany cherries he ate.

3,216277

5 313

15

3 010

16

3,883

(number of games) x 2 = total goals

3,383

3,383

3,33825¢10¢10¢

+ 1¢46¢

46¢

X

XXX

35¢+ 35¢

70¢

75¢- 70¢

5¢

5¢

30¢

17

1

57 47 30-10 -4

6,0021,030

+ 1,6348,666

5747

+ 30134

33,216+ 173,236

66

+ 277289

46¢30¢

+ 5¢81¢

83,383

+ 3773,768

- 39377


1

2

3

4

5

6

7

NameLesson 10 Date

Fred has 2 sisters and a brother. Isabel has sisters and brothers. Howmany more brothers does Isabel have than Fred?

Maya drank 4 glasses of water after her workout. Ryan drank 2 glasses.How many more glasses of water does Ryan need to drink to catch upwith Maya?

A. enough information B. not enough information

Patrick rode his bike to school. It took him 13 minutes to get there.Amber also rode her bike to school. How many more minutes did it take Amber to get school?


Seth and Matt were playing baseball. Seth had five hits. Matt hadfour more hits than Seth. How many hits did Matt have?


For each of the problems below, determine if you have enough informationto answer the question.

The answer is B, because the problem does not state how many brothersIsabel has.


Evaluating information to see if it is sufficient to answer the question; Identifying what information is needed to answer the question in a story problem

Antonio bought a box of animal crackers for 63¢ and a juice box for 80¢. Whatinformation is needed to find out how much change he will get back?

a. the number of crackers in a box

b. the difference in price between the crackers and the juice box

c. the amount of money he gave the cashier

Brad has two boxes of movies. In one box he has 24 movies. What informationis needed to find out how many movies are in the other box?

a. how much he paid for the movies

b. the total number of movies

c. how many movies are cartoons

Read each problem, evaluate the choices and then write an equationshowing how your choice is correct.

a. how long he sailed each time

b. how far he sailed each day

c. when he started to sail

a. total number of points on the test

b. words her friend got wrong

c. Morgan's points

Ed sailed on his boat every day for a week. What information is needed to findout how far he sailed in all?

Morgan scored 5 more points than her friend on a spelling test. Whatinformation is needed to find out the points her friend received?

The correct choice is b.(how far he sailed each day) x 7 = how far he sailed for the week

The answer is A because we are told howmany glasses they each drank.

The answer is B because we are not told how longit took Amber to ride her bike to school.

The answer is A because we are told how many hits Seth had and from that number we can determine the answer.

(Morgan's points) - 5 = the points her friend received

(the amount of money he gave the clerk) - $1.43 = his change

63¢ + 80¢ = $1.43

(the total number of movies) - 24 = the number of movies in the other box

24

Test 2 & Create A Problem 2

Test 2This test covers concepts that have been introduced on Lessons 1 – 5. You can use Score Distribution and Error Analysis charts provided on pages i.20-i.22 and on our website to track student results:www.excelmath.com/downloads.html

This table shows which test question covers which concept and where it was first taught.

Q# Lesson Concept











11 1 Writing numbers given in 1000s,100s,10s,1s


13 4 Story problem - deductive reasoning


15 5 Probability


17 5 Probability

18 4 Story problem - deductive reasoning



For Problem 15 if your students have not yet been taught probability, have them circle the letter in the smallest space on the spinner. Then for problem 17, have them print the number of birds on the first blank line and the total number of pets on the second blank line.

Record students’ identification numbers, and the number of problems missed. Use tally marks to record how many students missed a particular question. This will help you review problems missed by a number of students.

Create A Problem 2Our back-of-test problems help students integrate math and writing skills. The stories are designed so your students can observe, analyze and participate in the stories. Several consecutive stories may be related, so they might occasionally need to think back to what they did a week ago.

This page may be used as a continuation of the test if your students are comfortable with reading and solving word problems.

If you think the class might need some assistance in working with a large block of text and finding many numbers to extract, do this as a separate activity.

In this story, the question the students write should be about the people who are in the walking club, and not walking or cousins in general.


25


1

2

5.

6.

NameCreate A Problem 2If the club keeps the same pattern, how many miles will they walk each day duringthe sixth week?

How many cousinsdoes Marianne have?

enoughinformation

not enoughinformation

How many of Will'scousins are boys?

How many more minuteseach day does Nancy Janepractice the piano than give piano lessons?

If Alissa gets a call from one of her cousins, the probability that it is from a girl is

If Ken competed in 25meets last year, howmany of them did Alissa miss?

Getting to Know Each Other

Alissa's walking club went three miles per day on their second week,

four miles a day the third week and five miles a day the fourth week. Besides

getting good exercise, they talked a lot and learned about each other.

Alissa told Marianne about her seven cousins. Two of them are boys. Her

cousin Ken is on a swim team. Alissa saw Ken compete fourteen times last year.

At the last swim meet, he won two races. In the final race Ken came in second.

The boy who finished ahead of him was only two seconds faster.

Marianne said she and her brother Will have eleven cousins. Five of the

cousins are girls and six are boys. They all live in the same town.

Nancy Jane is Marianne's oldest cousin. She has

been playing piano for three years. She practices 45

minutes every day, after her walking exercise. Last

month she played in four different recitals. She gives

Will piano lessons for 30 minutes a day.

Read the story, circle the numbers and write them in the correct spaces below.

Daily miles the second week____ Daily miles the third week _____

Daily miles the fourth week ____ Alissa has ____ cousins

Alissa's boy cousins ____ Alissa saw Ken compete ____ times

Ken lost the race by ____ seconds Will's cousins ____

Will's girl cousins ____ Nancy Jane has played piano ____ years

Nancy Jane practices ____ minutes Will has _____ minute piano lessons

Write a story problem from the information in the story and answer your question.

_____ out of ______.

7 miles

45- 30

15

6 boys15 minutes more

11 meets5 7

11 - 5 = 6week 1 2 3 4 5 6miles 2, 3, 4, 5, 6, 7

25- 14

117 - 2 = 5

3 4

5

2 142 11

5 345 30

7

715

+ 628

57

11+ 629

How many minutes does Nancy Jane practice the piano each week?

45 min x 7 = 315 minutes

28

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TEKS Aligned—STAAR Ready SAMPLE - · PDF filesample Texas Teacher Edition for Grade 4...

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Transcript of TEKS Aligned—STAAR Ready SAMPLE - · PDF filesample Texas Teacher Edition for Grade 4...